Структура гендерної культури молодших школярів

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Структура гендерної культури молодших школярів

Вовк Юрій

Анотація. Розглянуто процес формування Тендерної культури у мо-лодшому шкільному віці; виявлено особливості структури Тендерної куль-тури на різних вікових етапах, досліджено взаємини дівчат і хлопців цього віку; визначено критерії когнітивного, емоційного та поведінкового ком-понентів Тендерної культури; виділено три рівні сформованості Тендер-ної культури в учнів початкових класів.

Формування Тендерної культури молодших школярів у розвитку осо-бистості дитини є одночасно процесом соціальним та індивідуальним. З одного боку - це набуття знань про гендерні ролі, засвоєння статево-рольових норм, правил поведінки, прийнятих у соціальному довкіллі, а з ін-шого - процес розвитку сутнісного «Я» дитини, усвідомлення власної Тен-дерної ідентичності, розвиток маскулінності/фемінності та вміння за-стосовувати різні типи поведінки. Доведено, що цей процес багатогра-нний, суперечливий, динамічний. Незважаючи на сталість природної ди-ференціації статей, спонтанну сегрегацію дівчат і хлопців, відповідно до якої специфіка кожної статі стає очевидною (хлопці - сильні, хоробрі тощо, дівчатка - красиві, добрі тощо), виховання гендерної культури ви-магає від кожного хлопця і дівчини молодшого шкільного віку внутріш-нього напруження, осмислення індивідуальних Тендерних особливостей, свого жіночого/чоловічого образу «Я». гендерний культура молодший шкільний

Ключові слова: Тендерні цінності, молодший шкільний вік, Тендер-не виховання, структура Тендерної культури, вміння та навики міжТен- дерної взаємодії, компоненти Тендерної культури.

The formulation of the problem. At present the special attention is paid to the process of gender culture formation, caused by many reasons, among which can be mentioned such as acceleration, poor awareness of juveniles with sex development, leveling of moral values etc. Besides there are contradic-tions between the requirements for gender upbringing and inability of several social institutions to perform educational functions. That's why the problem of personality's gender culture formation is extremely important nowadays.

Gender culture formation of younger pupils during educational activity at primary school we regrd as a process of harmonization of gender relations between girls and boys as representatives of male and female constituent parts of society, which have equal possibilities of self-realization, self-expression, self-assertion, performing of social and educational roles, despite different phy-siological, psychological and individual peculiarities. The actuality of our inves-tigation is caused first of all by potential possibilities of general schools as to gender upbringing of pupils and their insufficient use at educational process.

The Analysis of the Latest Investigations and Publications. As we talk about junior school age, when the need for self-assertion as of the sex representative is being formed in the process of interaction, the basis for moral orientations of gender socialization is built, spontaneous engagement into a system of gender values takes place, the basis for accumulation of such knowledge as equality, parity, uniformity, formation of gender competitive-nesses of boys and girls is formed - we regrad it necessary to use theoretical and practical aspects of gender culture formation, which were investigated by V. Kravets, O. Kikinedzhi, T. Hovorun, O. Ilyina, S. Vykhor, T. Buturlym. The scientific investigation of gender culture has shown, that the specificity of gender culture formation of a younger pupil lies in age and psycho-physio-logical peculiarities (Jacobsen, de Mello, Kochhann, & Fonseca, 2017, p. 408). The social role of a pupil, which is mastered by child, can be chracterized by flexibility of sex and role behaviour, that approaches it to androgynous one (Allison & Ralston, 2017). That's why junior school age is the most sensational in the context of the egalitarian gender representations formation based on their practical, intellectual and spiritual comprehension.

The aim of the article - on the basis of psychological and pedagogical sources' analysis to reveal the structure of elementary school students' gender culture.

In our investigation we based on the understanding that the formation of gender culture of junior students at child's personality development is si-multaneously social and individual process. On the one hand - it is gaining of knowledge about gender roles, mastering of sex-role norms, rules of conduct accepted in the social environment, and on the other hand - it is a process of child's self-concept development, realization of gender identity, development of masculinity/femininity and ability to use different types of conduct. This process is multifaceted, contradictory and dynamic. Despite stability of natural differentiation of sexes, spontaneous segregation of girls and boys, according to which specificity of each gender is obvious (boys are strong, brave etc., girls are beautiful, kind etc.), upbringing of gender culture demands inner strain from each boy and girl of junior school age, their comprehension of indivi-dual gender characteristics and their feminine/ masculine self-concept (Molano & Jones, 2017, p. 14).

