PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR THE GENDER IDENTITY FORMATION AT THE STAGE OF PRESCHOOL

The article reveals the features of the cognitive, emotional and behavioral components of preschoolers’ gender identity. An important condition for the formation of gender identity is the qualitative content of the developing subject-spatial environment. Psychological and pedagogical support for the formation of gender identity at the stage of preschool childhood is to create conditions for the successful assimilation of gender-role behavior in the play activities of preschoolers.

The transformation of emotional component of gender identity of adolescent girls

The subject of this research is the emotional component of gender identity of adolescent girls. The goal is to determine the specificity of transformation of the emotional component of gender identity of adolescent girls. The author meticulously analyzes the transformation of emotional component of gender identity of adolescent girls. Gender identity implies the internal dynamic structure that integrates separate aspects of personality, associated with perception of oneself as a representative of particular gender and self-regulation of the gender-role behavior. Research methodology is based on the cultural-historical theory of mental development of a person developed by L. S. Vygotsky, age periodization developed by D. B. Elkonin, conceptual positions in the context of studying gender problematic developed by E. P. Ilyin, V. E. Kagan, I. S. Kletsina, N. Y. Flotskaya, and other works.. The empirical basis includes 30 adolescent girls from the nuclear families. The age of respondents from the first to the fourth year of research was 12-13, 14, 15, and 16-17 y.o. respectively. This article is first to theoretically substantiate and provide empirical evidence of the existence of transformation of emotional component of gender identity of girls during their puberty period. The author determines the qualitative characteristics of emotional component of gender identity of girls at early, middle, and later stages of adolescence. The conclusion is made that the emotional component of gender identity of adolescent girls transforms throughout the earlier adolescence to later adolescence. Therefore, at the age of 12-13, teenage girls perceive their mother as exigent, while seeing the father as rather positive. At the age of 14, girls perceive the father as emotionally detached, indifferent, while the attitude towards the mother is unstable and changeable. At the age of 15, the father is perceived as antagonistic and emotionally detached, while the mother is also perceived as antagonistic and indifferent. By the age of 16-17, girls form attitudes towards themselves through the current and future social roles – daughter, sister, mother, wife.

Living Up to a Name: Gender Role Behavior Varies With Forename Gender Typicality

Forenames serve as proxies for gender labels that activate gender stereotypes and gender socialization. Unlike rigid binary gender categories, they differ in the degree to which they are perceived as “masculine” or “feminine.” We examined the novel hypothesis that the ability of a forename to signal gender is associated with gender role behavior in women (n = 215) and men (n = 127; M = 19.32, SD = 2.11) as part of a larger study evaluating forenames used in resume research. Compared to individuals endorsing a “gender-strong” forename, those perceiving their forename as relatively “gender-weak” reported less gender-typical childhood social behavior and a weaker expression of gender-linked personality traits. Our findings suggest that forenames strengthen or weaken gender socialization, gender identification, and so contribute to the variable expression of gender role behavior within binary gender groups.

THE FEATURES OF THE «I-CONCEPT» OF RUSSIAN FEMALE POLICE OFFICERS

The article presents data from an empirical study of the features of the “I-concept” of Russian female police officers. An increasing number of women realise themselves in professions traditionally seen as those suitable principally for men, including working in the police. The authors consider the socio-psychological issue of transformation of gender-role behavior and related stereotypes, which contributes to a blurring of the boundaries between male and female in the structure of the psyche of the person, and naturally causes a transformation of the «I-concept» of female police officers. Differences in the cognitive component of the “I-concept” of female police officers and civil women were revealed: women working outside military forces are more likely to think of themselves in an aesthetic and family context, while female police officers imagine themselves in a social and professional context, which is more typical for the “I-concept” of male type. The proportion of female police officers using male-type behavior and strategies to identify themselves “I am a police officer” is significantly larger than the proportion of civilian women who prefer masculine patterns of behavior when identifying with their organization. The cognitive component of the “I-concept” of female police officers is characterized by the pronounced ambivalence in the family and socio-professional spheres. Given the priority of the family sphere in the “I-concept”, professional activity and its effectiveness become a secondary and tertiary concern, or the priority of the police service in the “I-concept” of female police officers assigns only the second and third role to the family sphere. Statistically significant differences were revealed in the structure of self-esteem, self-sympathy and self-acceptance of women of two groups, namely: female police officers are more self-confident, their self-respect is based on faith in themselves and their strength, independence, their reliance on their abilities, skills and capacities manifested against a backdrop of unstable auto-sympathy and a high need for social approval, prevailing focusing on social norms and success criteria. In contrast, civilian women have higher self-esteem, an active life position concerning themselves and society, trust and a positive attitude towards themselves, and awareness of their creative potential for a productive life and activity.

