The problem of creating a non-discriminatory environment in general secondary education institutions: gender approach
Substantiation of the relevance of the problem of introducing a gender approach as a key one in building a non-discriminatory school environment in the context of reforming the educational system. Essence and implementation of the gender approach.
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| Вид | статья |
| Язык | русский |
| Дата добавления | 07.04.2022 |
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The problem of creating a non-discriminatory environment in general secondary education institutions: gender approach
Iryna Shulha
Nataliia Levchyk
Oksana Kikinezhdi
The article is dedicated to the actuality of the problem of implementing a gender approach as key in creating a non-discriminatory school environment in the conditions of reforming the educational system of Ukraine. The authors' understanding of the essence of the non-discriminatory environment in an educational institution as safe, healthy, inclusive and gender-equitable is given; the role of a teacher in this process is indicated. The essence of the gender approach and the peculiarities of its implementation in the general secondary education institutions are revealed.
The results of the study of the content and prevalence of gender views and stereotypes among teachers of both sexes are presented. It has been found that most educators are heavily influenced by traditional views on the relationship between the genders. The differences in the gender perceptions of female teachers and male teachers depending on age and teaching experience have been revealed. About 20% of teachers implement a gender approach in school practice.
It is empirically proved, that pedagogical groups deepen differentiation of social and psychological requirements and expectations regarding pupils and students. Most teachers remain uncertain in their gender orientations, profess the ideology of complementarity of male and female roles. The educational process in secondary education establishments reinforces traditional views on the dichotomy of women and men social roles and to a lesser extent demonstrates the equality and equivalence of both sexes, capable of assertive behavior and the interchangeability of gender roles.
Prospects for further research outline a further need to determine ways to develop the egalitarian culture of teachers of general secondary education.
Keywords: teacher, general secondary education establishment, educational environment, non- discriminatory school environment, gender stereotypes, gender approach.
Ірина Шульга
Наталія Левчик
Оксана Кікінежді
Створення недискримінаційного середовища у закладах загальної середньої освіти: ґендерний підхід
Обґрунтовано актуальність проблеми впровадження Тендерного підходу як ключового у побудові недискримінаційного шкільного середовища в умовах реформування освітньої системи України. Подано авторське розуміння сутності недискримінаційного середовища як безпечного, здоров'язбережувального, інклюзивного та Тендерно-справедливого; зазначено роль учителя у процесі його формування. Описано сутність гендерного підходу та особливості його впровадження у заклади загальної середньої освіти. Представлено результати дослідження змісту і поширеності Тендерних поглядів та стереотипів серед вчителів обох статей. З'ясовано, що більшість педагогів перебуває під значним впливом традиційних поглядів на взаємини статей. Виявлено відмінності у Тендерних уявленнях вчителів-жінок і вчителів-чоловіків залежно від віку та педагогічного стажу. Емпірично доведено: педагогічні колективи поглиблюють диференціацію соціально-психологічних вимог та очікувань стосовно учнів та учениць; більшість вчителів залишаються невизначеними у власних Тендерних орієнтаціях, сповідують ідеологію комплементарності жіночих і чоловічих ролей; освітній процес у закладі загальної середньої освіти підкріплює традиційні погляди на дихотомію соціальних ролей жінок і чоловіків та меншою мірою демонструє рівноправ'я та рівноцінність обох статей, здатних до асертивної поведінки та взаємозамінності Тендерних ролей.
Ключові слова: вчитель, заклад загальної середньої освіти, освітнє середовище, недискримінаційне шкільне середовище, Тендерні стереотипи, Тендерний підхід.