We may judge about the level of gender culture by the levels of its struc-tural components formation.

In several investigations the characteristics of gender culture's structure at different age stages is presented. In the structure of the gender culture of older teenagers S. Vykhor distinguishes:

- a cognitive component, which is determined by the focus on sexual identity formation of the person on the basis of a self-concept as a represen-tative of a particular sex representative, of gender roles content and modern gender stereotypes, of feminine and masculine peculiarities;

- an emotional-value component - recognition of the priority of univer-sal values and equal possibilities for people of different genders, orientation on partner interaction and egalitarian marriage;

- a behavioral component - causes the realization of the learned mo-dels of gender roles implementation in their own lives through the training of appropriate actions in atypical for this gender activities, training in expressions of respect for another gender and adequate interpersonal communication (Vyhor,

2006, p. 26).

On the basis of pupils-teenagers' gender culture formation V. Baydala suggests such structural components:

- a cognitive one, which means presence of correct ideas about physio-logical, psychological and social-role peculiarities of a man and of a woman, about his/her own gender role, about rules of gender-role behaviour in the society;

- an emotional-value component, which can be characterized by for-mation of humanistic gender attitudes, postive feelings caused by the fact of realization of own destination as of a biological and social creature;

- an individual-behavioral component as capability to elaborate own gender-role behavior in accordance with the gender expectations of the so-ciety, a demonstration of the desire to improve interaction with represen-tatives of both sexes on the basis of the expression of mutual respect and tolerance (Baidala, 2013, pp. 6-7).

A. Dorokhina (2006) emphasizes the fact that gender culture involves the formation of ideas about the life destination of men and women, the disclosure of male and female physiological, psychological characteristics. And the establishment of the correct relationship between a boy and a girl is supposed to be the criterion for determining the level of gender culture formation.

Tha analysis of scientific approaches to gender culture indicators esta-blishing has shown that regardless peculiarities of each investigation the basis for criteria and indicators of gender culture is formed by dimension of cogni-tive, value and behavioral spheres in the context of gender issues.

So, according to the theoretical principles of gender upbringing, in our research we have distinguished generally accepted components of gender cul-ture: cognitive, emotional-value and behavioral. But the criteria and indica-tors of different levels of junior pupils' gender culture formation have been developed according to the subject of our investigation.

The gender culture of junior pupils we define as a subjectively defined system of values, gender knowledge, gender-role norms of behavior that pro-mote the realization of different gender pupils' abilities as equal social entities, form gender qualities of the individual, determine the choice of the correct strategy of pupils' gender identity.

The cognitive component at forming of the investigated chracterisctic is important. As O. Kikinezhdi (2013) writes: «the way to gender culture is laid through gender apprehension (awareness)». L. Stolyarchuk concludes that the gender culture formation is performed not through educational disciplines mas-tering, but through the understanding of the surrounding world. It is essential for the child to understand the organization of mutual relations between people of different genders, especially at solving definite problems (Stolyarchuk, 1999, p. 56). That's why the more the child knows about gender roles of men and women, cultural and moral norms, rules, the more consciously he treats himself and others, the more flexible he is evaluating and perception of gender stereotypes. Taking into account the foregoing, we have determined that the criterion of the cognitive component is gender knowledge and its represen-tation.

Values are one of the most important elements of culture, that's why the emotional-value component occupies an importanat place in the structure of gender culture. This component reveals the perception of own gender-ap-propriate self-concept, evaluation of peculiarities, «advantages and disadvan-tages» of sexes as a standard in constructing gender identity/self-identity. V. Kravets supposes that the formation of a generalized self-esteem of girls and boys is the core of personality at junior school age. The gender self-con-cept arises as a result of the organization of value-semantic coordinates related to the realization and experience of oneself as a boy/girl into a single system of representations and self-adaptations. Treating of men and women and their evaluation form so-called benchmark at gender self-concept constructing (Kravets, 2011, р. 135).

The investigation of relations' formation between girls and boys show, that in the light of gender representations, they evaluate behavior and actions of each other. L. Bozhovych indicates, that «emotional-value relations are the first thing, which the child learns from important adult people and it influences his/her actions in the space of future social relations» (Kikinezhdi, 2013, p. 112). That is why everything that can be qualified as «a value» should be included in to the child's life through the content, forms of gender upbringing, providing emotional regulation (concern, emotional affinity, trust) of relations with the people of the opposite sex, forming the system of value orientations, needs, motives of the child of junior school age.