Issues of gender pedagogy: teaching boys the masculinity (preschool childhood stage)

The article deals with the issues of supporting and developing the gender identity of boys at the stage of preschool childhood. The authors argue that it is possible to form the socially determined ideas about males in boys and to teach them the gender behavior based on these ideas but it should be carried out at the stage of pre-school childhood. The article contains the material of the experiment including specially selected forms, methods and conditions for teaching boys the masculinity at a senior pre-school age. The scientific novelty lies in the fact that the totality of the findings contains a solution to the problem: the special forms and methods of working with preschoolers used in teaching allowed us to form specific features of gender-role behavior at a pre-school age. The theoretical significance is that the study defines the components of gender identity (cognitive, emotional-personal, behavioral) and their content, and identifies the factors that contribute to the development of gender identity in boys. The practical significance of the study lies in the applied orientation of the findings that can be widely employed in the practice of pre-school educational organizations.

GENDER DIFFERENTIATION OF UNIVERSITY STUDENTS IN THE CONTEXT OF A COMPETENCE-BASED APPROACH TO EDUCATION

Проанализирован ряд научных исследований по проблеме гендерной дифференциации обучающихся в образовательном процессе вуза. Рассматривается понятие «гендер» и его отличие от понятия «пол». Характеризуются психофизиологические, психологические и социальные особенности юношей и девушек, их образовательные и профессиональные предпочтения, особенности полоролевого поведения, исторически предопределенного обществом. Предлагаются стили, методы, алгоритмы обучения юношей и девушек в вузе Is devoted to the analysis of a number of scientific studies on the problem of genetic differentiation of students in the educational process of higher education. The concept of «gender» and its difference from the concept of «sex» is considered. Psychophysiological, psychological and social features of young men and women, their educational and professional preferences, and features of gender-role behavior, historically predetermined by society, are characterized. Styles, methods, and algorithms of teaching young men and women in higher education are offered.

Stereotypes in the Work–Family Interface as an Obstacle to Social Change? Evidence Form a Hungarian Vignette Study

The current study approaches gender in a frame of social and biological dimensions. A vignette study was conducted in Hungary in which we explored people’s perceptions regarding male or female actors behaving in a modern or in a traditional way in a work–family conflict (caring for a sick child). Respondents ( N = 297) evaluated the femininity and masculinity of the actor and the appropriateness of his/her choice. We found that modern gender role behavior triggers approval. Biological sex (male or female actor) and social role of the actor influenced perceptions regarding femininity, but masculinity evaluations were solely based on social role. Thus, our results confirmed the existence of asymmetries in the perceptions of female and male gender role vanguards: modern males are seen similar to traditional females, but similar conflation is not present in the case of modern females. As a consequence, strict gender role expectations toward males work against social changes to a fairer share of family labor.

