Sociology of gender. Gender - social gender, differences between men and women that do not depend on biology, but on social conditions, i.e. upbringing and common c. Presentation gender social gender

slide 6

Already at the age of 3, children confidently identify themselves as male or female, which is called gender identification. At this time, children begin to notice that men and women try to look different, engage in different activities and be interested in different things.

Slide 7

But it happens.)

Slide 8

In my opinion, the most interesting aspects of this issue are the restrictions imposed by the traditional female and male roles.

Slide 9

Restrictions of the female role

Slide 10

One of the significant limitations imposed by the traditional female role in our time is that the working woman continues to bear the burden of household chores and responsibility for children. Compared to their wives, black men make 40% homework, white men - 34%, and men of Hispanic origin - 36%. A working woman does on average 69% of the housework. The increase in the proportion of time that women devote to work has led to only a slight reduction in their household duties, and the amount of time taken up by caring for children has remained unchanged.

slide 11

In work, women are usually lower in status than men. Most of the most prestigious professions in our society are literally occupied. There is ample evidence of women's lower power in their organizations compared to men. This is partly because male gender stereotypes include more of the qualities that are considered necessary to win and hold power. Therefore, men seem more suitable for leadership roles. Women trying to make a career sometimes face the phenomenon of "glass ceiling" This metaphor expresses the fact that in some organizations there is an invisible ceiling, as it were, above which women cannot move. Common stereotypes suggesting that men are much better leaders than women are partly responsible for the existence of the glass ceiling.

slide 12

Male Gender Role Limitations

slide 13

The structure of a man's role norms is made up of three factors. The first has to do with the expectation that men win the status and respect of others (the status norm). The second factor, the norm of hardness, reflects a man's expectation of mental, emotional, and physical hardness. The third factor is the expectation that a man should avoid stereotypically feminine pursuits and activities (the norm of anti-femininity).

Slide 14

Of course, things change over time. Increasing numbers of women are engaged in male-dominated jobs, and the gender pay gap is narrowing. Men do slightly more housework, and many spend more time with their children than their fathers did. However, it is clear that we still have a very long way to go.

View all slides

To use the preview of presentations, create an account for yourself ( account) Google and sign in: https://accounts.google.com

Slides captions:

Gender Differences in the behavior of boys and girls. Presentation by the teacher of history and social science Tabashnikova Yu.V. MBOU gymnasium No. 10. Chelyabinsk

Why are all children so different? Probably because they are divided into ... boys and girls.

Gender of a person Physical Gender is a biological affiliation, a set of behavioral and social characteristics that define an individual as a boy or a girl. Social Gender - psychosocial and sociocultural characteristics associated with our gender. Complete the phrase: Traditionally, a man is ... Traditionally, a woman is ...

The concept of "Gender" Gender is a social gender (male or female), which is associated with the characteristics of the life of a man and a woman in society. A real man- what is he? What is a real woman like? What qualities should be inherent in a man and a woman?

Desire to help Tenderness Tenderness Masculinity Shyness Courage Resourcefulness Responsiveness Caring Decisiveness Shyness Beauty

Gender roles Models of behavior characteristic of men and women, as well as the expectations that others place on people who perform these roles.

Girls What, what, what are our girls made of? From handkerchiefs And balls, From riddles And marmalades Our girls are made!

Manifestation of gender roles. Woman. What roles of a woman are reflected in the picture of A. Vasnetsov?

modern woman

Boys What, what, what are our boys made of? From springs And pictures, From glass And blotters Our boys are made!

The modern man...

Gender role mismatch

Gender role mismatch

Differences in the behavior of boys and girls Scientists have long argued: are men and women born or made? Prove that the differences in the behavior of boys and girls are related to their natural differences and upbringing?

Gender socialization Raising girls and boys to fulfill their prescribed male and female social roles

Exercise. Make a list of the most common games for: Boy 1. 2. 3. 4. 5. Girls 1. 2. 3. 4. 5.

Working with text The legendary Greek hero - the cunning Odysseus, in order not to participate in the campaign against Troy, changed into women's clothing but was exposed. One merchant brought jewelry and weapons to the island where Odysseus lived. The girls began to look at the jewelry, and the disguised Odysseus - weapons. What things and objects do boys and girls show interest in from childhood? Why?

Task Formulate the rules for raising boys and girls in modern society.

Why do we like girls? Why do we like boys? How I help at home Who am I in the family? Name noble deeds for girls, for boys

Homework. № 13-14, concepts, characteristics of gender Creative task: imagine that you need to prepare an exhibition "The role of women and men in society." What stories will you choose? Describe them, make a collage or draw.

