THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE06
37
https://www.theamericanjournals.com/index.php/tajssei
PUBLISHED DATE: - 11-06-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue06-07
PAGE NO.: - 37-41
THE MODERN TERM "GENDER" AND THE
PROBLEMS OF GENDER EQUALITY IN THE
ORIENTATION OF ADOLESCENTS TO MAKE
INDEPENDENT DECISIONS
Barno M. Khakimova
2nd year doctoral student, Research Institute of Pedagogical Sciences of Uzbekistan named
after Qori Niyozi, Uzbekistan
INTRODUCTION
Currently, the term "gender" is known not only to
researchers, but also to the general public. At the
end of the twentieth century, gender studies
became quite widespread and even entered into
the scientific database not only abroad, but also in
our country. However, currently there is no
generally accepted definition of this concept,
which is associated with many circumstances of an
objective and subjective order.
Gender issues affect everyone
–
in complex, hidden
and explicit forms. Our gender and gender identity
are integral aspects of human nature. Terms such
as gender, gender identity, and gender identity
have different meanings, but they are often
confused.
Gender refers to the biological and physiological
characteristics that distinguish men and women.
We are defined as a man or a woman at birth, and
this from now on becomes a social and legal fact.
Gender orientation refers to a socially created set
of expectations, behaviors, and activities of women
and men that are attributed to them based on their
gender. Social expectations for any particular set of
gender roles depend on a specific socio-economic,
political and cultural context, and are influenced by
other factors, including race, ethnicity and class,
sexual orientation and age.
Gender roles are taught and they are very different
in and between different human societies, and they
undergo changes over time. We socialize from the
moment we are born. We develop, grow and learn
how to behave in accordance with the expected
norms of the society in which we live, and at the
same time we are greatly influenced by our family,
school, professional environment, the media, new
information technologies and folk culture.
RESEARCH ARTICLE
Open Access
Abstract
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Socialization is an important process in order to
become a real member of a group of people.
However, not all the information that we receive as
part of our socialization can be considered useful
for ourselves and for society. Gender socialization
may limit boys and girls in fully identifying their
talents and interests. In addition, often unrealistic
and contradictory expectations can lead to internal
conflicts,
psychological
problems,
and
unwillingness or inability to respond to these
expectations can lead to certain forms of
harassment by other people.
Gender identity refers to the gender identity that
people feel, while it may or may not be the same as
the gender that was assigned to people at birth.
This refers to each person's deeply felt inner
individual experience of gender identity and
includes a personal sense of the div and other
forms of expression such as clothing, language, and
demeanor.
So what is gender? It is a social concept referring
to the characteristics and behaviors that culture
attributes to the sexes. The simplest illustration is
a set of qualities that comes to mind with the
phrase "a real man should" or "a real woman
should". Gender (English gender, from Latin. genus
is a model of a woman or a man, which is
constructed by society, in contrast to the
biologically defined gender. Different cultures and
types of society have historically formed their own
gender models, which are largely based on
stereotypes. Depending on the context, such
characteristics may include social structures (in
particular, gender and other social roles) or gender
identity. Gender identity is not related to sexual
orientation. In 1955, the American sexologist John
Money used this word for the first time in his
works to terminologically distinguish 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 mistakenly
used as a synonym for the concept of "gender". In
fact, the distinction between gender and sex is
fundamental, since the multiple differences
between a woman and a man have non-biological
causes by their nature.
Despite the fact that Russian pedagogy has
remained "sexless". Knowledge and understanding
of the differences of all the listed terms is of great
importance.
The modern education system accepts the factor
that there are many fundamental differences
between boys and girls, not only in
psychophysiology, but also in those constructed by
society. Based on T.P.Khrizman's research, boys
and girls perceive the world differently, that is,
they look and see, listen and hear, speak and
remain silent, feel and experience differently.
The gender approach in education is a change in
the traditionally cultural limitations of personal
potential development depending on gender,
understanding and creating conditions for
maximum self-realization and disclosure of the
abilities of girls and boys in the process of
pedagogical influence. (L.V.Shtyleva).
Gender education of schoolchildren is aimed at
helping them cope with the problems of
socialization, an important part of which is the self-
identification of a child as a boy and a girl, and thus
accepting a certain social role.
With the advent of democracy, society has granted
women equal rights with men to receive education,
pursue professional interests, and participate in
public and political life of society. But with all this,
the methods and style of education remained the
same - patriarchal. This is especially true for family
education, where girls are trained to do household
work and raise children, and boys are aimed at
developing professional abilities. On the one hand,
society requires the education of a competitive
professional, regardless of gender, on the other
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hand, family and school educate the younger
generation within the framework of patriarchy.
Thus, the main idea of the gender approach in
education is "to take into account the specifics of
the impact on the development of boys and girls of
all factors of the educational process (content,
teaching methods, organization of school life,
pedagogical communication, a set of subjects, etc.)"
which generally affects the decision-making
process of adolescents.
The decision-making process is one of the most
complex mechanisms of human thinking, since
various factors and options of action interfere with
it, leading to different results. Orasanu and
Connolly (1993) define it as a series of cognitive
operations performed consciously that involve
elements of the environment at a specific time and
place. Narayan and Corcoran-Perry (1997)
consider decision-making as an interaction
between a problem that needs to be solved and a
person who wants to solve it in a specific
environment.