Paucity and disparity of publicly available sex-disaggregated data for the COVID-19 epidemic hamper evidence-based decision-making

ABSTRACTCOVID-19 has joined the long list of human disorders with sexually dimorphic expression. Increased lethality in men was evident in the first large reports from ChinaCDC and WHO-China, and the gender gap appeared even wider in the early Italian outbreak. Newspapers and scientific journals alike have commented on this finding and the preexisting conditions, biological processes, and gender role behavior differences that may underlie it. However, as for other diseases, and in spite of years of advocating for the collection of raw epidemiological data and the analysis of clinical trial data sets by sex, very little appeared to be released about sex differences in characteristics of the epidemics beyond infection and death rates, such as severity of disease, comorbidities, rate of recovery, length of hospital stay, or number of tests for the SARS-CoV-2 coronavirus. These data are critical not only for scientists to understand the pathophysiology of disease, but also to inform decision-making by countries and healthcare systems on how to prioritize testing and best allocate scarce resources and relief funds.Systematic analysis of official websites for the 20 countries and 6 US states reporting the highest number of cases on March 21, 2020, revealed a wide disparity in sex-disaggregated data made available to the public and scholars. Only a handful of the countries reported cases by sex separately. None of the other characteristics, including fatality rates, were stratified by sex at the time. Beyond suboptimal sex disaggregation, our analysis found a paucity of usable raw data sets and a generalized lack of standardization of captured data, making comparisons difficult. A second round of data capture in April found more complete, but even more disparate, information.Our analysis revealed a wide range of sex ratios among confirmed cases, which changed over time. In countries where a male-biased sex ratio was initially reported, the reported proportion of women among cases dramatically increased in under 3 weeks. In contrast, men were consistently over-represented in severe cases, intensive care admissions, and deaths. We also show that the sex ratio varies with age, with a complex pattern, reproduced across the 6 countries for which data were found.Accurate, peer-reviewed, statistical analysis of harmonized, sex-disaggregated data for other characteristics of epidemics, such as availability of testing, suspected source of infection, or comorbidities will be critical to understand where the observed disparities come from and to generate evidence-based recommendations for decision-making by institutions and governments around the world.

DIRECTIONS OF IMPACT ON PROFESSIONAL PREPARATION OF STUDENTS’ GENDER-ROLE BEHAVIOR IN THE LEARNING PROCESS

O artigo investigou as direções do impacto na preparação profissional do comportamento do papel dos alunos no processo de aprendizagem, destacam-se as questões de relações mútuas do comportamento do papel do gênero e da preparação profissional. A pesquisa mostrou que a abordagem da preparação profissional em estudantes é tendida à mudança dinâmica nos cursos, determinada com os níveis de autoavaliação. No entanto, descobriu-se que as direções que geram ativamente os estereótipos tradicionais de gênero podem levar ao confronto da personalidade entre as subestruturas, identificação negativa do aluno ao papel profissional de si mesmo, bem como ao encontro do pensamento de 'eu' como indivíduo e de 'eu Como profissional.

Gender identification as a subjective, social and psychological reality in the period of adulthood

The article deals with a holistic analysis of the problem of gender identification as a subjective, social and psychological reality in the period of adulthood. In the context of the personal-egalitarian paradigm it is stated that sex-role identification is the leading mechanism of gender identity as a process and results of motivational and value dispositions of the person during period of adulthood. Gender identification plays an important role in the formation of gender self-consciousness of a person, in formation of her/his self-image, and acquiring the requirements for gender-role behavior. Gender identity characterized as being marked by awareness of gender-role cultural standards as well as social and psychological instructions, accepting the traditional or egalitarian modes of behavior, formation of ego-structures in the continuum of masculinity and femininity, by representation of the individual experience of self-knowledge and attitudes to evaluating oneself and others, by agreement and balancing between the real and ideal gender Self. The author’s model of sex-role identification of personality in adulthood is shown. The content of psychological mechanisms and the patterns of functioning of personal gender identity as a subjective, social and psychological reality in adulthood in the context of humanistic, genetic and cognitive psychology are defined. Masculinity and femininity as individual’s attributes are the basic categories in the analysis of sex-role «I» formation. In addition, gender orientations (traditional or egalitarian) are important indicators of individual’s self-identification. Although the practical aspect of the gender identity question is quite «open», however it has a profound inner layer, as it encompasses a lot of unrevealed psychological mechanisms of personal and spiritual development of a human.