The article deals with an actuality and social demand of a gender-sensitive university as a subject of social interaction in the territorial community. The mechanisms, content and structure of the gender-sensitive approach in preparing future social workers for working with socially vulnerable groups of the population in the context of the gender methodology are revealed. The gender-sensitive environment at the university is interpreted as genderequitable, based on the principles of social justice, gender equality, egalitarianism and parity of both sexes. The main directions of implementation of gendersensitive approach to the university environment are shown. The principles of gender education and ways of introducing gender and educational technics into the activities of Gender Education Centers and the School of Gender Equality schools as volunteering schools are described. The mechanisms of formation of egalitarian consciousness of future social workers by the spreading of the system of gender knowledge and reconstruction of gender stereotypes are substantiated. The results of conducting gender audit as innovative tools for implementing socially important projects in the territorial community are presented. Effective ways of social partnership are shown.
The factors of the educational environment that have a depriving effect on participants in the educational process of both sexes in the form of unequal treatment, harassment, restrictions, exclusions or preferences, hidden or overt discrimination, any manifestations of gender-based violence have been analyzed in the article. At the macrosocial level the subject of analysis of gender deprivation in education is gender perceptions as a reflection of the state gender policy in general and the educational level in particular has been revealed. At the level of intergroup interaction there are gender stereotypes, at the level of interpersonal relations there are gender guidelines, at the intraindividual level there is a gender identity. Gender relations of participants in the educational process are considered as real practices and models of intersex interaction, determined by gender perceptions, prejudices, stereotypes, social rules, which are reflected in the minds of subjects. Gender bias is analyzed as social rules with negative and distorted content, as a prejudised opinion towards the representatives of one or another sex, which reflects the common norms of gender-specific behavior. Three components in the structure of gender bias: cognitive which is unreasonably biased, irrational thoughts about men/women in general or about their ability to be successful in some areas or unsuccessful in others; affective which means rejection, humiliation, underestimation, negative feelings towards members of one or another sex; behavioral which is connected with destructive, negative behavior towards them have been distinguished. The need to study the gender deprivation in education from the standpoint of different psychological approaches in the context of a comprehensive analysis of deprivation conditions, deprivation factors, the consequences of being brought up or living temporarily in such conditions and ways of their resocialization and integration into society in the process of socio-psychological support has been emphasized. The importance of systematic monitoring and finding diagnostic indicators of gender deprivation in the education system in order to prevent the deprivation of subjects of the educational process and create a gender-sensitive educational environment has been established.
The article deals with the influence of deprived conditions of socialization in institutional care institutions on the formation of the locus control and self-attitude of personality. The results of empirical research about the features and correlations between some scales of the studied phenomenon have been presented. It has also been found that the deprived youth both sexes have difficulty in self-absorbed, contradictory self-attitude, negative emotions to himself / herself, and the external type of locus control regardless some positive self-attitudes.In the deprived conditions of parental-child interaction, the emotional and value self-attitude of youth has been characterized as reduced ability to self-reflection, feeling guilty, internal conflict, a tendency to self-incrimination, which forming a dependent position in the development of intimate and reference contacts, narrowing the abilities for self-realization in preparing for independent life. Youth of both sexes with deprived experience are insecure in themselves, their potencies and opportunities. They have some ability to building a line of behavior independently; obeying the attitudes about their inferiority and insignificance in the regulation of life; the lack of interest of their internal world; the low assessment of the value of their own image “I” for himself / herself and for others; the expectation of unfavorable reactions, lack of sympathy, negative self-attitude, self-incrimination, self-analysis and self-criticism.In the conditions without psychological and correction work, the diffuse self- attitude causes a self-rejection as a big hurdle to the adaptation and integration into society and destabilizing effect on the possibility of successful personal self-realization in the future. The above actualizes the problem of socio-psychological support of growing personality in current conditions of a variety of deprivation, which provides necessary opportunities for deprived youth of both sexes to compare their real possibilities with the society requirements, their own behavior with the expectations of other people; and opportunity for self-asserted and self-development, resolving internal conflicts.
The article deals with the factors of the family environment that have a depriving effect on the participants of gender relations in the systems "husband-wife", "parents-children" and hinder the development of parity relations in private life. Gender relations in the field of marriage and family are considered as real practices and models of intersex interaction, behavior, values and social norms that determine the organization of family life and the culture of family relations. The definition of "gender deprivation in marriage and family" as deprivation faced by women and men in the performance of marital and parental roles due to gender perceptions, stereotypes and attitudes present in the mind, and gender prejudices reflected in the behavior of individuals of marital and parent-child interaction, which generate gender differentiation, stratification, gender imbalance in the distribution of household responsibilities, household, educational, guardianship, recreational and other family roles in the field of unpaid domestic work. The aggravation of contradictions between partners in focusing on the egalitarian or patriarchal type of building family relationships and the tendency to dysfunctional development of the modern family, which manifests itself in overburdening women with family responsibilities, inflexibility of family norms, inconsistency of role behavior, ignoring the needs and feelings of family members, conflict interaction, domestic violence, blurred family life plans have been emphasized. The conditions for overcoming gender deprivation in the field of marriage and family are identified: the gender- oriented state family policy as a tool for strengthening and developing the social institution of the family, ensuring the comprehensive development of the family and its members, preventing and resisting domestic violence; the approval in the society the value of parity marital relations, equal distribution of domestic responsibilities, mutually responsible fatherhood / motherhood; educational activities to strengthen the egalitarian and weaken the patriarchal foundations of the modern Ukrainian family, the formation of zero tolerance of society to domestic violence; increasing the gender sensitivity of the population, expanding the rights and providing opportunities for a wife and a husband for personal and professional development; activation of personal resources of women and men to choose the optimal strategies of self-realization in the field of marital and family relations and other spheres of public life.