Osnovna šola in produkcija spolnih identitet : diplomsko delo

Sotlar, Tjaša (avtor), Zorc-Maver, Darja (mentor)

Diplomska naloga problematizira polje spolne identitete v osnovnošolskem kontekstu. V teoretičnem delu utemeljujem spolno identiteto kot družbeno konstrukcijo, tega pa se lotim z opredelitvijo družbenega spola, spolne vloge, spolne socializacije, predsodkov in stereotipov o spolih ter neenakosti med spoloma. Opredeljene koncepte vpeljem v šolski kontekst ter jih na ta način povežem z dogajanjem na ravni prikritega šolskega kurikula. V raziskovalnem delu sem s pomočjo kvalitativne analize intervjujev poskušala dobiti vpogled v to, kateri spolni stereotipi se pojavljajo v razredih; kateri so dejavniki spolne diferenciacije v osnovni šoli; kako se pri učencih producirajo spolne vloge ter spolna neenakost; kako učitelj zaznava spolne stereotipe in na podlagi tega ravna ter ali se spolna neenakost obravnava na ravni šole. Rezultate sem predstavila v obliki dveh slikovnih shem, v katerima sem za vsak intervju posebej zapisala najpomembnejše kategorije, v okviru le teh pa pripisala najpomembnejša mnenja intervjuvanke in intervjuvanca. S pomočjo raziskave je bilo ugotovljeno, da imajo predsodki in stereotipi o spolih močan vpliv na učiteljevo strokovno ravnanje ter s tem tudi produkcijo spolnih vlog ter spolne neenakosti. Ugotovljenih je bilo več dejavnikov spolne diferenciacije v osnovni šoli. Prišla sem tudi do spoznanja, da dotična šola ne obravnava spolne neenakosti.

• Jezik: Slovenski jezik
• Ključne besede: spolna socializacija, predsodki, stereotipi, spolne vloge, prikriti kurikulum
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [T. Sotlar]
• Leto izida: 2014
• Št. strani: 83 str.
• PID: 20.500.12556/RUL-69172
• UDK: 373.3:340.64(043.2)
• COBISS.SI-ID: 10242889
• Datum objave v RUL: 10.07.2015

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Primary school and the production of gender identities

Izvleček

My thesis deals with the problem of gender identity within the context of primary school. The theoretical part of the thesis copes with the explanation that gender identity is part of the social construction, based on the view of social gender, gender role, gender socialization, prejudice, gender stereotypes and gender inequality. Defined concepts are then introduced into the context of education, and thus connected to the subtle school curriculum operation. The research part consists of results from the qualitative analysis of interviews, trying to get an insight into which gender stereotypes occur in schools – which are those factors of gender differentiation in primary school, the ways students generate gender roles and gender inequality, how teachers perceive gender stereotypes, what is more, how do they, based on their perception, behave, and is gender inequality discussed on the school level. The results are presented in the form of two picture schemes, each of them containing information about most important categories of every individual interview, and within the specter of these the most important opinions of the interviewers are presented. Due to the help of this research I have come up with the result that prejudice and stereotypes have a major influence on teacher’s professional performance, and as such they induce the generation of gender roles and gender inequality. More factors of gender differentiation in primary schools have been found. I have also come to the conclusion that a certain school does not deal with gender inequality.