Volume 04 Issue 06-2024
61
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
61-65
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article examines gender and its role in adolescent self-determination. The article also provides some conclusions
about differences in decision-making according to age criteria between different genders.
KEYWORDS
Gender, adolescents, independent decision-making, sex, equality, woman, man, gender identity, girl, boy.
INTRODUCTION
Currently, the term "gender" is known not only to
researchers, but also to the general public. At the end
of the 20th century, gender studies became more
widespread and even included in the scientific base not
only abroad, but also in our country. However,
currently there is no generally accepted definition of
this concept, which is associated with many objective
and subjective situations.
Gender issues affect everyone - in complex, hidden
and overt ways. Our sexuality and gender identity are
integral aspects of human nature. Terms such as sex,
gender, gender identity have different meanings, but
they are often confused.
Gender refers to the biological and physiological
characteristics that distinguish men and women. At
birth we are assigned as male or female, and from that
point on it becomes a social and legal reality.
Gender orientation refers to the set of socially
constructed expectations, behaviors, and activities
assigned to women and men based on their gender.
Social expectations for any given set of gender roles
depend on the specific socioeconomic, political, and
Research Article
THE MODERN TERM "GENDER" AND GENDER PROBLEMS OF
DIRECTING ADOLESCENTS TO INDEPENDENT DECISION-MAKING
Submission Date:
June 04, 2024,
Accepted Date:
June 09, 2024,
Published Date:
June 14, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue06-10
B.M.Xakimova
2nd Year Doctoral Student At Scientific Research Institute Of Pedagogical Sciences Of Uzbekistan Named After
T.N. Kori Niyozi, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 06-2024
62
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
61-65
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
cultural context and are influenced by other factors
such as race, ethnicity, class, sexual orientation, and
age.
Gender roles are learned and vary widely within and
between different human societies and can change
over time. We are socialized from birth. We develop,
grow and learn how to behave in accordance with the
expected standards of the society in which we live
under the great influence of our family, school,
professional
environment,
mass
media,
new
information technologies and popular culture.
Socialization is an important process for becoming a
true member of a group of people. However, not all the
information we receive as part of our socialization can
be considered useful for ourselves and society. Gender
socialization can limit boys and girls from fully
exploring their talents and interests. In addition, often
unrealistic and contradictory expectations can lead to
internal conflicts, psychological problems, and the
unwillingness or inability to meet these expectations
can lead to certain forms of persecution by other
people.
Gender identity refers to a person's gender, which may
or may not be the same as the gender they were
assigned at birth. It refers to each person's deeply felt
inner individual experience of gender identity and
includes the personal sense of the div and other
forms of expression such as clothing, language, and
behavior.
So what is gender? It is a social concept that refers to
culturally specific characteristics and behaviors of the
sexes. The simplest example is the set of qualities that
come to mind when you hear the phrase "must be a
real man" or "must be a real woman." Gender (English
gender, from the Latin genus "genus") is a model of a
woman or man constructed by society, as opposed to
a biologically given sex. Different cultures and types of
society have historically developed their own gender
models, which are mainly based on stereotypes.
Depending on the context, such characteristics may
refer to social structures (especially gender and other
social roles) or gender identity. Gender identity is not
related to sexual orientation. American sexologist
John Maney first used this term in 1955 in his writings
to distinguish between biological sex and social role.
But the concept of "gender" became widespread only
in the early 1970s. In some cases, the concept of
"gender" is incorrectly used as a synonym for the
concept of "sex". In fact, the distinction between
gender and sex is very important because many
differences between women and men have non-
biological causes as well.
Despite the fact that local pedagogy has become
"genderless". It is important to know and understand
the differences between all the listed terms.
The modern education system accepts that there are
many fundamental differences between boys and girls,
not only in psychophysiology, but also created by
society. Based on the research of T.P. Khrisman, boys
and girls perceive the world differently, that is, they
see and see, listen and hear, speak and remain silent,
feel and experience.
The gender approach in education is a change of
traditional cultural restrictions on the development of
the individual's potential based on gender, creating
conditions for maximum self-awareness and disclosure
of girls and boys in the process of pedagogical
influence. (L.V. Shtyleva)
Volume 04 Issue 06-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
61-65
OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
Gender education for schoolchildren is aimed at
helping them overcome the problems of socialization,
an important part of which is that the child recognizes
himself as a boy and a girl and thus accepts a certain
social role.
With the advent of democracy, women have equal
rights with men in education, realizing their
professional interests, and participating in the social
and political life of society. But despite all this, the
methods and style of education remained unchanged -
patriarchal. This is especially true for family education,
where girls are focused on doing housework and
raising children, while boys are focused on developing
professional skills. On the one hand, society demands
to produce a competitive specialist, regardless of
gender, on the other hand, family and school educate
the young generation within the framework of
patriarchy.
Thus, the main idea of the gender approach in
education is "the influence of all factors of the
educational process on the development of boys and
girls (content, teaching methods, organization of
school life, pedagogical communication, set of subjects
and others)" usually affects the decision-making
process of adolescents.
