We break pedagogical stereotypes. “You are a future fighter!”: what is the situation with gender stereotypes at school List of sources and literature used
Aksenova E.A. 1
Karelina O.V. 1
1 Municipal government educational institution Secondary school No. 3 in the village of Khorol, Khorol municipal district, Primorsky Territory
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Introduction
It is known that we live in a world of stereotypes. Despite some positive aspects of this phenomenon, the most important of which is saving our time and mental costs, according to modern researchers, stereotypes have a more negative impact. Stereotypical thinking is characteristic not only of children, but also of the adult generation. Thus, parents and teachers at school often adhere to negative stereotypes about modern children, believing that their generation was better and more responsible, and modern schoolchildren are not interested in anything except the Internet and the street.
It is worth noting that modern teenagers live in a very complex world, which, of course, differs from the one in which their parents lived as teenagers.
The difference in the development conditions of modern teenagers lies, firstly, in the amount of information that falls on their heads through various media (radio, telephones, televisions, computers). This “technological” reality gives teenagers a connection with the world, and gives the world the opportunity to influence them. And therefore, the modern teenager is influenced by so many cultural stimuli that his parents could not even imagine. Further, an important factor is that the teenager knows much more about human cruelty. Modern films, novels, songs are full of scenes of violence. The next important factor for a modern teenager is the fragility of the modern family. Based on this , the purpose of this study: find out what stereotypes teachers and parents hold about teenagers, what teenagers themselves think about school and the role of education in their lives.
To achieve this goal, it is necessary to solve the following tasks:
To study various definitions of the concept “stereotype” and the influence of stereotypes on human life, from the point of view of scientists - psychologists.
Find out what stereotypes Khorol schoolchildren, their parents and teachers have.
Analyze the ways in which stereotypes arise and work.
Find out how to avoid the formation of stereotypes during the learning process and fight existing ones.
Hypothesis: existing stereotypes among modern teenagers, their parents and teachers are more negative than positive.
Object of study: stereotypes of students in grades 5-9, parents of students, teachers of MKOU Secondary School No. 3 village. Khorol, history teachers of the Khorol region.
Subject of research: the nature and process of the impact of stereotypes on human life.
The practical significance of this study is determined by the possibility of using the results obtained in the work of school teachers, psychologists and parents.
Chapter 1. Stereotypes and their influence on human life
It is known that we live in a world of stereotypes. Despite some positive aspects of this phenomenon, the most important of which is saving our time and mental costs, according to modern researchers, stereotypes have a more negative impact. So what are stereotypes? There are various definitions. “A stereotype is a stable image of a person that develops under conditions of lack of information. This is a habitual way of looking at things, a cliche that we turn to when interacting with new phenomena and unfamiliar people.” Stereotypes allow us to significantly reduce the reaction time to a changing reality, speed up the process of cognition, i.e. simplify and shorten the process of perception. Another source defines a stereotype as “something repeated in an unchanged form; a pattern of action, behavior, etc., applied without thought, reflection, even unconsciously.” Depending on the scientific school, modern stereotypes can be interpreted differently. However, their general idea is the same - this is an established opinion about people, nationalities, actions or actions.
An analysis of articles published on the Internet showed that most researchers and authors of scientific publications note the negative impact of stereotypes on people’s lives. “Social stereotypes are the most destructive to people’s worldview. They impose an incorrect train of thought on a person and prevent him from thinking for himself.” However, without stereotypes, society could not exist. The classic formula of stereotypes looks like this: “All X have property Y.” For example, “all blondes are stupid”, “all fat people are kind”, “all Chinese are short”, etc.
Let us highlight the positive and negative influence of stereotypes on people's behavior.
Stereotypes often help a person make a choice or make a decision he needs without putting in extra effort.
Every person in modern society is sure that they need to respect their elders, protect the little ones, and help their neighbors. Such stereotypes have become norms of human behavior in society, rules, and no one thinks about why a well-mannered person will behave this way and not otherwise. But this is not the only manifestation of the good side of stereotypes.
It can be quite difficult to give an adequate assessment of an event or social phenomenon about which there is no necessary information. Accordingly, when there is no opportunity to be based on their personal beliefs, people often resort to stereotypes that have already been established in society, the use of which does not require decisions of an individual nature and as a person. It turns out that if they are true, stereotypes sometimes “save” us: by reproaching the processes of cognition, they create the basis for the opinion that a person develops and help predict the line of behavior of the people around him.
Behind stereotypes it is not possible to reveal the individual characteristics of people.
Stereotypes repeat and reinforce certain erroneous beliefs and beliefs until people begin to accept them as true.
Stereotypes are based on half-truths and distortions. While retaining the real characteristics of the stereotyped group, stereotypes distort reality and give inaccurate ideas about the people with whom intercultural contacts occur.
A stereotype based on false knowledge imposes a certain model of behavior, which may already be incorrect from the very beginning. We begin to unwittingly avoid public attention when we are constantly told: “Don’t stand out, you need to be like everyone else!” And the words “They will stop respecting you for this” actually sound threatening. This means that through stereotypes one can mislead an individual or a group of people and manipulate them, which can lead to personal failures, social disagreements, conflicts, fear, contempt, and discomfort. False stereotypes not only help determine the correct life guidelines, but also set a person up for hostility towards other people: their race, nationality, appearance or way of life. Stereotypes do not reveal similarities between groups of people, but focus on differences, as a result of which people are divided into “bad” and “good”, “us” and “outsiders”.
Stereotypes of thinking are so strong that we accept them as unconditional truth and usually do not doubt the correctness of one or another of our beliefs. Sometimes we call it our character or worldview. It is impossible to imagine what our existence would look like if, each time anew, we had to decide how to behave on the road or in the theater, at a lecture at the university or among fans at the stadium. However, we often deal with stereotypes that block our development and advancement in one area or another. Most often, they manifest themselves as fears and concerns. For example: fears related to receiving money, risk avoidance, fear of cooperation, fear of success, etc. These are so-called limiting beliefs. Each of us, if desired, can find them in our repertoire. Naturally, both in professional activity and in personal development, changing limiting stereotypes brings immeasurable benefits. This is why many trainings, seminars and master classes pay such serious attention to this topic.
Chapter 2. Stereotypes of Khorol teenagers about school and education
During this study, a sociological survey was conducted among teenagers (students in grades 5-9) of MKOU school No. 3, their parents, teachers of this school and history teachers of the Khorol district (Appendix 1, pp. 20-21. Questionnaires 1 - 3.)
Total: 165 respondents.
To conduct a social survey, I developed questionnaires for various categories of respondents. Teenagers were asked to express their opinions about stereotypes associated with education and schooling. The proposed stereotypes were taken from personal experience, communication with peers and from the pages of the media.
One of the most common stereotypes about school is the following: “At school they give a lot of knowledge that will not be useful anywhere.” The majority of respondents (47%) partially agree with this statement. I was surprised by the fact that about half of teenagers (43%) believe that much of the knowledge acquired at school will be useful in later life. (Appendix 2, p. 22. Diagram 1.)