On the topic: methodological developments, presentations and notes

Features of raising boys and girls

The task of the family is to educate not only consumers, contemplators of beauty, but also active participants in its creation in all possible areas and spheres. Parents as educators will not succeed ...

Do you have the right ideas about raising boys and girls

This test reveals some of our prejudices in the approach to raising boys and girls. Each parent can use it to check whether his ideas about education are correct ....

What is gender? Gender, sex, difference © Kateryna Maksimenko, Laima Heydar

Definition of gender Gender Gender is a grammatical gender. Gender is a socially modeled and maintained social institutions a system of values, norms and characteristics of male and female behavior, lifestyle, way of thinking, roles and relationships of men and women acquired by them in the process of socialization. Features of socialization are determined by historical, social, political, cultural and economic contexts. Gender representations are normative representations of the roles of men and women depending on their gender.

Gender and Gender Gender issues will be invisible to us if we are convinced that: The social role of men and women in society is determined by their biological sex; The roles of man and woman are determined once and for all as Nature or God decreed. In other words, the distribution of social roles between the sexes is the “natural destiny” of a person, man or woman.

Gender and Gender Gender and biological sex are not the same thing! They are born with biological sex. The biological sex includes primary and secondary sexual characteristics; Gender is constructed in the process of raising a child as a boy or as a girl: gender is conditioned by the society and culture at that particular time in history.

Where is the "man"? Where is the "woman"? Passivity Weakness Night, moon Heart, emotions Matter Tradition Static World Family Nature Philology Secretary Waiting Circle Activity Force Day, sun Head, mind Form Progress Mobility War Work Culture, technology Mathematics Chief Action Triangle

Traditional gender representations Main features of traditional gender representations: Binarity; Hierarchy; Patriarchy: The feminine is subordinate to the masculine; Inequality is justified by nature, the natural course of things; These notions are oppressive to both women and men.

Traditional perception of gender identity Femininity Emotionality Instinctive Gentleness Weakness - the "weaker sex" Beauty Caring Intuition Sociability Empathy It is important for her to be understood, shared by her feelings The process is more important than the result Masculinity Intelligence Rationality Independence Activity Strength Authoritarianism Risk-taking Restraint in emotions The ability to achieve one's own, to win It is important to be considered competent, to achieve recognition The result is more important than good relationships

Where does gender "work"? Social statuses and norms that are expressed in behavior Division of labor Family responsibilities The structure of the personality, which is expressed in feelings and behavior Social control Ideology Artistic images, artistic production Language (compare: “one man and his wife” and “one man and her husband”; “all people are sisters”)

Gender discrimination If an individual does not meet gender norms, a repressive mechanism of social gender control is activated: A person is discriminated against Example: the level of tolerance of a society can be measured through the degree of tolerance towards sexual minorities

Gender Discrimination The average woman is more likely to be discriminated against in the public arena than the average man: Lower earnings Lack of career advancement Sexism Discrimination against women: Attitudes towards women based on gender that reduce the importance of personal achievement, restrict rights and opportunities. For example: refusal to hire a woman who wants to have children.

The policy of equality and the right to difference The policy of equal rights, freedoms and opportunities The right to difference is also included in the policy of equal rights: The sexual biological difference between men and women should not affect the equality of their rights, freedoms and opportunities The policy of equality and positive discrimination Positive discrimination The oppressed group is temporarily great opportunities are given to balance the representation of certain social groups in important sectors: Quotas in parliament Quotas for admission to universities Social support

