The ways of the realization of gender-based education in the learning process in higher educational establishments
The article reveals the problem of gender-oriented education in higher education. The author notes that it is important not only to change the forms, methods and means of learning in modern conditions but also the concept of forming a modern specialist who has to train, in addition to professional knowledge, skills and abilities - interpersonal and soft skills because society is gradually moving away from the individualistic type and focuses on teamwork and cooperation at all levels. Among the gender problems in Ukraine such as gender inequality at different levels of education, the presence of elements of gender discrimination in the content of academic disciplines and its reflection in the educational and methodological literature; gender relations in the teaching staff, teaching style and pedagogical communication; speech/language sexism, etc. are identified. The survey proved the need to use a gender-sensitive approach in the educational process, showed some differences in learning between boys and girls and confirmed the importance of taking into account the psychological and physiological differences between girls and boys in the educational process. The author presents ways to implement this approach in higher education, which will contribute to the comprehensive coverage of all areas of work - teaching, methodological and educational - which will contribute to the creation of a gender-sensitive educational environment. Various directions of the introduction of gender education as a component of national, moral, family, legal, mental, labour are offered; emphasis is placed on the necessity to include gender topics in lectures, practical classes, term papers and master's theses; cooperation of educators and public organizations; formation of gender culture of the teacher, propaganda of gender education. The results of an experimental study are presented, the statistical data of which indicate the need to implement this type of education for more effective organization of the educational process in higher education, humanization and democratization of education.
Vykhor, S. T. (2003). Henderne vykhovannya: paraleli kriz' stolittya [Gender Education : parallels through centuries]. Nauka i suchasnist', XLI, pp. 82-90.
Lionchuk, R. A. (2010). Osvita ta vykhovannya: hendernyy pidkhid [Education and Breeding : a gender approach]. http://conf.vntu.edu.ua/humed/2010/txt/Lionchuk.php
Ministry of Education and Science of Ukraine. Proekt stratehiyi uprovadzhennya hendernoyi rivnosti ta nedyskryminatsiyi u sferi osvity «Osvita: hendernyy vymir – 2020». [Project strategy of implementation of gender equality and non-discrimination in education «Education – gender dimension – 2020»]. K. Ukraine.
Alan, S., Ertac, S., Kubilay, E., & Loranth, G. (2019). Understanding Gender Differences in Leadership. The Economic Journal, 130 (626), 263-289.
Babcock, L., & Laschever, S. (2003). Women Don’t Ask: Negotiation and the Gender Divide. Princeton and Oxford: Princeton University Press.
Croson, R., & Gneezy, U. (2009). Gender differences in preferences. Journal of Economic Literature, 47(2), 448-74.
Cross, C. (2010). Barriers to the executive suite: evidence from Ireland. Leadership and Organization Development Journal, 31 (2), 104-119.
Davies, P.G., Spencer, S.J., Quinn, D.M. & Gerhardstein, R. (2002). Consuming images: how television commercials that elicit stereotype threat can restrain women academically and professionally. Personality and Social Psychology Bulletin, 28 (12), 1615-1628.
Ezzedeen, S.R., Budworth, M.H. & Baker, S.D. (2015). The glass ceiling and executive careers still an issue for pre-career women. Journal of Career Development, 42 (5), 355-369.
Fritz C., Daan van Knippenberg. (2017). Gender and leadership aspiration: the impact of organizational identification. Leadership & Organization Development Journal. https://www.emerald.com/insight/content/doi/10.1108/LODJ-05-2016-0120/full/html
Gebauer, J.E., Paulhus, D.L. & Neberich, W. (2013). Big two personality and religiosity across cultures: communals as religious conformists and agentics as religious contrarians. Social Psychological and Personality Science, 4 (1), 21-30.
Jennifer L. Lawless & Richard L. Fox (2008). Why Are Women Still Not Running for Public Office? Issues in Governance Studies, 16. https://www.brookings.edu/wp-content/uploads/2016/06/05_women_lawless_fox.pdf
Kanthak & Woon (2015). Women Don't Run? Election Aversion and Candidate Entry. American Journal of Political Science, 59 (3). https://doi.org/10.1111/ajps.12158
Lyness, K.S. & Heilman, M.E. (2006). When fit is fundamental: performance evaluations and promotions of upper-level female and male managers. Journal of Applied Psychology, 91 (4), 777-785.
Reuben, E., Rey-Biel, P., Sapienza, P., & Zingales, L. (2012). The emergence of male leadership in competitive environments. Journal of Economic Behavior & Organization, 83(1), 111-117.
Rudman, L.A. & Phelan, J.E. (2010). The effect of priming gender roles on women’s implicit gender beliefs and career aspirations. Social Psychology, 41 (3), 192-202.
Williams, С. (2017). Five ways science can improve your focus. ВВС. https://www.bbc.com/worklife/article/20170925-the-surprising-tricks-to-help-you-focus-at-work
Abstract views: 133 PDF Downloads: 129
This work is licensed under a Creative Commons Attribution 4.0 International License.