At all times, many students were not happy with the fact that they assigned a lot of homework at school. Modern schoolchildren also adhere to this opinion. Moreover, even some parents support their children in this matter. Interestingly, only 29% of teenagers surveyed believe that they give a lot of homework at school. The majority of respondents (60%) only partially agree with this statement. Most likely, only some teachers, in their opinion, assign a lot of homework. (Appendix 2, p. 22. Diagram 2.)
When communicating with peers, parents and their acquaintances, on the Internet, in television programs, you can often hear that it is very difficult to study at school. This phrase was proposed to students during the survey. It was striking that only 15% completely agreed with this opinion; more than half of the teenagers (54%) partially agreed. (Appendix 2, p. 22. Diagram 3)
Many students believe that all teachers demand a lot from them. Is this really true? The majority of respondents partially agree with this statement (45%). Perhaps, after all, not all teachers are very demanding. Only 16% of the guys fully support the proposed statement. (Appendix 2, p. 23. Diagram 4.)
Not all students are satisfied with their grades, which may be why some believe that many teachers lower grades. As it turned out, slightly more than half of the respondents (54%) agreed with this statement, and only 19 students expressed complete agreement (Appendix 2, p. 23. Diagram 5).
In 2014, a school uniform was introduced at our school. Today, the majority of teenagers (69%) say that school uniforms have no effect on academic performance. Only 12 respondents fully support teachers on this issue (Appendix 2, p. 23. Diagram 6).
For many students, their parents, and even teachers, the words OGE and Unified State Exam terrify and cause panic. A significant part of parents instill in their children the idea that if they study poorly, they will not pass exams, thereby forming a stereotype that exams are very difficult to pass. Teachers also constantly scare us that if we don’t study, we won’t pass the exams. The teenagers themselves have not yet faced exams; only students in grades 5-7 wrote VPRs and complex works, which in their structure are a bit like an exam. As the survey showed, students in grade 8 “A” are most worried about future exams. School graduates are more optimistic. At the same time, all ninth-graders, to one degree or another, agree with the opinion that passing exams is very difficult. Moreover, in all classes, the majority of respondents fully adhere to this point of view. (Appendix 2, p. 24. Diagram 7.)
Another well-established stereotype in modern society, in the formation of which parents play a significant role, is the following: “without higher education, it is impossible to build a career.” What do teenagers think about this? More than a third of respondents (38%) completely agree with this belief. Only 23% believe that even without a higher education it is possible to achieve success at work and financial well-being. (Appendix 2, p. 24. Diagram 8.)
Back in the 90s of the 20th century, the first commercial (non-state) universities began to appear in Russia. For a fee, those students who did not pass the entrance exams well enough could obtain higher education at state universities. Today, admission to higher educational institutions is on a competitive basis based on the results of the Unified State Exam. Many students receive low scores on the final certification and parents are forced to pay for education, wanting their children to receive a higher education in the educational institution of their choice. Moreover, some specialties can only be obtained on a paid basis. What do the students think about this? The majority of respondents (34%) do not agree that studying at universities is paid and everything depends on money. Only 20% of the guys completely agree with this statement. As we can see, this stereotype has not taken hold in the minds of teenagers. (Appendix 2, p. 24. Diagram 9.)
School graduates strive to enter universities in order to obtain a prestigious and, in their opinion (or the opinion of their parents), highly paid profession. From the point of view of schoolchildren, the highest paid professions are: lawyer (24 hours), deputy (19 hours), policeman (12 hours), military man (11 hours), doctor (10 hours). Today on the Internet you can find many publications that list the most prestigious and highly paid professions in Russia and in the world. The lists vary somewhat, but there are a number of professions that are listed in the top 10 most often: lawyers, programmers and IT specialists, doctors, bankers and entrepreneurs, designers and artists, economists and auditors, managers, engineers, pilots and astronauts. As we can see, the children’s opinions on some points coincided with the data of social research posted on the Internet. (Appendix 2, p. 25. Diagram 10)
The most fashionable professions for Khorol teenagers are related to creative activities: designer (32 hours), stylist (16 hours), video blogger (16 hours), model (15 hours), fashion designer (14 hours). (Appendix 2, p. 25. Diagram 11). Teenagers consider the most boring professions to be those of a librarian (13 hours), a teacher (10 hours) and a janitor (9 hours). Based on the above results, it is clear that the stereotype associated with the librarian profession is the most established in the consciousness of various age categories of the population. I was very surprised by the fact that the students called the teaching profession boring. (Appendix 2, p. 25. Diagram 12)
V. Mayakovsky’s famous children’s poem “Who to Be” ends with the following words: “Having turned the book over, wrap it around your mustache - all the works are good, choose to your taste!” What professions, according to the guys, are the most necessary? The first place was “awarded” to the doctor - 47%, police officers received “silver” - 30%, firemen closed the top three most needed professions (21%), slightly fewer students indicated in their questionnaires the profession of teacher in this list (Appendix 2, p. 26 .Diagram 13).
Thus, the results of a sociological survey conducted among grades 5-9 showed that the majority of respondents adhere to the following views about school: the knowledge that is given at school will be useful in the future; most teachers assign little homework; Studying at school is not very difficult.
These results do not correspond to the most established stereotypes about school education in modern Russian society.
Chapter 3. Views of teachers and parents on teenagers
Adults routinely complain that modern children are spoiled by the Internet, computer games, Hollywood and do not value traditional values. Generation conflict, nothing new. It has always been this way.
In the modern world, there are various stereotypes about teenagers, most of which are negative. Thus, most adults believe that many teenagers smoke, drink and all swear. During the survey, teachers of MKOU secondary school No. 3 in the village of Khorol, history teachers of the Khorol district and parents of students in grades 5-9 expressed their opinion about the younger generation during the survey.
The majority of respondents, both parents and teachers, are sure that many teenagers smoke and drink. 38% of respondents completely agree with this stereotype, 43% partially agree. In fact, some students even before classes or during breaks run out to smoke around the corner of the school or to the store. Class teachers and school administration are trying to fight smokers, but the measures they take only briefly stop lovers of bad habits. High school students also smoked in Soviet schools, but now the age of smokers has dropped, and more and more often you can meet representatives of the fair sex with a cigarette (Appendix 2, p. 26. Diagram 14)
On the street, at school, in the cinema and in other public places, you can often hear obscene words. Moreover, among fans of abusive language there are not only teenagers and high school students, but even younger students. The majority of teachers and parents (58%) believe that many teenagers use obscene words in their speech. Some (23%) think that all teenagers swear using swear words (Appendix 2, p. 26. Diagram 15).