To view a presentation with pictures, design, and slides, download its file and open it in PowerPoint on your computer.
Text content of presentation slides: Imagine that we accidentally overheard two people arguing on public transport. The representative of the older generation spoke very negatively about the market economy. He gave examples of the impoverishment of the population, exorbitantly high prices, uncertainty about the future. In his words, there was bitterness about the change in the moral character of people who only think about money ... A young man objected to him, arguing that only the market is able to satisfy human needs and that the future of the country lies in a market economy. Which of them is right? Who would you support in this dispute? Or maybe you have a different opinion on this matter? It is these questions that will be discussed in our lesson. Lesson number 10. Lesson topic: “Market” Aims and objectives: Explain the concepts of “market”, “trade”, “money”, “banks”, “market price”, “deposit”. Find out the role and importance of the market in the development of the economy; show with examples how trade helps production, and money serves people; get acquainted with the history of the emergence of banks, discuss their role in the development of the economy. Continue to learn how to make a comparative analysis, solve problems, participate in discussions, evaluate events and phenomena from different points of view. During the lesson, try to express your attitude to capital and think about the ratio of material and moral interests in the field of market relations. Plan for studying new material: 1. What is a market? 2. Money in the economy.3. Banks in the economy. Introduction to new material Until recently, we did not have a market economy. How did production develop? Why did our state have to switch to market rails? What are the pros and cons of such a move? Let's discuss these questions in our lesson. 1. Market Today we often hear this concept of "market". When did it appear? What were the first markets? How do they look today? To sum up the reasoning... Thus, the market is a system economic relations associated with the exchange of goods and services between sellers and buyers. The market is a meeting place for sellers and buyers, where their interests collide and bargaining occurs. The point of contention between them is the price. What does it depend on? The market price is determined by the Quantity of produced goods Demand for produced goods I.e. the desire and ability to purchase goods. We analyze the scheme The market economy has a number of features: Based on private ownership. Based on the initiative, freedom and enterprise of the manufacturer. Prices for goods and services are formed depending on supply and demand in the market. Planning and forecasting is only advisory in nature .Responsibility for the results of production activities lies with the manufacturer. orn ୗ ๚ ᓿ ྠ > ྟྡྦ ྟྡྦ ྟྡྦ ਂ  ྟྡྦ ྟྡྦ ྟྡྦ ྟྡྦ ਂ ਂ  ྟྡྦ ྟྡྦ ਂ  ྟྡྦ ྟྡྦ ྟྡྦ ྟྡྦ ਂ   ྟྡྦ ྟྡྦ ਂ ྟྡྦ ྟྡྦ ਂ ਂ ј ј ј ј ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ  ྟྡྦ ྟྡྦ shġɀ͠ҁі   ྟྡྦ ྟྡྦ ྟྡྦ ਂ  ྟྡྦ ྟྡྦ ྟྡྦ ྟྡྦ ਂ ਂ  ྟྡྦ ྟྡྦ ྟྡྦ ਂ  ྟྡྦ ྟྡྦ ྟྡྦ ਂ ਂ  ྟྡྦ ྟྡྦ ਂ ਂ ྟྡྦ ྟྡྦ ྟྡྦ ਂ ਂ               ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ ਂ noun

Attached files

Gender - social sex, differences between men and women, depending not on biology, but on social conditions, i.e. upbringing and common in every culture ideas about the essence of male and female principles. The gender of a person is the natural basis of his personality.

Reasons: a large percentage of divorces in society; the predominance of incomplete families; the dominant role of the mother in the family; passive participation of men in the upbringing of children; lack of a culture of relationships between boys and girls. software and methodological support does not take into account the gender aspect; low percentage of male teachers; the predominance of “girlish” materials and manuals in the subject-developing environment; building a pedagogical process without taking into account gender characteristics.

Gender culture involves: * the formation of ideas about the life purpose of men and women, their inherent positive qualities and character traits. * disclosure of mental, physiological and ethical features of boys and girls. * the formation of ideas about male and female dignity.

Criteria for the formation of gender culture (in general): the formation of the correct relationship between a boy and a girl, a boy and a girl; desire for mutual understanding; the presence of qualities characteristic of a boy (boys, men): courage, skill in business, chivalry, diligence, nobility, the ability to overcome difficulties, etc .; the presence of qualities characteristic of a girl (girl, woman): kindness, femininity, responsiveness, gentleness, tolerance, care, love for children; the presence of honesty, sincerity, trust, fidelity, mercy, mutual assistance

The period of preschool childhood is the period during which teachers and parents must understand the child and help him discover the unique opportunities that are given to him by his gender, if we want to educate men and women. The formation of gender stability is conditioned by sociocultural norms and depends primarily on the attitude of parents to the child, the nature of parental attitudes and the attachment of both the mother to the child and the child to the mother, as well as to raising him in a preschool educational institution.

Boys and girls are not only dolls and cars, whims and fights, fives or remarks in diaries. The worlds of boys and girls are somewhat similar, but somewhat different. We, adults, also come from these worlds, but, perhaps, in many respects we have lost the ability to see, hear, feel the way it was in childhood. To understand your children, it is important to remember that we are not just a child, but a boy or a girl. They look and see, listen and hear, speak and remain silent, feel and experience differently.

The most productive approach to education is not to try to “put” ready-made models of behavior into the child and force him to conform to certain patterns, but only to create conditions for him in which the adoption of certain patterns will be his personal choice. In the formation of masculinity or femininity, our task is to show the child examples of what we consider true in the image of a “real man” or “beautiful lady”, and help to adopt or develop traits that will allow him to become a worthy representative of his gender.

