Psychological and pedagogical and social dimensions of gender deprivation in education

Abstract

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.