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GENDER EDUCATION AS AN IMPORTANT FACTOR IN THE
DEVELOPMENT OF SOCIETY
Yuldasheva Tutikhon Yakubovna
Assistant at Andijan Institute of Agriculture and Agrotechnologies
totiyoyuldasheva1968@gmail.com
https://doi.org/10.5281/zenodo.16742667
Annotation.
This article analyses the factors contributing to gender
inequality in the education system, as well as the influence of gender stereotypes
shaped by society’s entrenched ideals of “man” and “woman.” It highlights the
causes of social stereotype formation, scientific and practical approaches to
overcoming them, the development of educational materials on the subject, the
importance of informing educators, and the necessity of creating equal
opportunities and a safe environment for all, regardless of gender. The
elimination of gender stereotypes in the education system and the creation of a
balanced environment for equal use of opportunities for personal development
are scientifically proven to contribute to the promotion of gender equality and
the advancement of society.
Keywords:
gender, equality, stereotypes, gender dimensions, women,
family, society, education, politics, opportunities, development.
Introduction.
Gender equality, one of the key priorities of Uzbekistan’s
policy, has remained relevant in all periods, much like issues of human rights
and freedoms. Gender equality is one of the most important factors determining
human progress and the future.
In ensuring the primacy of human rights and interests in Uzbekistan,
gender equality is among the state’s strategic directions. In the new Uzbekistan,
the issue of gender equality is being implemented based on a new approach,
fresh perspectives, and modern solutions. The relevance of this issue, regarded
as a social policy priority, is reflected in the legal measures being undertaken to
increase women’s access to higher education and the privileges being created
for women. As President Shavkat Mirziyoyev stated: “If a girl receives an
education, gains higher qualifications, and learns a modern profession, the
atmosphere in the family will be completely different.” [1]
Methodology and Research Methods.
The methodological foundation of
this research is based on the ideas and principles enshrined in the Constitution
of the Republic of Uzbekistan, the goals outlined in the speeches of President
Sh.M. Mirziyoyev, and the strategic tasks set out in the Development Strategy for
the New Uzbekistan. This study employs the principles of scientific objectivity,
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comparative analysis, logic, historicity, generality, specificity, induction, and
deduction.
Main Body.
“Gender” has historically been a socially relevant issue that has
attracted the attention of leading thinkers, scholars, and philosophers of every
era. The term “gender” was introduced into scientific discourse by American
sociologist Robert Stoller. The term began to be used following his presentation
on issues related to sex and gender at a congress held in Stockholm. He was the
first to distinguish and scientifically define the concepts of biological sex and
socio-cultural gender. [2]. Gender stereotypes refer to stable images, templates,
models, social expectations, and behavioural sets that define forms of conduct,
social roles, worldviews, ideologies, and emotional intelligence according to
male/female dichotomies. [3] These are templates assigned to the images of
“woman” and “man” that have been shaped and entrenched over centuries in a
given society. Based on their biological sex, individuals act according to
prevailing “femininity” and “masculinity” stereotypes. The activity patterns of
individuals vary based on their unique characteristics. Social norms and roles
tied to a given sex determine the direction of an individual’s socialisation. This
process is shaped by the stereotypes, stable behavioural norms, and moral
standards of the society in which the person lives. According to I.S. Klyosina,
gender socialisation encompasses identification, gender schemes, social
expectations and models, and sex-based roles. [4]. A person’s gender
socialisation is influenced by their environment and social agents, continually
shaped by gender-based social constructs. This is evident in social expectations
that define boys as serious, authoritative, emotionally reserved, physically
strong, and dutiful in military service, while girls are expected to be skilled in
household chores, cooking, nimble, obedient, and destined to become wise wives
and caring mothers.
As E.A. Karkishenko notes, based on findings from gender studies: “In the
educational process, lessons conducted by teachers, career guidance activities,
extracurricular specialised sessions, and daily interpersonal interactions among
students are permeated with gender stereotypes. Teachers base the interaction
of boys and girls on outdated stereotypes of male and female roles.” [5] .Analysis
of literature dedicated to gender issues reveals that men are predominantly
depicted as agents involved in economic, diplomatic, and military affairs, while
women are portrayed as wives, social workers, caregivers, and similar roles. The
analysis identifies three groups of gender stereotypes prevalent in education:
stereotypes about psychological differences between students of different sexes
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that significantly affect the learning process; stereotypes about the gender-
specific interests and occupational preferences of men and women; and
stereotypes about family roles – boys are prepared to be “breadwinners,” and
girls to be nurturing wives or caregivers. [6]
Research indicates that gender factors play a key role in youth career
choices. For instance, a study conducted in collaboration with UNICEF, the
“Yuksalish” movement, and the Youth Union of Uzbekistan showed that most
young people made choices based on deeply ingrained traditional perceptions.
