Analiza pomena družbenega spola pri bralni pismenosti dečkov : diplomsko delo

Trajković Haziri, Ota (author), Gaber, Slavko (mentor), Tašner, Veronika (comentor)

V svojem diplomskem delu sem analizirala pomen družbenega spola pri bralni pismenosti dečkov. V teoretičnem delu sem izhajala iz bralne pismenosti, nadaljevala pa s poglavjem o raziskavi PIRLS, ki je pomemben pokazatelj stanja pri bralni pismenosti dečkov, saj proučuje vpliv različnih dejavnikov na bralno pismenost učenk in učencev med 9. in 10. letom starosti. Dejavniki bralne pismenosti so predstavljeni v posebnem poglavju, saj uspeh pri bralni pismenosti ni le posledica družbenega spola, temveč različnih dejavnikov, ki tudi drugače oblikujejo posameznico/-ka, kot so na primer družina, izobrazba staršev, socialno-ekonomski status ipd. Ker pa me je v delu zanimal prav določen dejavnik, sem v poglavju družbenega spola le-tega posebej izpostavila in se osredotočila na različne definicije in vidike, ki jih predstavljajo raziskovalci z različnih področij (sociološko, psihološko, pedagoško idr.). Kot pomemben del posamezničine/-kove identitete sem predstavila tudi Bouridejev družbeni aparat (habitus, polje, praksa), ki pojasnjuje našo vlogo pri ustvarjanju družbe in pomen družbe pri oblikovanju naše identitete. V empiričnem delu sem izvedla intervjuje z 10 učenkami in učenci (5 deklic in 5 dečkov) 4. razreda ter z njihovo razredničarko in knjižničarko. Z vprašanji sem raziskala pogled učiteljice in knjižničarke kot predstavnice pedagoških strokovnih delavk in vidike učenk in učencev na družbeni spol kot dejavnik, ki ima določen pomen pri bralni pismenosti. Zanimalo me je tudi, če besedila, ki jih berejo v šoli ali doma, ločujejo glede na spol. Glavni cilj diplomskega dela pa je bil raziskati, kako se kaže vpliv družbenega spola pri bralni pismenosti dečkov, zakaj je ta pomemben in kako se reproducira. Intervjuje sem izvedla v dveh dneh, in sicer z vsako učenko in vsakim učencem posebej (enako z učiteljico in knjižničarko). Učenci so rešili tudi krajši anketni vprašalnik, ki je predvsem opisnega značaja (odnos učenk in učencev do knjig in branja, odnos staršev do branja, pogled na lastnosti posameznic/-kov glede na spol, odnos učiteljice do določenega spola – razlike ipd.), saj sem na ta način predstavila značilnosti raziskovalnega vzorca (učenk in učencev). Rezultati so pokazali, da učenke in učenci ločujejo besedila glede na spol, enako tudi učiteljica in knjižničarka. Učiteljica in knjižničarka trdita, da ne vidita pomena družbenega spola na bralno pismenost dečkov, posredno pa sam pomen le-tega vidita v praksi, kar sem ugotovila na podlagi raziskave. Poleg tega sem ugotovila, da se dejstvo, da so učenke in učenci (kot tudi učiteljica in knjižničarka) ne le produkt družbe, temveč tudi pomemben dejavnik reproduciranja, kaže pri njihovem opredeljevanju lastnosti, ki veljajo za določen spol, pri njihovem vrednotenju branja in drugih dejavnosti ter pri samem vedenju.

• Language: Slovenian
• Keywords: izobrazba, knjige
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [O. Trajković Haziri]
• Year: 2015
• Number of pages: 84 str.
• PID: 20.500.12556/RUL-73268
• UDC: 028.5:305-055.1(043.2)
• COBISS.SI-ID: 10776649
• Publication date in RUL: 31.10.2015

Secondary language

• Language: English
• Title: Analysis of the significance of gender in reading literacy of boys

Abstract

This thesis examines the meaning of gender in terms of boys' reading literacy. The theoretical part is based on the definitions of reading literacy and continues with a chapter about PIRLS, a research that is an important indicator of the success of reading literacy in pupils aged between 9 and 10 years. Different factors of reading literacy are presented in a separate chapter since the level of reading literacy is not only influenced by gender, but by other factors as well, such as the family, parent’s education, socio-economic background of an individual, etc. All the different factors combined basically determine who we are, but my focus was on one factor specifically, i.e. the role of gender in reading literacy. Numerous definitions of reading literacy are mentioned alongside a number of important aspects of this issue by researchers from different professional fields (sociology, psychology, pedagogy). I also describe the Bourdieu's theory about the field, habitus and practice as an important part of this thesis, and one of the theories on the functioning of our society (we create society and society also creates us). The principal objective of the empirical part was to examine how the gender role is present in literacy, why it is so important and how it reproduces. I also researched the teachers’ point of view about the gender role in reading literacy and if they (pupils, teacher, librarian) divide reading material based on which is more suitable for which gender. The data was collected in two days through individual interviews with 10 fourth-grade pupils (5 girls and 5 boys), their teacher and their librarian, and through a short survey questionnaire created for describing the research group (pupils’ and parents’ attitude towards reading, their opinion on what is believed to be a common behaviour for specific gender, etc.). The results show that pupils, like their teacher and librarian, divide reading material based on individuals’ gender. The teacher and the librarian claim that they do not attach great importance to the gender role in connection to boys’ success in reading literacy, but do the opposite in practice. The most important finding of this research is that the teacher, librarian and pupils are not only the product of the society, but also create the society. This is also evident in the way they describe the genders (women and men), evaluate different activities, such as reading, among others, and behave or act in general.

• Keywords: reading literacy