The decision-making process is one of the most
complex mechanisms of human thinking, because
various factors and options interfere with it, leading to
different results. Orasanu and Connolly (1993) define it
as a series of cognitive operations performed
consciously involving elements of the environment at a
particular time and place. Narayan and Corcoran-Perry
(1997) see decision making as an interaction between
a problem to be solved and a person trying to solve it
in a particular environment.
To make a decision, you need to go through several
steps: Understand that you need to make a decision. It
is necessary to understand the need to make decisions
and define the goals to be achieved. Identify the
objectives to be achieved, generate alternatives that
achieve the proposed objectives, evaluate whether
these alternatives meet the expected results, and
finally select the best alternative that provides an
effective global outcome (Halpern, 1997). This entire
process is influenced by personal and environmental
variables. In essence, people may make different
decisions depending on whether they feel their boss is
watching them, the amount of information they have,
or whether certain motives play a role in their lives.
Basically, theories that study decisions can be grouped
into two directions: normative and descriptive. The
normative perspective explains the choices of
individuals acting rationally in decision-making and
predicts subjects' responses based on the information
provided about each alternative using statistical
models. A descriptive perspective explains how people
actually make choices, that is, the psychological
processes, task, and environmental characteristics that
underlie judgment and choice. One of the main
differences between these views is how they view the
decision maker. A normative view gives decision
makers the ability to process "unlimited" information,
allowing decision makers to fully examine all possible
alternatives and choose the best one. Descriptive point
of view provides a "limited" ability to process
information, which often leads to errors when
considering complex and dynamic problems, although
they tend to choose options that satisfy them.
According to Cannon-Bowers, Salas and Pruitt (1996),
the above characteristics, among others, constitute
the main characteristics of the decision, these authors
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OCLC
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Publisher:
Oscar Publishing Services
Servi
divide them into three groups of variables: (a)
problematic factors related to the nature. decision,
such as the uncertainty associated with each
alternative, the lack of time and money, the quantity
and quality of information, the expected goals and the
possible consequences of decisions; (b) factors
internal to the decision maker, such as motivation,
emotions, comprehensive information processing,
experience, and regulation of stages in the decision-
making process; c) environmental factors in which the
decision is made, even if they are not a direct part of
the decision, such as social influence, coercion from
relatives and work demands. As with other
psychological phenomena, gender and age are among
the variables that influence decision-making and, more
precisely, allow the identification of individual
differences. The fact is that our decisions are
influenced by our beliefs about the characteristics that
distinguish the sexes, even though these beliefs may
be based on questionable criteria. Although society is
moving towards social and labor equality between
men and women, it is necessary to continue to study
from a psychological point of view the existence of
gender differences in the importance of factors that
determine the decision-making process of people.
Research results so far have been somewhat mixed, as
although some significant differences have been
found, most are minimal (Crow, Fok, Hartman, &
Payne, 1991; Hatala & Case, 2000; Hawkins & Power,
1999; Venkatesh & Morris, & Ackerman, 2000). Women
are more exposed to environmental influences; they
seek more information and devote more time to the
decision-making process (Gill, Stockard, Johnson, &
Williams, 1987). Men are more dominant, assertive,
objective and realistic (Wood, 1990).
However, these differences are interpreted as a result
of the spread of gender-related social norms and
stereotypes, which are transmitted in the form of
values, traditions and behavioral expectations.
Together with a number of other educational factors,
they may contribute to the emergence and
maintenance of some differences in certain aspects of
decisions (Bussey and Bandura, 1999). Therefore,
although research findings to date are somewhat
limited, it is important to continue to study these
differences and determine how they are formed.
This study shows that there are significant gender and
age differences in the decision-making processes of
the participants in this study. That is, participants do
not behave in the same way in decision-making as they
age, because they differ in some respects in the
importance they place on the task, the decision-maker,
and the environmental factors that shape the decision-
making process. Thus, women are more concerned
about the uncertainty, doubt, and dynamism
associated with decision-making. They value time and
money; they focus more on the consequences of a
decision, whether it affects themselves or others.
Women are more aware of the limitations that their
environment and loved ones place on them, and their
feelings are more important to them in the decision-
making process. Conversely, men place more
importance on analyzing the information needed to
make a decision and determining the goals or
objectives of the decision. They are more motivated in
their decision-making process and feel more pressure
in all aspects of work. Another conclusion of this study
is the lack of gender differences in cognition and self-
control. That is, both men and women carefully
process information, retrieve relevant information
from memory related to decision-making, classify
Volume 04 Issue 06-2024
65
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
61-65
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
information if it is very different, logically understand
alternatives, they predict outcomes, evaluate
consequences, solve problems arising from situations
and control everything. decision making stages. To
some extent, the equivalence of these intellectual
aspects in the study sample suggests that gender
differences are more related to the demands of men's
and women's behavior or social roles than to
intellectual abilities or abilities.
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