Ирина Шульга
Наталья Левчик
Оксана Кикинежди
Построение недискриминационной среды в учреждениях общего среднего образования: гендерный подход
Обоснована актуальность проблемы внедрения гендерного подхода как ключевого в построении недискриминационной школьной среды в условиях реформирования образовательной системы Украины. Представлено авторское понимание сущности недискриминационной среды в учебном заведении как безопасной, здоровьесберегающей, инклюзивной и гендерно-справедливой; указано роль учителя в процессе её формирования. Раскрыта сущность гендерного подхода и особенности его внедрения в учебном заведении. Представлены результаты эмпирического изучения содержания и распространения гендерных стереотипов среди учителей обоих полов. Выяснено, что большинство педагогов находится под значительным влиянием традиционных взглядов на взаимоотношения полов. Выявлены различия в гендерных представлениях учителей-женщин и учителей-мужчин в зависимости от возраста и педагогического стажа. Эмпирически доказано: педагогические коллективы углубляют дифференциацию социально-психологических требований и ожиданий относительно учеников и учениц; большинство учителей неопределены в собственных гендерных ориентациях, исповедуют идеологию комплементарности мужских и женских ролей; образовательный процесс в учреждении общего среднего образования подкрепляет традиционные взгляды на дихотомию социальных ролей женщин и мужчин и в меньшей степени демонстрирует равенство и равноценность полов, их способность к ассертивному поведению и взаимозаменяемости гендерных ролей.
Ключевые слова: учитель, заведение общего среднего образования, образовательная среда, недискриминационная школьная среда, гендерные стереотипы, гендерный подход.
Reforming the education system of Ukraine in the context of European integration presupposes a revision of the teacher' role in the educational process, puts forward new demands on his/her professional competence. In particular, the professional standard of a teacher (by professions “Primary school teacher of general secondary education”, “Teacher of general secondary education”), which comes into force on January 1, 2021, lists the key competencies of modern teachers, including: “The ability to understand and appreciate the interdependence of people and systems in the global world”, which implies respect for the diversity of opinions and views, acceptance and appreciation of otherness; interaction with children and their families belonging to different socio-cultural groups, based on the principles of acceptance, respect, non-discrimination; application of basic behavioral strategies to protect their rights and freedoms, as well as to uphold the rights and freedoms of students and other participants in the educational process, etc. [6].
Acquisition of key competencies defined by the Standard will allow teachers to create a safe, healthy, inclusive, gender-equitable environment in the institution, which corresponds to the main provisions of the Concept of the New Ukrainian School (2016), National Strategy for Safe and Healthy Education in the New Ukrainian School (2020), the National Strategy for Education Development in Ukraine until 2021, the Strategy for Gender Equality and Non-Discrimination in Education “Education: Gender Dimension - 2021”. In particular, the Concept of the New Ukrainian School states that the modern school should work on the basis of “partnership pedagogy”, the guiding principles of which are respect for the individual, friendliness and positive attitude, trust in relationships, dialogue - interaction - mutual respect, shared leadership, social partnership, communication, interaction and cooperation between a teacher, a student and parents on equal terms. “The school must initiate a new, deeper family involvement in building the child's educational trajectory, so it is important to implement a personality-oriented model of education, taking into account the abilities, needs and interests of each child, regardless of gender, and implememnting the principle of child-centeredness [7].
According to our understanding, non-discriminatory (gender-equitable) environment as a safe, healthy, inclusive is based on the principles of social justice, gender equality, child-centeredness, egalitarianism and gender parity, in the conditions of which the full development of the individual is ensured, taking into account gender, age, disability, religion, ethnicity, etc. [4, p. 17].
However, the educational environment is not exemplary today, it still traces the phenomena of “hidden” and “overt” discrimination, in particular, on the basis of gender (gender discrimination), which causes girls and boys to reproduce gender-appropriate (dichotomous) patterns of behavior, stereotyping and forming a limited range of knowledge, skills and abilities.
In the study we pay attention to “partnership pedagogy” and gender “matrix” of humanistic pedagogical heritage, integration of competent, personal oriented and gender approaches which help into formation of gender culture and the egalitarian outlook of children (gender competence, sensitivity and tolerance) as important factors of personal and professional self-realization of both sexes, democratic world-view and civilian girls' and boys' life-realization in the sphere of national being [8, p. 29].