For several years (2010 -2016), psychologist N.A. Gorlova monitors the opinions of parents and teachers about the characteristics of modern children. “Modern children perceive the world differently”, “they think differently”, “they show aggression when they are forced to do something”, “they do not want to follow the instructions of adults”, “they are demanding and persistent”, “very mobile and hyperactive “- parents and teachers write in the questionnaires. Parents and teachers in the Khorol district only partially agree that “teenagers do not respect adults” (60%). About a quarter of respondents assess teenagers more optimistically, disagreeing with this statement (Appendix 2, p. 27. Diagram 16). It is worth noting that “respect for adults” and “the desire to follow the instructions of adults” are not unambiguous statements. One of the psychological characteristics of adolescents has always been the desire for independence and a critical attitude to the instructions of adults.
One of the most persistent stereotypes about modern children is “teenagers do nothing but sit on the Internet all day long.” Only 9 respondents fully adhere to this opinion, while the majority of respondents (58%) do not completely agree (Appendix 2, p. 27. Diagram 17). In fact, many of my classmates and acquaintances attend various sections, go to art school, participate in organizing class, school and district events in their free time from school, and they have no time to sit on the Internet for a long time, if only for communication.
One of the features of adolescence is a decrease in motivation to study; other interests and hobbies appear. Very often you can hear that modern schoolchildren, especially teenagers, have no interest in studying. As it turned out, teachers and parents also adhere to this point of view. Half of all respondents partially agree, and one third of parents completely agree with the proposed statement (Appendix 2, p. 27. Diagram 18).
At all times, teenagers have been characterized by a desire for independence. Moreover, according to some teenagers, independence means disobedience, the desire to do everything in one’s own way. Compared to previous generations, schoolchildren today have become more irresponsible and promiscuous. The adult population of the Khorol district also thinks so. 83% of respondents agree with this stereotype to one degree or another. (23% - completely, 60% - partially). (Appendix 2, p. 28. Diagram 19)
Our country was once the most reading country in the world, now you rarely see children reading books, some children don’t even bother reading textbooks to do their homework. There is a decrease in students’ reading technique and difficulty in comprehending what they read. 67% of parents and 52% of teachers absolutely agree that schoolchildren read little and have a low level of culture. As we can see, teachers are more optimistic on this issue - 45% do not entirely agree with this opinion (Appendix 2, p. 28. Diagram 20).
Teachers were asked to assess the level of knowledge of modern schoolchildren. Thus, the majority of teachers (72%) believe that the level of students’ knowledge is lower than it was 10-20 years ago, of which 38% completely agree with this statement. (Appendix 2, p. 28. Diagram 21). One of the reasons for the decline in the level of knowledge, according to parents and teachers, is the complication of school curricula and textbooks. 65% of parents surveyed are absolutely sure that school curricula have become more complicated and it has become more difficult to master the material studied. Teachers in the Khorol district are not so categorical on this issue: only 41% agree with the parents. The majority of teachers (45%) only partially agree with this point of view. (Appendix 2, p. 29. Diagram 22)
Along with negative stereotypes about teenagers, one can also hear the opinion that modern children have become better developed and more self-confident. While watching the television programs “The Best of All,” “Let Them Talk,” “Blue Bird” and videos on the Internet, you are amazed at the abilities and talents of children. The majority of respondents (54%) only partially agree with the statement that “Modern schoolchildren are better developed, they have a broader horizon,” a quarter of respondents do not think so. At the same time, 83% of teachers are confident that modern teenagers have more opportunities for comprehensive development (Appendix 2, p. 29. Diagram 23). Apparently, teachers think that some Khorol children do not take advantage of the opportunities that are now well represented in the Khorol region: sports, music, dancing, robotics, etc.
“Many parents believe that when children move to high school, they can manage without their help.” This statement can often be heard from teachers, and therefore, during the survey, teachers were asked to express their opinion. 58% of respondents completely agree with the proposed stereotype (Appendix 2, p. 29. Diagram 24). According to my observations, only some parents in our class regularly attend parent-teacher meetings and take part in class and school events. Although just a few years ago, when we were elementary school students, virtually all parents actively participated in the life of the class and school. Perhaps many parents do not have enough time to pay more attention to their child’s school life.
As a sociological survey showed, absolutely all respondents formed stereotypes about modern teenagers on the basis of personal observations.
From all of the above, it follows that most parents and teachers avoid extremes in assessing modern teenagers. In most of the questions proposed, the majority of respondents express partial agreement with the stereotypes. Despite the fact that, according to both teachers and parents, school curricula have become more complicated, students read little, and their level of knowledge is lower than that of schoolchildren 10-20 years ago. At the same time, modern teenagers, according to adults, have more opportunities for comprehensive development and broadening their horizons.
Conclusion
This study examined various definitions of the concept of “stereotype” and the impact of stereotypes on human life. According to scientists and psychologists, stereotypical thinking is the scourge of modern Russian society. It interferes with the individual development of people according to their own program, independent of anyone.
As a sociological survey has shown, the majority of schoolchildren do not adhere to negative stereotypes about school, teachers and the amount of homework. The hypothesis put forward at the beginning of the study regarding adolescents was not confirmed. The most commonly held stereotype among students is the stereotype about exams. The vast majority of respondents are sure that passing exams is very difficult.
Adult respondents were less optimistic in their assessments of the younger generation. Most parents and teachers believe that modern teenagers have a lower level of knowledge, they read little, smoke and use obscene words in their speech. Also, a significant part of the younger generation, in their opinion, does not respect adults and has become more irresponsible and dissolute. Adults forcefully instill their views in children. However, this has always been the case. Thus, the ancient Greek poet Hesiod (VIII - VII centuries BC) spoke about youth as follows: “I have lost all hope for the future of my country if today’s youth takes the reins of government into their hands, for these youth are unbearable, uncontrollable, just terrible." As we can see, the problem of intergenerational relationships is not new and remains relevant in the modern world, in which teenagers are significantly influenced by the media and modern technologies.
Stereotypes of adolescents acquire a negative connotation under the influence of internal contradictions and external conditions. And it is quite possible that when adults begin to help teenagers cope with their internal conflicts, meet them halfway, and not push them away as an unnecessary thing, then the children’s attitude will change for the better. They will not be attracted to antisocial companies in which teenagers seek understanding and approval in their actions; they will not need to commit illegal acts to attract attention. Because they will be noticed, heard, understood. After all, this is the most important thing for children in adolescence . The task of the teacher, first of all the class teacher, is to teach parents ways to avoid excessive stereotyping of the child’s thinking. To do this, it is necessary to form logical thinking and best of all - from early childhood. At the same time, teachers themselves must free themselves from some stereotypes that develop over time as a result of the accumulation of certain pedagogical experience.
An effective means of overcoming stereotypes is an individual approach to students, the desire to recognize each child’s abilities and talents.
List of sources and literature used
The results of a sociological survey among students in grades 5-9, parents, teachers of MKOU Secondary School No. 3 village. Khorol, history teachers of the Khorol region. - Khorol. - 2017
Reference and educational literature
Social science. 6th grade: educational. for general education organizations / [N. F. Vinogradova, N. I. Gorodetskaya, L. F. Ivanova, etc.]; edited by L. N. Bogolyubova, L. F. Ivanova. - 5th ed. - M.: Education, 2015 - 111 p.
