Gender roles and educational traditions - Pedagogical psychology

Gender roles and educational traditions

In the educational traditions, the gender roles are rigidly fixed and explicitly manifested. It is known that the main factor of cognitive development - research behavior mainly develops in conditions of freedom from evaluation, responsibility and stimulated from the outside activities. It unfolds in situations characterized by uncertainty and multiplicity of decisions. It's easy to see that boys are more often trained and educated, while girls usually grow up in conditions that limit their research activity.

Therefore, as noted in the works of many psychologists (NS Leites, LV Popova, TA Repin, AI Savenkov, etc.) than a gifted girl, the closer she is to their socio-psychological characteristics of boys. Unlike girls with ordinary abilities, gifted girls are usually involved in a very wide range of activities, including those that are traditionally considered boyish - active games, sports. They like traditional boyish pursuits, games and toys that are more conducive to the development of independence and the research approach to solving problems. These activities, games and toys stimulate a better understanding of spatial relationships than those that are traditional for girls. The conclusion is simple: if a girl grows up in conditions of freedom from the rigid imposition of a gender role on the part of those around her, this contributes to the formation of the abilities traditionally attributed to the male type of thinking and behavior.

Statistics of inventions and discoveries indicate that men make them more often. Therefore, there is reason to talk about the greater ingenuity of men. A number of researchers are inclined to think that men often act as idea generators, they work better in situations of uncertainty, if it is necessary to show search activity, to solve a fundamentally new task. True, while significantly inferior to women in quality, thoroughness, accuracy of the work performed. Thus, women usually perform better traditional (typical, patterned) tasks, especially when the requirements for thoroughness and elaboration of parts are very high.

It is tempting to ascribe all this to the influence of socio-cultural traditions, which include rigid characteristics of the content of male and female roles, but with an objective examination we have to admit that the biological prerequisites for these roles also exist. Like it to someone or not, they strengthen the influence of the socio-cultural context. According to the biologist V. A. Geodakian, nature has divided all highly organized creatures into two sexes, and she herself experiments on the one that considers the least valuable. Female gender performs the function of carrier "conservative" beginning, it is preserved and through it the whole genotypic spectrum is transmitted to the next generations. Due to the male part of the population, there is usually an evolutionary shift in one direction or another. Men themselves, being for nature a material of research, are pushed by it to research behavior. As a result, the magnitude of the variation of any traits (except for "evolutionally progressive") in men is greater than in women, with the mean values ​​of the characteristics being equal.

Modern psychology, not always clearly understanding the causes of gender differences (biological or socio-cultural), has accumulated quite a lot of facts, indicating that in any activity requiring a search, a fresh non-standard decision, men usually appear to be ahead. Women lead more often where there is need for thoroughness, accuracy, high performing skills. However, the differences in abilities require special consideration, since they have a special value for education.

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