In this case, gender teacher's knowledge should include the following ideas: bipolar construct of gender (polarization of masculinity-femininity as a rigorous definition of sexual roles in the patriarchal culture); androcentrism as a tradition of subordination of the female and domination of the male; egalitarian (partner) gender construct; sexism as a biased and stereotyped attitude; “open” discrimination as a practice of different educational programs for boys and girls; “hidden” discrimination as a model of the formation of gender stereotypes in the content of educational materials; stereotypical opinions about gender among teachers [8, p. 28].
Within the gender approach (S. Vykhor, T. Hovorun, O. Zheliba, T. Doronina, O. Kikinezhdi, V. Kravets, O. Lutsenko, T. Martseniuk, N. Pavlushchenko, O.Petrenko, O. Tsokur, L. Yatsenko and others) the determining conditions for the socialization of children are compliance with modern standards of gender equality for both genders (equality of access, equality in attitude and evaluation of personal achievements), creating equal conditions and opportunities for full development of girls and boys without gender stereotypes and prejudice. In this case, the child's personality and individuality are a priority in development and upbringing and are above the traditional gender framework.
Researchers do not deny the biological differences between the genders, but believe that psychological and behavioral differences are largely due to socially imposed stereotypes of adults. In the dictionary of gender terms “gender stereotypes” (Greek stereos - solid, typos - imprint) - simplified, standardized, stable, emotionally rich, value-defined polar in the sign of evaluation, fixed images of men and women, which determine a certain attitude to gender [1, p. 37].
Researchers distinguish four groups of gender stereotypes: 1) masculinity-femininity as characteristics of male and female personality traits; 2) distribution of spheres of activity, work and directions of socialization of genders; 3) social roles of the genders in the private and family spheres; 4) social roles of genders in the public sphere.
The results of a number of modern studies have shown that traditional gender relations, differentiation of attitudes and requirements for girls and boys by teachers, division of professions and spheres of activity into “female” and “male” are unjustified due to their one-sided influence on personal development.
The purpose of our study was to examine empirically the content and incidence of gender biases and stereotypes among secondary school teachers of both genders as a discriminating factor in the school environment.
The sample consisted of 330 teacher who studied at the Ternopil Regional Communal Institute of Postgraduate Education (205 of them were women and 85 were men). The used questionnaires and semi-structured interviews included the developed by us criteria of gender balance preservation in the educational process (T. Hovorun, O. Kikinezhdi), each of these criteria had its own semantic load [1, p. 44-45]. The obtained data were processed and interpreted quantitatively and qualitatively. Analysis of the correlation structure of the questionnaire, taking into account the Pearson association coefficients, revealed significant links (table 1).
Table 1
Factor loads of teachers ' stereotypicaljudgments
|
No. |
Gender stereotypes |
Women X2 |
Men X2 |
Total X2 |
|
|
1. |
Do you share the view that it is better for teachers to have masculine rather than androgenic qualities? |
0,07 |
2,25 |
1,43 |
|
|
2. |
Do you agree with the statement that, besides of the professions harmful to women's reproductive health, the rest of the professions are “male” or “female”? |
10,67 |
4,00 |
0,05 |
|
|
3. |
Are you more likely to excuse boys' acts of rudeness and aggression than those of girls? |
1,19 |
1,14 |
0,40 |
|
|
4. |
Do you share the view that girls are more capable in humanities and boys are more capable in natural sciences? |
7,41 |
1,00 |
0,20 |
|
|
5. |
Are you a supporter of the view that girls should first and foremost be prepared for the role of a mother and housewife, and boys for professional career to provide financial support for their families? |
32,67 |
0,25 |
8,69 |
|
|
6. |
Do you agree with the idea that for successful learning, boys often lack diligence, patience, and girls often lack abilities? |
1,85 |
0,25 |
1,20 |
|
|
7. |
Do you share the view that men are better leaders, team captains, heads of businesses, etc. thanwomen? |
1,85 |
4,00 |
5,80 |
|
|
8. |
Do you support the development of boys' masculinity and girls' femininity more than androgenic qualities regardless of pupils' gender? |