Sorokina E.N. Lesson developments in social studies. 6th grade. - M.: Bako, 2016 - 240 p.
Internet sources
The State Duma has adopted a law banning the use of obscene language. - Access mode: http://www.garant.ru/news/(11/15/2017)
Krupoderova O.E. Overcoming stereotypes among modern schoolchildren. - Access mode: https://infourok.ru(11/20/2017)
Features of modern teenagers - Access mode: studwood.ru› https://studwood.ru/ (20.11.2017)
Psychology of life. - Access mode: http://lichnorastu.ru (19.11.2017)
Jobs and vacancies. - Access mode: http://www. SuperJob.ru (19.11.2018)
Dictionaries and encyclopedias. - Stereotype. - Access mode: https://dic.academic.ru (24.11.2017)
Advice is your magazine. - Access mode: https://sunmag.me/sovety/ (19.11.2017)
Quotes from great and famous people. - Access mode: http://www.wisdoms.ru/tsitati_pro_molodezh.html(11/19/2017)
Schoolchildren named the most in-demand professions. - https://rg.ru/2012/02/07/opros.html (11/20/2017)
School knowledge. - Access mode: https://znanija.com/task/ (22.11.2017)
Applications
Appendix 1. Questionnaires for participants in the educational process
MKOU secondary school No. 3 village. Khorol
Questionnaire 1 (for students)
A) Completely agree
B) Partially agree
B) I do not agree
D) I find it difficult to answer
1) At school they give a lot of knowledge that will not be useful anywhere.
2) At school they give a lot of homework.
3) It is very difficult to study at school.
4) All teachers demand a lot from their students.
5) Many teachers lower grades
6) School uniforms have no effect on academic performance.
7) Exams are very difficult to pass
8) Without a higher education, it is impossible to build a career
9) Education at universities is paid, it all depends on money
10) Professions:
A) The highest paid professions:
B) The most fashionable professions:
B) The most boring professions:
D) The most needed professions:
Questionnaire 2 (for parents)
There are various stereotypes in the modern world. Give your opinion about some of them. Choose one of the suggested answers.
A) Completely agree
B) Partially agree
B) I do not agree
D) I find it difficult to answer
2. 1) Schoolchildren have no interest in studying.
2) Schoolchildren have become more irresponsible and dissolute.
A) Completely agree
3) Schoolchildren read little, their level of culture is low.
4) School curricula have become more complex, and it has become more difficult to grasp the material studied.
5) Schoolchildren are better developed, they have a broader horizon.
6) Why do you adhere to such stereotypes?
Questionnaire 3 (for teachers)
There are various stereotypes in the modern world. Give your opinion about some of them. Choose one of the suggested answers.
A) Completely agree
B) Partially agree
B) I do not agree
D) I find it difficult to answer
1) Many teenagers smoke and drink.
2) All teenagers swear.
3) Teenagers do not respect adults.
4) Teenagers do nothing but sit on the Internet all day.
1) The level of knowledge of modern schoolchildren is lower than 10-20 years ago.
2) Schoolchildren have no interest in studying.
3) Schoolchildren have become more irresponsible and dissolute.
4) Schoolchildren read little, their level of culture is low.
5) School curricula have become more complex, and it has become more difficult to grasp the material studied.
6) Schoolchildren are better developed, they have a broader outlook.
7) Modern teenagers have more opportunities for comprehensive development.
8) Parents began to pay less attention to their child’s school life.
9) Why do you adhere to such stereotypes?
Appendix 2. Diagrams based on the results of a sociological survey
Diagram 1 .At school they give a lot of knowledge that will not be useful anywhere.
Diagram 2 . At school they assign a lot of homework.
Diagram 3 . It is very difficult to study at school.
Diagram 4. All teachers demand a lot from their students.
Diagram 5 . Many teachers lower grades
Diagram 6. School uniform does not affect academic performance in any way
Diagram 7. Exams are very difficult to pass
Diagram 8. Without higher education, it is impossible to build a career
Diagram 9. Education at universities is paid, it all depends on money
Diagram 10. The highest paying professions
Diagram 11. The most fashionable professions
Diagram 12. The most boring professions
Diagram 13. The most needed professions
Diagram 14. Many teenagers smoke and drink.
Diagram 15. All teenagers swear.
Diagram 16. Teenagers don't respect adults.
Diagram 17. Teenagers do nothing but surf the Internet all day.
Diagram 18. Schoolchildren have no interest in studying.
Diagram 19. Schoolchildren have become more irresponsible and dissolute.
Diagram 20. Schoolchildren read little and have a low level of culture.
Diagram 21. School curricula have become more complex, it has become more difficult to grasp the material studied
Diagram 22. Schoolchildren are better developed, they have a broader outlook
Diagram 23. Modern teenagers have more opportunities for comprehensive development.
Diagram 24. Parents began to pay less attention to their child’s school life.
16 years old, Perm region
I started thinking about rights violations a couple of years ago, when I accidentally wandered into a group with girls’ stories. We were talking about terrible things - rape, domestic violence, and the criminals were not punished because the police did not find evidence of a crime or no one believed the girls. I wondered: where is justice if such outrageous crimes go unpunished?
Since then, I began to more often notice the pigish behavior of men in relation to women, which in our country is apparently considered normal: they whistle at girls, touch them - simply because they wanted to. Girls usually just tolerate it. I recently encountered a similar situation myself. I like to dress beautifully - not for someone else, but for myself. One fine day, when I was walking through the city center in a short skirt and heels, an unpleasant elderly man touched my leg. The first reaction was shock, this had never happened to me before, I couldn’t even react, but the man managed to leave. The outrage, which I never expressed, swirled around in my head for the rest of the day. But this became a lesson for me, from now on I will know how to behave in such a situation: if this happens, I will try to stop such actions, and then bring some sense into the person.
There were situations when I was the only one who raised my hand to answer, but it was the boy who was chosen so that he would “take the rap for everyone” because “the stronger sex must protect us”
In college, I keep noticing the unequal treatment of boys and girls. We have only three boys in our group, and usually only one of them goes to pairs. There were situations when I was the only one who raised my hand to answer, but it was the boy who was chosen so that he would “take the rap for everyone” because “the stronger sex must protect us.” In geography we were told about the inequality of salaries between men and women for the same work. Someone shouted: “That’s right!” Others laughed. In our almost all-female group, not one voiced disagreement. Was I the only one who thought this was unfair? Even at school, I was amazed when female teachers said that the main thing for girls is to find a good husband, and that studying well is a secondary matter.
On social networks, again, I encounter injustice. Here is a survey: “Who should be the head of the family?” Answer options: “man” and “both are equal.” The answer option “woman” is not even provided, and more than half of the respondents voted for men.
I am very glad that in my family the parents are truly equal. No one orders anyone, much less use force. But I also recently had an unpleasant conversation with my mother: they explained to me that I was a future woman, that I would have to find myself a male other half (necessarily!) and have children. Because this is supposedly my purpose. When I asked for arguments, they told me that this is the way it is.