In order to make a decision, it is necessary to go
through several stages: to realize that it is
necessary to make a decision. It is necessary to
realize the need to make a decision, to determine
the goals that need to be achieved. Identify the
goals to be achieved, generate alternatives that will
lead to the achievement of the proposed goals,
assess
whether
these
alternatives
meet
expectations and, finally, choose the best
alternative, one that assumes an effective global
result (Halpern, 1997). This whole process is
influenced by personal and environmental
variables. In fact, people can make different
decisions depending on whether they feel that
their boss is watching them, on the amount of
information they have, or if certain motives play an
important role in their lives. Basically, theories
that study solutions can be grouped in two
directions: normative and descriptive. The
normative perspective explains the choice of
individuals who behave rationally in a decision-
making task, and - using a statistical model -
predicts the responses of subjects based on the
information provided about each alternative. A
descriptive perspective explains how individuals
actually make choices, i.e., the psychological
processes and characteristics of the task and the
environment that underlie judgment and choice.
One of the main differences between these
viewpoints is how they view the decision maker.
The normative point of view gives decision makers
an "unlimited" ability to process information,
which allows decision makers to exhaustively
explore all possible alternatives and choose the
best one. The descriptive point of view provides a
"limited" ability to process information, which
often leads to errors when considering complex
and dynamic tasks, although they tend to choose
options that satisfy them.
According to Cannon-Bowers, Salas and Pruitt
(1996), the above characteristics, along with
others, constitute the main features of the solution,
which these authors classify into three groups of
variables: (a) task factors related to the nature of
the solution, such as the uncertainty associated
with each alternative, lack of time and money, the
number of and the quality of information, expected
goals and possible consequences of decisions; (b)
internal factors of the decision-maker, such as
motivation, emotions, exhaustive information
processing, experience and regulation of the stages
of the decision-making process; (c) factors of the
environment in which the decision is made,
although they are not directly part of the decision
itself, such as social influence, coercion of loved
ones and job requirements. As with other
psychological phenomena, gender and age are
among the variables that influence decision-
making, or rather, allow us to establish individual
differences. The fact is that our decisions are
influenced by our beliefs about the characteristics
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that distinguish the sexes, although these beliefs
may be based on questionable criteria. Despite the
fact that 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 whether there are gender differences in the
importance that people attach to the factors that
determine the decision-making process. So far, the
research results have been somewhat ambiguous,
because although some significant differences
have been identified, most of them are minimal
(Crow, Fok, Hartman, & Payne, 1991; Hatala &
Case, 2000; Hawkins & Power, 1999; Venkatesh,
Morris, & Ackerman, 2000). It seems that women
are more influenced by the environment; they seek
more information and devote more time to the
decision-making process (Gill, Stockard, Johnson,
& Williams, 1987). Men, on the contrary, are more
dominant, assertive, objective and realistic (Wood,
1990).
However, these differences are interpreted as the
result of the spread of social norms and
stereotypes related to gender, which are
transmitted in the form of values, traditions and
behavioral expectations. Together with some other
educational factors, they probably contribute to
the emergence and persistence of some differences
related to certain aspects of decisions (Bussey &
Bandura, 1999). Therefore, despite the fact that
research results have been somewhat limited so
far, it is important to continue to study these
differences and determine how they form.
This study shows that there are significant gender
and age differences in the decision-making
processes of the participants in this study. That is,
depending on the age, participants do not behave
the same way when making decisions, because the
importance they attach to the task, the decision
maker, and environmental factors that determine
the decision process differs in some aspects. So,
women are more concerned about the uncertainty,
doubts and dynamism that are associated with
decision-making. They attach more importance to
time and money; They are more concerned about
the consequences that may arise as a result of
making a decision, regardless of whether they
affect themselves or other people. Women are
more aware of the limitations imposed on them by
the environment and loved ones, and their
emotions are more important to them in the
decision-making process. On the contrary, men
attach more importance to analyzing the
information needed to make a decision and
determining the goals or objectives of the decision.
They are more motivated in the decision-making
process, and also feel more pressure from all
aspects related to work. Another result of this
study is the absence of gender differences in
cognition and self-regulation. That is, both men
and women carefully process information, extract
relevant data related to decision-making from
memory, classify data if they are very diverse,
logically comprehend alternatives, predict results,
assess consequences, solve problems posed by the
situation, and control all stages of decision-making.
To a certain extent, the equivalence of these
intellectual aspects in the sample under study
shows that gender differences are related more to
the style of behavior or the requirements of the
social roles of men and women than to intellectual
competencies or abilities.
REFERENCES
1.
Shtyleva L.V. Pedagogy i gendernyx podkhodov
v obrazovanii // Jenshchiny v rossiyskom
obshchestve
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2.
Eremeeva V.D., Hrysman T.P. Malchiki i
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- uchitelyam, vospitatelyam, roditelyam,
shkolnym psychologam. - M.: LINKA-PRESS,
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Kon I.S. Rebyonok i obshchestvo. - M.: 1988.
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THE USA JOURNALS
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VOLUME 06 ISSUE06
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