21,41 |
0,07 |
7,17 |
|
|
9. |
Do you share the view that children's potentials and learning achievements, their favourite activities, career guidance, and cultural development is largely determined by their gender? |
1,19 |
2,25 |
0,66 |
|
|
10. |
Does a child's gender determine how to address him/her, what to say, what to advice, and so on? |
32,67 |
6,25 |
0,64 |
gender approach educational system
The study results show that most teachers are significantly influenced by traditional views on the relationship between genders. According to our data, 62% of the teachers think that it is important for boys to stand out among their peers (^2=4,57; p<0,05), 76% of the teachers adhere to the stereotypical opinion on girls' greater emotional sensitivity (%2 = 21,28; p< 0,05). 72% of the teachers believe that girls and boys exhibit almost the same territorialism (^2=15,51; p<0,05), 67% of the teachers do not share the stereotype that boys navigate the terrain better compared to girls (^2=9,23; p<0,05). 64% of the teachers believe that boys are more aggressive than girls (^2=6,21; p<0,05), and girls are more affectionate and tolerant than boys (73%) (^2=17,33; p<0,05). The teachers (71% of the respondents) have stereotyped views that boys show greater inventiveness in the subject-instrumental sphere (x2 =14,14; p<0,05) and girls manifest more often fear and anxiety (76% of them) (x,2=20,51; p <0,05).
About 78% of the teachers believe that girls do not like competitionsin strength and agility, physical exercises (x2=25,63; p<0,05). Only 62% of them agree that it is more important for boys to strengthen themselves, achieve authority, to be remarkable because of something (x2=4,15; p<0,05). 64% of the teachers do not support the idea that boys are more inclined to creativity and girls are inclined to monotonous work, which indicates the individual nature of work of both genders (x2=5,73; p<0,05). As for teachers' views on boys' and girls' leadership and academic motives, such differences are not statistically significant.
The analysed dependence of teachers' gender perceptions on their working experience and age shows that teachers of 30 years (with up to 8 years of experience) answered the question 16 more stereotypically (Mann-Whitney coefficient U=185,5; p=0,03) and the questions 18 (U=167,5; p =0,01) and 20 (U=267,5; p=0,04) more negatively. The question 16 asks on girls' fearfulness and anxiety, which again confirms the teachers' widely-accepted views on the female gender. Negative answers to the questions 18 and 20 indicate that experienced teachers tend to reject gender stereotypes: girls and boys are willing to compete in strength or agility and incline to creativity to the same degree.
Differences in gender perceptions of teachers-women and teachers-men were identified. Thus, the majority of teachers-women (89%) adhere to the traditional division of the gender spheres (a family is for women and society is for men (x2=32,67; p<0,05), the bipolar masculinity-femininity construct (x2=21,41; p<0,05), and different pedagogical interactions with girls and boys (x2=32,67; p<0,05). However, unlike women, teachers-men (75%) consider leadership as a purely masculine affair (x2=11,62; p<0,05), which is a confirmation of their widespread social stereotype of men's dominant role and women's subordinate one.
The teachers of both sexes deny the dichotomous division of professions (x2=4,00; p<0,05). In particular, the teachers preferring masculine personal traits are more oriented towards the traditional approach in educational work, that is, they are oriented to the development of polar qualities at boys and girls (r=0,31; p=0,0001); to prepare the both gender for stereotyped activities (r=0,18; p=0,03), they point the different potential of different genders in teaching, society service and professions (r=0,31; p=0,0001). Those teachers who support the stereotypical division of professions into “male” and “female” (r=0,23; p=0,004) show tolerance for boys' rudeness and aggression more often than that for such behaviour of girls (r=0,27; p=0,001). The teachers also believe in different cognitive abilities of boys and girls in the humanities and the natural sciences. Teachers also see different academic motivation depending on gender (boys often lack patience, diligence, and girls often lack abilities (r=0,32; p=0,0001). Boys' aggressive behaviour is tolerated more often than that of girls (r=0,23; p=0,004). A strong relations was found as for teachers' perceptions of the future family and social roles of girls and boys (r=0,18; p=0,026).