There is no escape from the patriarchal mindset; we live in a country where ordinary life is closely connected with the church and traditions. Everyone seems to have forgotten that we are a secular country. I get the feeling that our authorities judge people by “Domostroi”, where you can hit your wife.
And some girls don't respect each other. As long as men see this, they will think that they can also treat girls disrespectfully.
I don’t know when this chaos will end, but now it’s unpleasant for me to live in a society where sexism and homophobia reign.
17 years old, Ivanovo
When I became interested in the ideas of feminism, many people thought it was very strange because I was a boy. Today my worldview is a set of views against discrimination on any basis. Much has changed within me, but little has moved around me.
Yes, it’s stupid to deny that gender inequality reigns in the “adult” world. But things are worse in the world of children, to whom stereotypes and attitudes are imposed. We are brought up according to the standard system: “Boys, you are strong, you are not allowed to shed tears. Girls, you should be sophisticated princesses."
In physical education classes we were divided into strong and weak
Schools often abuse the right to educate children. It all starts with the school uniform. Your appearance - one of the most accessible forms of self-expression - is strictly regulated by others. Next comes the division into “M” and “F”. In technology classes, girls are taught to cook and boys to be carpenters. Personally, I was terribly upset that I couldn’t learn how to cook something tasty, although I think it’s a wonderful activity. Instead, I have to do the stupid work that hired workers do today for money. In physical education lessons we were divided into strong and weak. The boys, of course, were obviously strong, so the physical education teacher always shouted after us: “Don’t give up, you’re a future fighter. Who will your wife stand behind?”
In high school, I began to feel less of this pressure. Maybe because the teachers decided that by this time we had already become “correct”?
With friends it’s a special situation. Their heads have already been washed, stereotypes have taken deep root. They don't want to see the framework into which they have been driven. I get snapped at when I try to consider the opinions of both boys and girls. Personal life seems to have already been written down by someone in advance, and everyone follows these instructions.
In the family, things are different - everyone here is family, there is no one to fight with. My parents, who were raised in the 70s, of course, transfer gender attitudes to me and my brothers. But should we blame them for this? In our father’s eyes, we are future businessmen, entrepreneurs, and leaders in high positions.
Some may say that this is the only way we can preserve humanity and a normal society. But who defined these standards and why can't we violate them? Now people suddenly think about preserving some truths. But if you look at history, it turns out that the “truths” have always been different.
It is in feminist and similar ideas that I see a way out of the situation. I think activists should take these ideas to schools. We need to change our upbringing - not radically, but gradually. This is the only way to raise a society in which there is no inequality.
17 years old, Transbaikal region
I live in a military town where almost all families consist of a wife and a military husband. In such families, the head is a man, he is considered a protector, and the woman is obliged to stay at home and perform all household duties. There is not much work here, nor are there any chances for self-development. These families don’t even know about equality. If this comes up, the result is the same: the husband is the breadwinner, the wife sits at home, which means she doesn’t get tired, there’s no point in pretending to be oppressed.
It’s a mystery to me why women don’t recognize this oppression.
Half of the boys, having seen enough of this, certainly want to become soldiers. It is not difficult for them to achieve this goal. The guys immediately make it clear to their girls that they must wait for them from the army. And then at any moment she will have to quit school, work and come to him in a godforsaken town to start her career as a maid.
I'm trying to convey to others (at school as well) that this is not normal. Everyone takes it as a joke. The worst thing is that girls react the same way as guys. It is a mystery to me why women do not recognize this oppression.
I think that women's rights are systematically violated only because the ideas of feminism are like a secret club, which is spoken about in whispers, and even then not to everyone. If all the stories about rapes, kidnappings and beatings reached the people, then everything would be much better. Women would more often think that such a number of crimes is not just an accident.
17 years old, Minsk
At the age of 13–14, I began to think about how many gender stereotypes surround me. I didn’t understand at all why people encouraged this, and I fought against inequality without even knowing what feminism was. When I found out that such a movement exists, I immediately began to support it.
Recently, in a biology lesson, the teacher told us: “If a girl says “no”, it means “yes.” Girls are all like that."
There are a lot of gender stereotypes at school, and it's sad. School should be a place where they teach not only math and history, but also respect. Even teachers support inequality, what to say about students?
Recently, in a biology lesson, the teacher told us: “If a girl says “no”, it means “yes.” Girls are all like that." And our class teacher concluded the open lesson about the feats of Belarusian women during the war years with the words: “The meaning of a woman’s life is creating a family, raising children.” She is generally quite a religious woman; she constantly says that girls should be weak and give their beauty only to their husbands.
One day in class I said that a woman does not have to give birth. My classmate replied: “If a woman doesn’t give birth, then why is she needed at all?” It's all sad.
According to the stories of my classmates, I was once again convinced of the closed-mindedness of our society: hysterics and demands from daughters to “give birth to grandchildren”, limited communication with the opposite sex, insults based on orientation - this set of stereotypes is already known to everyone.
Disrespect for one's own children, students, and just people, rejection of any opinion other than one's own, fear of the new - this is just a short list of ailments that plague our society.
When teaching children the same age (the girl is older than her brother) in the same class, Azerbaijani parents tell the teacher: “The girl should try to study well, the boy should study as much as he can and wants, so let him study. He will still be the boss.” This example suggests that there are different requirements for raising girls and boys in different cultures. The family brings these requirements to school. The torturer must, in the opinion of the parents, comply with these wishes.
The teacher, as the leading subject of the educational and upbringing process at school, plays an important role, transmitting to students through educational activities, through his example and his personality, certain gender ideas, stereotypes and gender attitudes.
Gender stereotypes according to the dictionary of gender terms by A. A. Denisova (2002) are generally accepted stable ideas in any particular society about proper “female” and “male” behavior, their purpose, social roles and activities. Gender stereotypes are determined by the sociocultural environment and, accordingly, are subject to change. Gender stereotypes shape gender expectations.
Gender attitudes – positive or negative attitude, attitude towards one’s own and the opposite sex: the desire to be a representative of a certain sex; preference for appropriate gender roles and activities; positive or negative assessment of gender. Gender heterostereotype is a stereotyped opinion about the behavior and personality characteristics of members of the opposite sex.
The reasons for the emergence of stereotypes may be the following.
- 1. Transferring individual isolated cases to a wider range of phenomena and underestimating information from different sources. In this case, the hypothetical statement turns into a generalized statement. For example, based on the statement “A woman has a maternal instinct inherent in her nature, and for centuries the leading role in caring for a child was assigned to the mother,” the conclusion is drawn: “All women want to be mothers, and all mothers love their children.”
- 2. Exaggeration of the characteristics of children of different sexes. Beliefs about certain characteristics of boys and girls form the basis of pedagogical activities aimed at strengthening and using these characteristics in teaching, rather than compensating for underdeveloped qualities. Beliefs are accepted as a guide to action, the teacher begins to follow the lead of the belief. For example, if a boy is lagging behind in the development of speech and verbal intelligence, then special attention should be paid to the development of this particular aspect, and not neglected in teaching boys. If it is easier for a girl to work according to an algorithm, this does not mean that other types of work are not available to her and should not be developed.