Not later than at the age of 18 months, the child begins to realize whether he is a boy or a girl. But between the ages of two and six, children begin to identify with one sex or another and choose certain behaviors and games that characterize their belonging to one of the two sexes. Most sociologists agree that the interplay of nature and upbringing determines how these gender roles are played out.

Physical Growth Between the two important growth stages of infancy and adolescence, girls and boys grow at approximately the same, slow but steady pace. Significant differences are not observed until children complete primary school when girls begin to gain significant height, although over the next few years boys catch up and outsell girls.

Height and weight of infants It turned out that even the anthropometric data of boys and girls, starting from birth and throughout the entire period of infancy, are somewhat different from each other. Thus, the average body weight of a mature newborn varies in girls from 3000 to 3700 g, and in boys from 3100 to 3800 g. Minor differences are also found in growth. The growth of full-term girls ranges from 49 to 52, and boys - from 50 to 53 cm. During the first year of life, boys grow by an average of 17, and girls by 16 cm. However, during the second year of life, girls begin to “overtake” boys, growing from one to two years, on average, by 11 cm, while boys - by 10 cm.

Age Height Body weight Head circumference Chest circumference 2 years 80,110,245, 89,011,747,048.2 4 years 94,013,047,849.2 5 years 99,914,748,450.4 6 years 105,316,348,851.5 7 years

Motor skills Boys' basic motor skills (running, jumping, balance) develop somewhat faster, while girls develop finer skills first (handling a pencil, writing). Often for this reason, girls are more likely to show interest in art (drawing, coloring, modeling). Boys are also more aggressive and impulsive physically, according to studies of their brain activity. The part of the brain responsible for pleasure is more often activated in boys in situations of risk. This does not mean at all that girls are not active and do not like to take risks, just that in general boys are more prone to this.

Verbal Communication Skills In most cases, boys begin to speak later than girls, and they also have a more limited vocabulary. Girls are more sensitive to non-verbal cues, such as tone of voice or emotional coloring, which makes them more adept at communicating early on, as they can more quickly relate feelings to words. This is exactly what you can focus on when reading a book with your son: focus on the emotions of the characters so that the boy learns to notice how others feel.

Features of development and psychological features in boys and girls appear in the first year of life. Parents need to take into account the gender of the child and the characteristics of upbringing in order to predict the behavior of children. Advises doctor of medical sciences, Alla Barkan.

About the structure of the brain Most parents, thanks to ultrasound, know the gender of their unborn child even before his birth and begin to prepare a dowry for him - blue or pink. We attach particular importance to the color of a child's clothes, but do not think about the fact that already in infancy, boys and girls differ - both in behavior, and in their perception of the world around them, and in reactions.

It turns out that the structure of the brain in children of different sexes, although it has great similarities, is still different. Moreover, these differences can be identified already from the prenatal period. This was described in most detail by the American educator and family therapist Michael Garien. It turned out that the female fetus is less active in the uterus than the male fetus. The cerebral cortex of future girls develops faster than that of future boys. But boys have about 10% more brain mass than girls. Even greater differences between girls and boys are revealed after birth. It is desirable for parents to know about this and, based on their knowledge, raise their son or daughter in different ways. So, for example, you need to remember that for the full development of a boy, you do not need to severely limit his space - so that he walks, runs, climbs on sofas and chairs, climbs stairs. And with girls, on the contrary, do not insist on noisy games, play more with dolls and soft toys with them. It has been noticed that parents take boys less often in their arms, more often they pull and scold, and girls are more sorry.

Less responsive to loud sounds. During infancy, almost half as many as girls look at their mother. See better with the left eye. Developed spatial vision. Better perceive the blue end of the color spectrum. They play more actively, prefer noisy activities. More like mechanical toys. Sensitive to salty foods. Easier to get irritated. Later, girls begin to pronounce their first words, and their vocabulary is smaller than that of girls. More often they ignore the voices of not only familiar people, but also their parents. Auditory memory predominates. They often express their emotions through actions. boys

Better recognize the shades of emotions. They calm down faster from quiet, “cooing” words, to lullabies and melodic singing. Already even at four months they are able to recognize the faces of familiar people in photographs, and this is almost inaccessible to boys at this age. Improved peripheral vision. Better perceive the red end of the color spectrum. Longer can consider objects, toys and deal with them. Prefer bright soft toys, dolls. They love sweet and are very sensitive to bitter. More sad. Very sensitive to physical effects on the skin. They show less interest in exploring the world around them. Visual memory prevails. They start talking earlier. They often express emotions in words. Girls