Differences in the views of teachers with different pedagogical experience on the issues of equal access of children of both genders to different toys, games, sports equipment and on their discussions with pupils on ethical behavioural questions were revealed. A positive answer to the first question indicates that more experienced teachers support equal access of children to all activities and equal approach to pupils of both genders (U=25,0, p=0,04); they also discuss more frequently with pupils the actual issues of gender equality in the family and society (U =41,5; p=0,02; U=72,5; p=0,002).
The gender orientations of women-teachers and men-teachers are statistical different concerning the stereotypes of girls' preparation for the role of mothers and boys as breadwinners and family protectors (89% of women and 56% of men are agree with this stereotypes) (x2=8,69; p< 0,05). Most women-teachers (81%) and almost half of men-teachers (44% (x2 = 7,17; p<0,05) support masculinity in boys and femininity in girls more than development of androgynous qualities.
The relations between the question on the division into male and female professions indicates that teachers are more forgiving of boys' rudeness and aggressiveness(r=0,23; p=0,004), and believe that boys are better leaders, directors and so on (r=0,27; p = 0.001). The correlations between questions 3, 5 (r=-0,18; p=0,026), and 6 (r=0,23; p=0,004) suggests that teachers who tend to forgive boys' aggression often believe that girls need to be prepared for the role of a mother and boys for the professional career, and boys lack often diligence and patience, and girls are not enough brainy.
In particular, there are significant differences related to stereotypes on differences in work career chosen by different genders, pupils' gender roles and their psychological characteristics. The majority of the respondents (76%) recognize that the role of a mother, a housewife and emotional expressions are characteristic for girls is, and boys are characterized by the role of a protector, breadwinner, material supporter of their family, as well as subject-instrumental activities (x2 =21,28; p<0,05). The most teachers (76%) believe that girls are more obedient and humane to the environment than boys (x2=21,28; p<0,05). A significant proportion of the respondents (63%) adhere to the masculinity-femininity stereotype, so they consider it necessary for boys to develop masculine psychological qualities, and for girls to develop feminine traits (x2 =11,16; p<0,05). The teachers, both women (89%) and men (81%), were the most gender biased as for used communicative strategies at interactions with children of different gender (x2=39,25; p<0,05).
According to our research results, gender stereotypes remain widespread among teachers. Pedagogical personnel, consisting of mainly from women, deepen the differentiation of socio- psychological demands and expectations regarding gender. Secondary school teachers remain mainly uncertain in their gender orientations; they are not convinced in the need for equal development of children in all spheres of social life, and profess the ideology of complementarities between male and female roles. It was found that education in secondary school substantially supports the traditional views on the dichotomy of men's and women's social roles and demonstrates less the gender equality, flexibility of gender behaviour or interchanged gender roles. On the one hand, teachers pay great attention to the gender factor in school practice; so, they form children's idea of “innate inequality” of female and male. On the other hand, teachers are quite often gender insensitive in situations when gender specific help understand pupils' needs and their motives for actions and make qualified pedagogical decisions. At school education and extracurricular activities, gender-sensitive stereotypes are transmitted through gender-based information to pupils, which determine future adults' tolerance to the social inequality of women and men in society. This imposition of traditional gender roles interferes with the development of androgynous qualities at children, the development of their friendship. Only about 20% of teachers and school managers show considerable interest in insurance of children's gender equality at education, implementation of gender-equal educational technologies into school practice.
Future research prospects relate to identify ways of development of gender culture of school teachers.
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9. Shulha I. М. Vplyv gendemykh nastanovlen vchytelia na formuvannia valeolohichnoi kultury molodshykh shkoliariv [The Influence of Teacher' Gender Attitudes in Forming of Valeological Culture of Junior Students]. Naukovi zapysky TNPU. Seria pedahohika. 2015. № 1. S. 124-130.
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