- 3. Lack of attention to individual characteristics may lead to the reinforcement of gender stereotypes. Thus, according to the stereotype, we expect boys and girls to exhibit gender-typical qualities. But a girl can be active, brave and decisive, and a boy can be gentle, meek and timid, contrary to the expectations of others, they can be the opposite.
How to overcome gender stereotypes? One of the tasks of modern education should be to soften rigid gender-role stereotypes in upbringing. Parents and teachers can explain that gender is significant only for the reproductive sphere. In other spheres of life, cultural and ethnonational traditions are important. Parents and teachers may demonstrate patterns of behavior and activity that are common to both sexes.
One of the ways to overcome gender stereotypes in education can be the formation of psychological androgyny among schoolchildren, i.e. stimulation and development of the personality of a boy and a girl, harmoniously combining the psychological characteristics of femininity and masculinity, capable of partnership between genders in personal and public life. L.V. Shtyleva in her monograph offers criteria for the formation of psychological androgyny (Table 10.7).
Table 10.7
Criteria and indicators of the formation of psychological androgyny in schoolchildren
|
Criteria |
Indicators |
|
Harmonious development of masculine and feminine principles in personality |
Psychologically androgynous children easily take on both “male” and “female” activities, do not separate them, and do not “label” them with speech. In communication and behavior, depending on the situation, they show both “typically masculine” qualities (decisiveness, perseverance, courage) and “typically feminine” ones – caring, attentiveness, sensitivity |
|
Adaptability, easy (conflict-free) transition from one type of activity to another (from typically masculine to typically feminine and vice versa) |
Both boys and girls, on their own initiative, take on any work without discussing its “gender-role status.” Students strive to master all skills useful for life, without dividing them into “male” and “female”, and support each other in the learning process |
|
Positive perception of persons of both the same and the other sex in various interaction situations |
|
The goal of socialization according to egalitarian rules– a personality that is characterized by:
- 1) gender competence (cognitive element);
- 2) gender tolerance (value-semantic component);
- 3) gender sensitivity (emotional-communicative component).
Thus, we can state the following: teachers value almost the same set of qualities in students, boys and girls. First of all, these are goodwill, neatness, responsibility, qualities useful in educational activities and thinking abilities. In girls, teachers value tolerance to the greatest extent and strong-willed qualities to the least extent; in boys, on the contrary, to a greater extent - volitional qualities, especially determination, courage and independence, and to a lesser extent - qualities that ensure interaction with other people. Teachers value curiosity in students, but this quality is practically not mentioned in girls. The requirements for boys are insufficiently defined - corresponding to female-type behavior models, and at the same time, insufficient attention is paid to the development of volitional qualities.
The gender attitudes of teachers have a significant impact on the upbringing of children. That is why it is important for the teacher to become aware of his own attitudes in order to use some of them for the benefit of education, and some to correct.
It is necessary to remember the existing differences between boys and girls:
- – in the pace and characteristics of psychophysiological maturation;
- – neuropsychological characteristics;
- – formation of voluntary regulation of behavior and voluntary attention;
- – some features of the functioning of intellectual operations (visual perception, spatial orientation, etc.);
- – personal characteristics.
However, these differences are not so significant. Moreover, the spread of individual indicators within gender groups (boys or girls) exceeds the spread between groups.
When teaching a child, it is necessary to rely on universal patterns of development. Firstly, the real differences in the development, training and upbringing of boys and girls are not so great, despite the stereotypes existing in everyday consciousness, and are largely determined not by biological sex, but by given cultural, social norms and the education system. And, secondly, the range of individual differences prevails over gender differences.
Girls and boys must be taught and raised, taking into account their characteristics, both natural and formed as a result of socialization. Learning depends not only on the intellectual abilities of students, but also on the attitude of the student to the teacher, the teacher to the student, on their psychological compatibility, the similarity of their cognitive styles, strategies for processing information, and the pace characteristics of students. Parents and teachers need to learn to approach children based on their individual characteristics, rather than on perceived gender differences. Gender can influence what teachers and parents expect from children, which can result in children being treated differently based on their gender. As a result, children may develop gendered skills and self-images that limit their capabilities. Educators and parents can and should create an environment in which gender freedom reigns, model equal gender role relationships and ensure that children do not adopt gender stereotypes portrayed in the media.
Educational centrism as a stereotype of student perception. Teachers who are characterized by this stereotype are concerned primarily with academic performance and do not see the student’s individuality behind the grades. The negative impact of this stereotype is that in the class a negative attitude arises towards excellent students, their desire to curry favor with the teacher is condemned. Students may have the misconception that Academic success depends on the teacher's attitude, which reduces the motivation to learn in weak students. Little attention is paid to the education of moral qualities.
Stereotype of perception of students' personal qualities. There is a widespread stereotype among teachers about the connection between a student’s good academic performance and his personal qualities: a successful student means capable, conscientious, honest, disciplined; doing poorly means lazy, unfocused, etc. “Disadvantaged” children are, as a rule, irritable, restless students, those who cannot sit in class, silently (passively, submissively) respond to comments, and get into arguments. Students who demonstrate subordination, acting depending on the instructions and comments of the teacher, are usually assessed as prosperous and are not included in the list of “difficult”.
Stereotype of perception of the “ideal” and “bad” student. In the thinking of most teachers there is stereotypeperception "ideal" student. The ideal, according to this stereotype, is a student who is always ready to cooperate with the teacher, strives for knowledge, and never violates discipline. There is also stereotypeinWith acceptance of the “bad” student as a lazy, passive or disobedient student who is hostile to school and teacher. Teachers consider such children to be indifferent, aggressive, maladaptive, and even see them as potential criminals. Although this is not always the case.
It is appropriate to remember that the great Einstein was slow and therefore did not enjoy much love from teachers. Psychological experiments show that “difficult” children are psychologically healthier than those who set an example of obedience. The presence of this pedagogical stereotype in the teacher’s thinking is due to the fact that the “ideal student” confirms the teacher in his role, makes his work enjoyable and, accordingly, has a positive impact on his self-concept. A “bad student,” on the contrary, serves as a source of negative emotions for the teacher.
Stereotype of perception of girls and boys. In the Gunther-Klaus study, the perception of boys turned out to be 80% negative-critical and only 20% encouraging. The psychologist found that girls are generally assessed by teachers less strictly than boys, so teachers more easily subordinate their behavior to established norms.
Stereotype of perception of students' actions . This stereotype is characterized by the erroneous idea “All children’s misdeeds are malicious, they seek to annoy the teacher.”
In fact, children often simply live their own lives and do not engage in dialogue with the teacher. In many cases, when they commit offenses, they in no way connect them with the teacher, with the desire to annoy him. Not every collective escape from class to the movies is a challenge to the teacher. Maybe, indeed, the movie was unusually interesting.
