The aim of the article is to analyze the process of gender socialization of students with disabilities. We used a comparative analysis method and method of generalization in the research process. The logic of our study involved organizing and conducting a survey of students with disabilities. The state of gender socialization of students with disabilities in six institutions of higher education of Ukraine is investigated. The social and pedagogical conditions for the formation of gender socialization of students with disabilities are substantiated. The importance of creating a gender sensitive university environment based on the idea of gender equality has been proved. The basic elements that determine the level of gender sensitivity of a higher education institution are considered. The expediency of creating self-help centers for students with disabilities is substantiated. The essence of teachers and students motivation to cooperate in an inclusive environment in the context of gender socialization is highlighted. Positive impact of students with disabilities involvement in active forms of student and out-of-class student activity has been established. It is proved that the experience of students with special educational needs is not gender-neutral, because boys and girls deal with different realities that shape the understanding of disability.
The article examines the sexist attitudes of teenagers from a sociological point of view. The purpose of the article is to theoretically substantiate the importance of teaching teenagers about gender issues in order to overcome sexism. It was found that there are differences in the approval of sexist attitudes depending on the social characteristics of adolescent boys and girls. It was found that the endorsement of sexist attitudes was less likely for girls who were not in a romantic relationship than for girls who were in a romantic relationship. Social characteristics are of particular importance in explaining differences in sexist attitudes in girls and boys. Gender equality education should start from the moment children enter school and continue throughout their education. Sexism is a normalizing ideology related to gender that devalues the attributes of women and the work that women do. By glorifying the qualities and achievements of men and demeaning women, sexism contributes to inequality between the sexes. Sexist social attitudes assert masculine norms and dictate what behavior is considered “normal” for both boys and girls. This dyad permeates all other social differences, including disability, determines the priority of interests in educational activities. Creating a gender-sensitive environment based on the idea of gender equality consists in avoiding sexism, overcoming existing gender stereotypes, forming the experience of a partnership between the sexes on an equal basis, minimizing facts of opposition based on gender, creating equal conditions and opportunities for realizing creative potential, opportunities for personal development of everyone a teenager. Parents are one of the earliest and most important socializers of gender ideas. Keywords: training; education; gender; teenagers; sexism; gender equality; gender stereotypes; gender roles
The monograph by A. Yaroshenko and T. Semygina is a relevant scientific study, as it focuses on a complex social phenomenon of modern Ukraine that needs the attention of social workers. In general, the text of the monograph shows that the authors have been researching the issue of gender in social work for quite a long time. Thus, the meaningful filling of sections of scientific novelty really has a fundamental theoretical and practical significance, both for the science of social work and for areas of scientific thought related to it in terms of the object of scientific attention. The monograph consists of an introduction and eight chapters, a list of used sources. Each of the sections is a logically formulated element of the theoretical, organizational-methodical and practical levels of scientific reflection and is a continuation of the next one. The monograph has a clear structure, is distinguished by the integrity and logic of the presentation of scientific material.The monograph is quite in demand for social work. We consider it expedient to note the value of the monograph. Summarizing what has been said, it should be noted that the monograph of A. Yaroshenko and T. Semygina is a structurally complete study, characterized by the unity of content and, undoubtedly, has scientific theoretical and practical value.The monograph is intended for those interested in gender issues and overcoming gender inequality. It can also be used for the training of students of higher education institutions who study in the specialty «Social Work»
Educational programs and work programs on available educational content on gender issues are analyzed. The annual reports of the Gender Center are summarized. The content of the official websites of the Free Economic Zone has been studied. Surveys of participants in the educational process were conducted. A structural-functional approach was applied in order to highlight the activities of the Gender Center. Gender education has been implemented, which includes educational activities, dissemination and promotion of gender knowledge and gender culture, promotion of gender self-education through the implementation of non-formal education. Among the general competencies are: 1. The ability to exercise their rights and responsibilities as a member of society, to understand the values of civil (free democratic) society and the need for its sustainable development, the rule of law, human and civil rights and freedoms in Ukraine. Professional competencies include: 11. Ability to provide assistance and support to clients, taking into account their individual needs, age differences, gender, ethnicity and other characteristics. The practical experience of a higher education institution in the implementation of gender education in the training of future social workers is summarized. It was found that the most popular form of non-formal education are training programs, including "Tolerance towards the LGBT community", "Preparing young people for family life". The gender passport is the result of a gender analysis of the community and includes statistics disaggregated by article, as well as data obtained from the analysis of current municipal policies, the activities of local governments. Promising tasks of gender centers in higher education institutions are to substantiate recommendations for the introduction of educational components on gender issues based on the analysis of educational programs.
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