European International Journal of Pedagogics
150
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TYPE
Original Research
PAGE NO.
150-153
DOI
OPEN ACCESS
SUBMITED
27 January 2025
ACCEPTED
26 February 2025
PUBLISHED
28 March 2025
VOLUME
Vol.05 Issue03 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Strategy of Gender Models
for The Formation of
Cultural Behavior in Our
Country and Foreign
Countries
Aripov Shokirjon Olimovich
Fergana State University, Senior lecturer of the Department of Pedagogy,
Doctor of Pedagogical Sciences (PhD), Uzbekistan
Abstract:
In this article, the formation of behavior and
gender models in our country and abroad, as well as the
mechanisms for the formation of cultural behavior
among student youth, were analyzed in our country and
within the framework of developed countries. The time
of the emergence of the term gender and the stages of
its development were also studied.
Keywords:
Gender approach, gender culture, social
roles, adolescent student, gender consciousness, socio-
pedagogical factors, tools, pedagogical opportunities,
gender stereotypes.
Introduction:
The Law of the Republic of Uzbekistan "On
Guarantees of Equal Rights and Opportunities for
Women and Men," adopted on September 2, 2019, was
approved as a legal protection and legal guarantee
aimed at the role of women in society.
It is gratifying that for millennia, the issue of inequality
between women and men in society and its resolution
has always been a law focused on the relevance of legal
relations. In particular, as noted in Article 1 of the law,
the purpose of the law is to regulate relations in the field
of ensuring equal rights and opportunities for women
and men.
Indeed, ancient Greek scholars like Socrates, Aristotle,
and Plato considered the polis where equality and
justice prevailed as the best state. They also promoted
laws that guaranteed equality for all as the best laws.
Applying the idea of equality between men and women
in his works, the Greek scholar Antiphon emphasized:
"Nature creates everyone equal: both women and men,
but people develop laws that make people unequal."
One of the encyclopedic scholars of the East, Abu Nasr
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Farabi, in his work "The City of Virtuous People,"
described the state where equality reigns as a state
striving for virtue, while in 1791, the Declaration of
Citizenship and Women's Rights, prepared by Olympia
de Gouge, for the first time recognized the right of
women to freely think and express their opinion. If we
pay attention to the legal development of gender
equality, first of all, it is necessary to analyze the
historical-theoretical and legal aspects of the legal
foundations of gender equality, international and
national legislation.
Gender is understood as a set of norms of social and
cultural functions that determine the behavior of men
and women living in different societies. Studies have
shown that differences in the behavior of
representatives of different sexes (for example,
psychological qualities of the individual, forms of
behavior, types of activity, professions of men and
women) are determined more by socio-cultural norms
than by biological basis. Gender is formed in society as
a social model inherent in men and women, and
through it, the position of men and women in society
and its various institutions is determined. This is clearly
manifested in the family, educational institutions, and
cultural life.
The main concepts in the topic of gender include:
gender identity. This refers to the forms of behavior
characteristic of both men and women; gender
ideology. This includes ideas and norms that justify
gender differences in Uzbek society; gender
stratification. This is manifested in the social
significance of naturally existing gender differences;
gender roles. This implies the specific fulfillment of
social requirements in society by men and women.
Social norms, formed over centuries and determining
the direction of human activity, facilitate the life of
members of society by regulating the relationship
between representatives of different genders, create
the possibility of quickly solving gender problems, and
most importantly, the process of understanding the
tasks specific to each gender serves the assimilation of
national and cultural values. In this, the educational
process occupies a special place. Because in the
process of education and upbringing, boys and girls
understand their own characteristics, master
appropriate roles, and master the basics of gender
thinking.
Gender models also have a great influence on the
formation of cultural behavior in young people.
Adolescents often focus on social expectations around
gender roles to shape their personalities and behavior.
This can continue harmful stereotypes and exacerbate
gender inequality.
To address these issues, Japan focuses on ensuring an
inclusive educational environment for teachers and
parents against traditional gender norms. By promoting
diversity and encouraging critical thinking about gender
stereotypes, we can help young people understand
themselves and others more subtly. This will ultimately
contribute to the creation of a just society in which all
individuals, regardless of gender, are valued and
respected.
"Empowering women and girls is the long-standing
foundation of U.S. domestic and foreign policy, as
reflected in the U.S. National Gender Equality Strategy,"
Ambassador Carter said.
The formation of cultural behavior of young people
through gender models is a complex and multifaceted
process, which plays a decisive role in the formation of
people's beliefs, views, and behavior. Gender models
refer to the social norms associated with masculinity
and femininity, which are maintained through various
means, such as the media, family, education, and peer
groups.
In the context of Korea, the influence of gender models
on the cultural behavior of young people is important
for several reasons:
1. Socialization: Gender models play a crucial role in
socializing young people into relevant gender roles in
society. This process shapes the understanding of
appropriate behavior for boys and girls, men and
women.
2. Formation of identity: gender models contribute to
the formation of a sense of identity and belonging in the
cultural context of people. They provide a basis for
understanding their gender identity and how it relates
to broader social expectations.
3. Taking example: Gender models serve as a model for
young people to imitate or reject in orienting their
personality. Different gender-positive representatives
encourage young people to oppose traditional norms.