Stereotype of perception of pedagogical successes and failures. Often, teachers attribute the reasons for pedagogical failures to external circumstances (“children do not want to learn,” “parents do not monitor their children’s studies,” “there are not enough funds”), and the reasons for success to themselves. Even when there is progress in the development of the children's team and individuals, this is not always the merit of an individual teacher. Maybe the children just grew up, the students and the teacher got used to each other.
Human communities intuitively strive for calm, for greater interaction, for psychological comfort. The teacher often takes these natural processes as the direct results of his teaching activities. In addition, progress in a student's development is most often the result of the collective work of all teachers working in the classroom and parents.
Stereotype of perception of the profession. Many teachers believe that the teaching profession does not provide the opportunity to enjoy work and self-realization, that the teaching profession is a complete hassle and hard labor. In fact, school can provide a rare, incomparable pleasure from communicating with the world of childhood. If a teacher enjoys his work, then children also enjoy learning and do not perceive it as a boring duty. If the teacher does not have fun, this is primarily transmitted to the children and reduces positive motivation for learning.
Stereotype of school perception. In society, there is a stereotype of school perception: “barracks”, “obligation and coercion”, “teachers do not understand children, live in isolation from real life”, etc. The emergence of such a stereotype is due to the fact that most people, when perceiving school, are guided by their own experience stay there as a student. But this image of the school is not adequate. The school has changed over the decades. In addition, one school does not represent everyone.
Stereotype of parents' perception . Many teachers believe that parents have a responsibility to care about their children's progress and behavior. And if a teacher has difficulties with children, then the parents are to blame, and they are obliged to do something.
Stereotype of perception of pedagogical innovations. The reason for the emergence of this stereotype is the attitude “you cannot experiment on children,” which implements the well-known commandment “do no harm.” Hence the negative perception and assessment of innovations, fear of them, especially complex and radical ones, which have an increased share of risk. Fear of risk often becomes an insurmountable obstacle to the introduction of new pedagogical ideas into practice. Any pedagogical innovation, indeed, contains a risk associated with unforeseen difficulties, because it is unknown whether the introduced innovation will give the expected result, whether it will take root in traditional conditions, how students and their parents will react to it. But “he who doesn’t take risks, doesn’t drink champagne!” Innovators always take risks, and the degree of their risk is higher, the more complex and large-scale the innovation and the more independence they show in doing so.
John Holt highlights three metaphors, which serve as the source of all pedagogical stereotypes:
Metaphor 1. “Conveyor” is an idea of school as a conveyor belt for filling children with knowledge.
Metaphor 2. “Experimental animals” is the idea of students as objects of training and education according to the principle of “task - reward - punishment”.
Metaphor 3. “Hospital” is a look at school as a special place where brains are corrected and treated.
V. A. Slastenin identifies the following stereotypes of ordinary pedagogical consciousness: functionalism, identification of the logic of education with the logic of teaching, attitude towards the child as a “learning person”, replacement of the holistic pedagogical process with a sum of activities isolated from each other, etc. The author emphasizes the need to “loose” (restructuring) negative pedagogical stereotypes. Actually, the loosening of stereotypes “is not the destruction of them, since they are easily replaced by new ones, but the use of the constructive part for their restructuring and rethinking.”
NATA KARLINWe will talk about stereotypes - norms, canons, laws, customs, traditions, prejudices of society. Most people think they are correct and follow them. Here it is important to distinguish between the concept of the correctness of a stereotype and convention (far-fetchedness). But fictitious stereotypes sometimes control the collective consciousness (including us). Stereotypes of people are primarily divided into global - characteristic of the scale of the planet, and narrow - those that we follow in schools, at work, at home, etc. However, both of them become an illusion that has a lot of followers.
Male models are traditionally classified as gay
What is a stereotype?
The concept of “stereotype” was born in the 20s of the last century. It was introduced into scientific literature by the American scientist W. Lippman. He characterized a stereotype as a small “picture of the world” that a person stores in the brain in order to save the effort required to perceive more complex situations. According to the American scientist, there is two reasons for the emergence of stereotypes:
- Saving effort;
- Protecting the values of the group of people in which he lives.
The stereotype has the following properties:
- Consistency over time;
- Selectivity;
- Emotional fullness.
Since then, many scientists have complemented and innovated this concept, but the basic idea has not changed
What are the stereotypes based on? In order not to bother themselves with unnecessary thoughts, people use well-known stereotypes. Sometimes they find their confirmation when observing people and then they become even more convinced that they are right. Stereotypes are a kind of replacement for a person’s thought process. Why “reinvent the wheel” if you can use someone else’s mind. To varying degrees, each of us is subject to stereotypes, the difference lies in which of us believes these “postulates” to what extent.
Stereotypes live in us, influence our worldview, behavior and contribute to an incorrect perception of reality: the role of modern stereotypes in human life and society is undeniable. Stereotypes can be imposed by public opinion, and formed on the basis of one’s own observations. Social stereotypes are the most destructive to people's worldview. They impose an incorrect train of thought on a person and prevent him from thinking for himself. However, without stereotypes, society could not exist. Thanks to them, we know about the following patterns:
- The water is wet;
- The snow is cold;
- The fire is hot;
- A stone thrown into the water will create circles.
Since we know about this, we do not need to be convinced of it every time. But stereotypes that operate at the level of people’s consciousness and subconsciousness, as a rule, prevent them from living. We must learn to distinguish stereotypes from the actual idea of a subject, to understand the pros and cons of people’s stereotypes.
Famous bloggers are perceived as "close-minded" girls
Take, for example, the stereotype about debt. There is nothing bad or wrong about this feeling. The only question is whether this concept is dictated by a person’s inner convictions, or imposed on him by public opinion. In the second case, a person feels a disagreement between his own concepts and what society requires of him.
People's desire to follow stereotypes distorts their ideas about reality and poisons existence. Very often a person judges people not by their actions, but by what others think about them. Sometimes a person who goes to church from time to time ascribes to himself all the virtues of Christianity. Although this is far from true.
It often happens that people do not bother themselves to think about the problem, they simply use the existing stereotype and adopt it.
For example, these are groups of people who are divided according to the following criteria:
- Sexual;
- Age;
- Level of education;
- Professional;
- Belief, etc.
Let's say that blondes, in order not to bother themselves by proving the inaccuracy of the existing stereotype, try to correspond to the generally accepted opinion. It's easier to live this way. Or women, trying, find a rich groom, with whom they become deeply unhappy, because when choosing, they did not take into account his human qualities.
You cannot project an existing stereotype onto all people to the same extent. You need to base your judgments on the person’s personality, his advantages and disadvantages, life position, etc.
What are the stereotypes?