So, we determine gender values as the criterion of the emotional-value component. Mastering of gender culture values enables realization of self-concept, building of harmonious relations, egalitarian relations with the opposite sex representatives.

The third, behavioral component of gender culture contains schemes, rules, norms, standards, models of behaviour, which junior pupils demonstrate. V. Mukhina notes, that junior pupils not only realize their belonging to a de-finite gender, but also aspire to establish themselves as women or men (Mun- tian, 2004, p. 14). In school group children master the skills of interaction with people who are with them at one hierarchical level, work out and fix patterns of relationships with their own and with the opposite sex.

Gender behaviour expresses the system of attitudes in external reaction of personality through the «gender display» (diversity of displays (manifesta-tions) connected with the norms of male and female actions and interactions suggested by the society) (Shevchenko, 2013, p. 254). The behavioral compo-nent represents the compliance of the child's behavior to the norms, values and rules of intergender communication and interaction, the ability to realize and to implement the gained gender knowledge through the establishment of tolerant, coherent, gender-neutral interaction stereotypes. This provides the basis to determine the abilities and skills of intergender interaction as the criterion of the behavioral component.

So, the content of gender culture means the mastering of gender know-ledge, the formation of an adequate emotional evaluation of one's own and of the opposite sex, building effective interpersonal communication and interaction, as well as awareness of the relevant moral norms and rules to be followed. So, the components of gender culture are interrelated and interdependent. It may be concluded that the structure of junior pupils' gender culture has formed proper gender knowledge and ideas, values and skills of interaction.

In accordance with the above-mentioned components and criteria, the indicators of gender culture formation of younger schoolchildren have been developed.

For the criterion «gender knowledge and ideas» we have chosen: aware-ness of gender roles; understanding of the equality of genders; the ability to perceive a variety of gender manifestations. The criterion «gender values» is reveled through such indicators: self-perception, integrity of self-concept by gender; notion about «ideal female» and «ideal male» characteristics; orienta-tion to gender convergence (gender convergence is the phenomenon opposite to gender segregation, the desire of two opposing sexes to participate in joint activities, communication, friendship, etc.) (Bendas, 2008, p. 87).

We have chosen such indicators of abilities and skills of gender inte-raction: self-identification according to masculine and feminine types; formation of skills of tolerant, equal interaction; orientation to partner, egalitarian rela-tions. The mentioned structural components, criteria and indicators of junior pupils' gender culture have given the basis to distinguish three levels of forma-tion of investigated personality's characteristics and to evaluate them.

The high level is chracterized by the fact that gender knowledge and ideas correspond to egalitarian principles, the differentiation of gender roles according gender features is absent. Junior pupils can adequately realize themselves as representatives of particular sex, show their positive treatment to peers of the opposite sex. Emotional-value judgements are based on ega-litarian value attitudes. Pupils know the rules of gender interaction on parity principles and keep to them in their everyday life. Besides their skills of equal and compliant attitudes to each other have been formed.

The schematic representation of the structure of junior pupils' gender culture is shown in Fig. 1.

Fig. 1. The Structure of junior schoolpupils' gender culture

The middle level is chracterized by presence of idea about equality of sexes at gender roles perfoming, but it has not been completely formed at consciousness of junior pupils. They treat themselves positively, but emo-tional positive interest to their peers of the opposite sex is expressed situa-tionally. The character of the behaviour partially corresponds to the prin-ciples of gender equality. The pupils know the rules of partner interaction, but their motivation to their keeping is unstable.

The low level can be characterized by stereotype gender knowledge and ideas of junior pupils. Such pupils differentiate gender roles, which are unpropriate to egalitarian principles of sex equality. The system of gender values is based on stereotype gender standards according to which junior pu-pils estimate their peers of the opposite sex. Their bahaviour can be characte-rized by stereotype gender manifestations. The skills of equal and compliant interaction are not formed.

Conclusions. We have presented the structure of junior pupils' gender culture by three components: a cognitive one, which has such criterea as formation of gender knowledge and ideas; an emotional-value component, which has such criterea as formed value treatment to his/her own sex and to the opposite sex; a behavioral component, which has such criterea as abilities and skills of keeping to principles of gender equality and sensitivity in mutual relations. On the basis of the developed criterea and their indicators we have established three levels (a high one, a middle one and a low one) of junior pupils' gender culture formation. The suggested criterea, indicators and levels of their formation make it possible to diagnose gender culture formation of primary school children.

It is necessary to carry out further investigation of pedagogical techno-logies and methods of pupils' gender culture formation at the educational process of primary school.

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