In terms of career interest, 8.1% of males and only 1.7% of females chose
entrepreneurship; 14.5% of males and only 1.0% of females expressed interest
in military careers. In contrast, 18.0% of females and 4.6% of males chose the
medical profession. Nursing was chosen by 7.4% of females, while no males
expressed interest in it. Teaching was selected by 24.4% of females and 7.2% of
males; tailoring attracted 8.8% of females and only 0.2% of males. [7] These
results demonstrate that gender plays a significant role in occupational choices.
The fact that university students – the respondents in the study – support
revising traditional views suggests the potential for achieving gender equality.
The higher level of support for revisiting stereotypes among respondents with
university degrees indicates that higher education should become a key
mechanism in implementing gender equality policies. “Mastering the
fundamentals of gender studies aligns with the core goals of modernising higher
education. In pedagogical practice, varied teaching methods based on egalitarian
(non-stereotypical) approaches are essential to ensuring equal rights and
opportunities,” says G. O‘razalieva. [8]
The rapid changes in social life demand that researchers adopt new
approaches to the issue of gender asymmetry. One of the most pressing issues in
the education system is the presence of gender stereotypes in textbooks. The
language and terminology used in educational publications must be free of such
biases and subjected to gender analysis.
Gender education is aimed at eliminating the unjust differentiation of social
roles and their unequal status and positions by promoting skills to analyse social
realities through the lens of individual experiences of men and women. [9] Thus,
scientific research must develop neutral gender strategies to eliminate
stereotypes from education. Considering the learner’s individual psycho-
physiological characteristics is key to their academic success. These traits
determine how students perceive educational material and acquire knowledge,
skills, and competencies. Existing stereotypical content in curricula can
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encourage leadership and managerial ambitions in males while limiting the
behavioural models accessible to females.
To eliminate gender stereotypes in the education system, the following are
necessary:
Limiting gendered “templates” in textbooks and analysing the content and
language through gender expertise;
Designing textbooks that support gender equality and provide an
environment conducive to the development of all students’ potential regardless
of gender;
Introducing courses covering gender issues at all stages of the education
system, supplemented with methodological materials;
Developing a system to train qualified gender specialists to teach these
courses.
Conclusion.
Gender education should shape individuals capable of fulfilling
the task of building a democratic society, creating a new Uzbekistan, and
achieving the goals of the Third Renaissance. Education must equip both
genders with the skills and knowledge to take active civic positions and lead
constructive initiatives by deconstructing social stereotypes. Modern gender
theory, while acknowledging biological, social, and psychological differences
between the sexes, rejects deterministic links between anatomy and social roles.
The introduction of gender education fosters gender equality in social relations
and eliminates all forms of discrimination. It also creates the socio-political
conditions and opportunities necessary for individuals to fully realize their
natural abilities, regardless of gender.
The list of used literatures:
1.
Mirziyoev Sh.M. Mamlakatimiz xotin-qizlari uchun munosib sharoit yaratib
berish – doimo e’tiborimiz markazida.// https://president.uz/uz/
2.
Данилова Е.Е. (2017) Представления школных учителей о
психологических особенностях учащихся разного пола. Сcиенcе Тиме, Но 2
(38), c. 121–132.
3.
Xoliqova M.,Ishanxanova, G., Po‘latova Sh. Gender tengligi: g‘oyadan
qonunga qadar [Matn]: uslubiy qo‘llanma / M.Xoliqova, G.Ishanxanova,
Sh.Po‘latova. – Toshkent: «Akademnashr», 2021. – 208 b.
4.
Клёсина И.С. Гендерная сотсиализатсия. СПб., 1998. С. 42.
5.
Каркищенко Е.А. (2013) Гендерные установки современной школы:
декларация патриархатного подхода или пут к гендерной педагогике?
Вестник
Сентра
международного
образования
Московского
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государственного университета. Филология. Културология. Педагогика.
Методика, Но 2, c. 63– 68.
6.
Каменская Е. Н., Дыхан, Л. Б., Пижугийда, В. В. (2017) Изучение
влияния гендерных стереотипов на деятелност педагогов. Проблемы
современного педагогического образования, Но 57-2, c. 130–137.
7.
Молодеж Узбекистана: вызовы и перспективы. 2020 г. -
https://www.unicef.org/uzbekistan/media
8.
O‘razalieva G. B Gender ta’limi gender stereotiplarini bartaraf etishning
muhim omilidir International scientific journal science and innovation special
issue: “transformation of education: the role of women in the development of
science”, february 16, 2024, 469-473 betlar
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O‘razalieva G. B O‘zbekistonda gender ta’limini takomillashtirishning ba’zi
masalalari, Ijtimoiy tadqiqotlar jurnali. № SI -2 (2022), 66-71 betlar.
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Юлдашева Т. Я., Исомиддинов С. Ўзбекистон Республикаси
Конституцияда ёшлар хуқуқ ва эркинликлари кафолати //Science and
innovation. – 2024. – Т. 3. – №. Special Issue 20. – С. 311-313.
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