Please note, we are talking about stereotypes! Below are examples of the most popular social stereotypes that are very common in society:
Gender stereotypes: women and men
Gender stereotypes are some of the most striking in modern society
Below is a list of common gender stereotypes with examples - believe me, you see a lot in it that is familiar and well-established in the public perception:
- A woman is a stupid, weak and worthless creature. She is designed to give birth, wash, cook, clean and otherwise look after her “overlord” (man). She was born into the world to learn how to properly apply makeup, dress and giggle, only then does she have the opportunity to “enjoy” a good male who will provide her and her offspring with a decent life. As long as a woman lives at the expense of a man and obeys him in everything, she has the right to “eat from his table.”
- As soon as the lady from the first point shows character, she becomes a lonely divorcee. A couple of examples can be given stereotype of a lonely woman: 1) divorced single mother - unhappy, lonely, forgotten by everyone;
2) a widow - a grief-stricken and also unhappy woman. - A lady should not be strong and fight for her own well-being without the help of a man. Otherwise she is a careerist who has no time for her family, children and husband. Again - unhappy!
- Man is the “center of the universe.” Strong, smart, handsome (even with a belly and a bald head). He is obliged to earn money in order to satisfy the desires of women.
In fact, men only want sex from women, but they adhere to the rules of the game of “love” in order to achieve that very sex
- A man shouldn't:
- Talk about your feelings;
- Cry;
- Help a woman around the house.
Otherwise, he does not consider himself a man.
- A man should:
- Work. And it doesn’t matter that they pay little there, and he is not able to support his family, he still gets tired at work! And hence the origins of the next position;
- Lying on the sofa. After all, he is tired, he is resting;
- Drive. A woman, according to men, has no right to this. After all, she is stupid!
In other cases, it is believed that this is not a man, but a worthless creature that “disgraces” the male gender. The given examples of well-known stereotypes in the perception of communication partners confirm the fact that many of us do not see the essence behind a real person: stuffed with cliches and cliches since childhood, we are not ready to listen to the words of a loved one and understand his expectations.
Children
Children are obliged:
- To obey the parents;
- Make the dreams and unfulfilled desires of moms and dads come true;
- Study “excellently” at school, college and university;
- When parents become old, “bring them a glass of water.”
So, children are disobedient and unbearable, young people are insane and dissolute.
Old people are always grumbling and unhappy with everything
But in old age, all people get sick and complain about life, otherwise they, at least, behave strangely.
Happiness
Happiness is:
- Money;
- High rank.
Everyone else is a miserable loser. Even if a person is absolutely happy, living in a state of trance (in nirvana), and he has nothing behind his soul, he is a failure!
"Correct"...
Only in the most famous institutes do they receive the “correct” education. The “right” people go to work and sit there from bell to bell. “Correct” if you live in your homeland and do not go to live in another country. It is “correct” to follow fashion trends. It is “correct” to buy an expensive item in a boutique, and not the same thing in a regular store. It is “correct” to have an opinion that coincides with the opinion of the majority. It’s “right” to be like everyone else around you.
For people, following stereotypes is destructive. Parents plant in our brains the idea that we cannot stand out from society, we need to live like everyone else. Each of us in childhood was afraid of becoming a “black sheep” and being expelled from the team. To become different from everyone else means to live by your own rules and think with your own head - to live by straining your brain.
Still from the movie "The Agents of U.N.C.L.E." (“The Man from U.N.C.L.E.”, 2015), where actor Armie Hammer played the principled and impenetrable KGB agent, Ilya Kuryakin
What are professional stereotypes: examples
Professional stereotypes include generalized images of a professional in a specific profession. The categories most often mentioned in this regard are:
- Policemen. These stereotypes are especially zealously fueled by American films and Russian TV series. Admittedly, the rare interaction of ordinary citizens with police officers in real life gives rise to a bunch of conjectures, which are successfully directed in the right direction from television screens. Most fans of such films are convinced that even the most ordinary policeman is brave, selfless, and capable of defeating an entire gang of thugs on his own.
- Doctors. And in reality, there are professionals who can literally bring you back to life from the other world, but in case of health problems, you shouldn’t expect a spectacular appearance in the hospital on a gurney, shouting “Way, way! We are losing him,” accompanied by the entire ambulance team - in life, believe me, everything is much more banal, and an intelligent and insightful doctor, capable of making an instant decision in a critical situation for the patient’s life, is, alas, rather a professional stereotype.
- The stereotype of someone who can solve small everyday problems to global government problems lawyer- another image that came from American TV series. The legal proceedings in this performance are more like theater with convulsive wringing of hands, tears in the eyes and the voices of lawyers breaking from the excitement and tragedy of what is happening.
- A striking example of a professional stereotype has been known to us since Soviet times: worker and collective farmer. Yes, yes, rural workers and ordinary hard workers, bursting with health, with eyes burning with enthusiasm and thirst for work, are ready to make any sacrifice for the sake of the prosperity of industry, agricultural technologies, Soviet society and the state as a whole.
- Modern students: not very keen on knowledge, but successful in drinking alcohol and sex, using drugs and organizing wild parties. Perhaps the imposed image is still closer to American society, but Russian students also look in that direction with admiration - oh, we wish we could do that...
How to fight stereotypes?
As it turns out, stereotypes are designed to relieve a person’s brain of excess stress. At the same time, stereotypes limit a person’s mental activity, preventing it from going beyond the boundaries of the standard worldview. If we use the stereotype “it’s good where we are not,” then a person is sure that nothing good can happen where he lives. And in that mythical distance, where he has never been and never will be, everyone lives under communism and... As a result, you don’t even need to strive to become happy, nothing will work out anyway.
But You can't blindly believe everything people say. And then, a stereotype always has a hidden meaning. In this case, the true meaning of this stereotype is that a person will always think that someone somewhere makes less effort and lives much better.
This causes envy and disappointment in your “unsuccessful” life. It turns out that this opinion is wrong
The main way to combat stereotypes is not to believe them. Don’t believe what people say, check the information, and based on the conclusions drawn, form your own opinion. In this way, you will be able to refute outdated stereotypes and prevent the emergence of new ones.
Think about how many stereotypes you use all the time. Try to find those that are not supported by facts. The aforementioned stereotype that “blondes are all stupid” is an extremely controversial statement. Start by listing girls and women with blonde hair that you know well. How many of them would you call stupid? Are they all as stupid as the stereotype claims? Look for refutations of statements that have no basis in fact.
If you use the stereotype “more expensive means better,” look for examples of products at reasonable prices that are of high quality and fashionable. At the same time, expensive items do not always meet quality standards.
Beautiful and well-groomed women are often considered stupid and calculating
Conclusion
So what are stereotypes? This is an ambiguous manifestation of social thinking. They live and will always live, regardless of whether we want it or not. They carry information that people have collected and systematized for centuries. Some of them are based on real facts, others are like made-up fairy tales, but they were, are and will be. Decide for yourself which stereotypes are harmful to your thinking and which are useful. Use the ones you need and get rid of the bad ones.
And, finally, we suggest taking a break from the serious topic and watching a funny video about the stereotypes of street football. Yes, there are such things!
March 22, 2014, 11:32