Are boys and girls raised differently? Boys and girls don't have the same needs, and what's important to some is completely irrelevant to others. Therefore, they cannot be brought up in the same way. Of course, the main need for both is love. But love can be expressed in different ways. First of all, it manifests itself through trust and care. Care is the readiness to always come to the aid of a child, interest in his well-being, interest in his personality, desire to make him happy, compassion for his pain. Caring is an active form of love. To trust means to acknowledge that the child is all right. It is the belief that a child can successfully learn from their own mistakes. It is the willingness to let life take its course, believing that everything will be fine in the end. To trust a child means to believe that he always does the best he can, even if at first glance it seems that this is not the case.

Regardless of age, boys need more trust and girls need more care. The boy is pleased with himself if he can act on his own. Achieving something without outside help, he gains self-confidence and a sense of dignity. For example, a boy may resist having his mother help him tie his shoelaces, because he enjoys the knowledge that he is doing it himself. On the other hand, if you offer help to a girl, she feels loved. Offering help to a girl is a gesture of care, while allowing a boy to do things on his own is a gesture of trust. It should be understood that boys form a positive self-image based on the trust of others, and girls based on the attention and care that people give them.

Here are a few statements that allow you to understand how different boys and girls are, and what should be paid more attention to when raising them: 1. Girls need more attention and recognition in response to who they are, what they feel and what they want. 2. Girls need to be loved for who they are. Admire them. 3. Girls need more help and encouragement. 4. A woman or girl is happy if she feels she can get the support she needs. She becomes discouraged when she feels that there is nowhere for her to wait for help and she will have to do everything herself. 5. In order to trust loved ones and feel self-confidence, girls first of all need care, understanding and respect.

1. Boys need more love, attention and recognition in return for what they do, for their ability to act unaided and for the results of their activities. 2. Boys need to be happy with their accomplishments. Let's appreciate their work. 3. Boys need more approval and motivation for their activities. 4. A boy or man is happy if he feels that he is needed and he can provide someone with the necessary support. The boy becomes discouraged when he feels that no one needs or is unable to complete the task assigned to him. 5. In order to care for others and be motivated to act, boys first of all need trust, acceptance and approval.

Anatomical and physiological features boys girls are born larger, they start walking 2-3 months later. Hearing acuity up to 8 years is higher than in girls. Younger than girls of the same biological age. Later, the frontal areas of the brain develop, which are responsible for planning activities and controlling their behavior. They are born more mature by 3-4 weeks, more sensitive to noise, and they are more irritated by bodily discomfort, more responsive to touch. Biological age is higher. Earlier, the areas of the left hemisphere responsible for speech, rational and logical thinking develop.

Games Games often rely on far vision: they run after each other, throw objects at the target and use all the space at the same time. If there is not enough space in the horizontal plane, then the boys master the vertical plane: climb stairs, climb into the closet, etc. They love taking apart toys. In games, they take on the roles of a soldier, driver, pilot. Girls' games are more often based on near vision: they lay out game objects in a limited space, a small corner is enough for them, they are less interested in the internal structure of toys, they usually use them for their intended purpose. AT preschool age willingly master various social roles, the role of mother is very attractive to them.

Mental activity Perform search activities better, put forward new ideas; thoroughness, accuracy of design is not great. It is difficult to perform multi-stage tasks, they do not tolerate monotony, they do not sit still, but they love tasks for ingenuity Better perform standard tasks, according to a template. Thoroughness, elaboration of details, at a high performing level. It is easier to learn rules and algorithms, they like tasks for repetition.

Behavior in the classroom Look at the table in front of them; if they know the answer, they answer confidently, ask questions for the sake of receiving some specific information. At first, classes swing for a long time, they don’t look at the teacher. Peak performance occurs at the end of the lesson. They look in the face when answering, look in the eyes for confirmation of the correctness of the answer, and only after the nod of the adult they continue more confidently, questions are asked more in order to establish contact, they are more focused on relationships between people. After the start of the lesson, they quickly gain the optimal level of performance.

Perceptions of an adult's evaluation Boys are interested in the essence of the evaluation, that is, what is specifically evaluated and what specifically he did wrong. Girls should not be immediately told that they did a poor job, as a violent reaction will not allow them to rationally realize what exactly they are wrong about.

If we develop a model of interaction between the kindergarten and the family, taking into account the gender approach in raising a child, we will activate the position of parents not only in the family, but also in kindergarten, then the socialization and development of each child, taking into account his personal qualities and gender identification, will be more successful and efficient.