4. Reproduction of inequality: Gender models can also
continue gender-based harms and inequalities, which
intensifies the dynamics of power that pushes certain
groups out of society.
5. Preservation of culture: strengthening traditional
gender models contributes to the preservation of
cultural heritage and values that are important for the
identity of society. At the same time, it is also important
to critically review these models to ensure that they are
inclusive and competent for all individuals.
Today, the most important achievements in pedagogical
science are manifested in the opening of opportunities
for education based on gender equality and differences.
This phenomenon is also of particular value from the
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European International Journal of Pedagogics
point of view of the humanization of education.
Gender differentiation is the basis for the development
of the principle of humanism in society and the
education system from a socio-pedagogical point of
view. The problem of organizing the educational
process at the stage of socio-economic, spiritual-
intellectual development of society based on gender
equality and differences of the individual is also one of
the important issues of the pedagogical process.
Therefore, in modern conditions, taking into account
gender differences and peculiarities in the educational
process is recognized as a natural pedagogical
phenomenon. Without taking into account the
peculiarities of gender differences in the educational
process, it is impossible to ensure the effectiveness of
the educational result. From this point of view, the
principle of gender equality and consideration of
differences should be a priority in pedagogical science.
The basis of gender pedagogy is not a dry description
of the specifics of the education of boys and girls, but
educational and social skills formed through gender
differentiation.
The main goal of gender pedagogy is to improve the
influence of gender stereotypes on students to ensure
their inclinations.
Differences in the upbringing of boys and girls are
determined not only by their physiological, biological,
and anatomical characteristics, but also by socio-
cultural factors. Such a constructive approach allows
for the elimination of negative stereotypes in the
gender sphere and their renewal by changing the
consciousness of members of society. Thus, pedagogy
improves the educational process based on gender
approaches.
The main idea of the gender approach in the
educational process is to influence the development of
boys and girls, as well as to take into account all the
factors that operate in the educational process. This
takes into account the content of education, teaching
methods, methods of organizing school life,
pedagogical communication, and the set of subjects.
The goal of defining the relationship between
pedagogy and gender requires the use of the concept
of "gender measurement in education" as a complex
social and scientific category.
The successful solution of the tasks of training future
specialists largely depends on the constant
modernization of the content of education. As a result
of the fact that special attention is being paid to gender
problems in pedagogical science, a separate branch of
this field has been formed - gender pedagogy, which
deals with the problems of education and
development of children of different genders.
The peculiarities of ensuring this priority are manifested
in the following aspects: a) distinguishing the
peculiarities of boys and girls in the selection of
educational material; b) the development of individual
peculiar activities of boys and girls; c) the organization
of educational activities corresponding to a specific
gender; d) the selection of educational materials that
serve to form a specific type of activity of each gender;
e) the formation of pedagogical activity aimed at
applying the interpretation of didactically formed
gender factors in the educational process.
Gender pedagogy is a unit representing a set of
approaches aimed at helping students feel comfortable
in an educational institution, be capable of solving
socialization problems, and feel like boys and girls.
The basis of gender pedagogy is not a dry description of
the specifics of the education of boys and girls, but
educational and social skills formed through gender
differentiation.
The main goal of gender pedagogy is to improve the
influence of gender stereotypes on students to ensure
their inclinations.
Differences in the upbringing of boys and girls are
determined not only by their physiological, biological,
and anatomical characteristics, but also by socio-
cultural factors. Such a constructive approach allows for
the elimination of negative stereotypes in the gender
sphere and their renewal by changing the consciousness
of members of society. Thus, pedagogy improves the
educational process based on gender approaches.
The main idea of the gender approach in the educational
process is to influence the development of boys and
girls, as well as to take into account all the factors that
operate in the educational process. This takes into
account the content of education, teaching methods,
methods of organizing school life, pedagogical
communication, and the set of subjects.
The goal of defining the relationship between pedagogy
and gender requires the use of the concept of "gender
measurement in education" as a complex social and
scientific category.
The successful solution of the tasks of training future
specialists
largely
depends
on
the
constant
modernization of the content of education. As a result
of the fact that special attention is being paid to gender
problems in pedagogical science, a separate branch of
this field has been formed - gender pedagogy, which
deals with the problems of education and development
of children of different genders.
For many years, the gender problem in pedagogy has
not been addressed. Our ancestors approached this
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European International Journal of Pedagogics
issue with special attention. In particular, in the
"Avesta," the Holy Quran, and the Hadiths, approaches
that take into account gender characteristics have
been put forward. Until the beginning of the 20th
century, boys and girls were educated separately
according to their characteristics and features. There
are separate schools and madrasas for girls, in which
specific types of education have been introduced. For
boys, separate types of education have been
introduced in separate schools and madrasas, based
on their developmental capabilities and social
functions. However, during the years of the former
Soviet government, under the slogan "everyone is
equal," attention was not paid to gender identity and
differences in the educational process. Psychological
differences between boys and girls were not taken into
account in educational programs and technologies.
During the years of independence, the situation and
pedagogical thinking have fundamentally changed. The
need to approach the formation of a personality taking
into account its specifics, the growing need to take into
account the gender characteristics of students, is
increasingly being understood by educators.
Gender pedagogy studies the specific features of the
education and upbringing of boys and girls. That is why
gender pedagogy is recognized as a rapidly developing
field of pedagogy.
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