Cite this article as:

Tkacheva M. S. Features of Stereotype Representations of Schoolchildren in Students of Different Pedagogical Specialties. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2020, vol. 9, iss. 2, pp. 178-186. DOI: https://doi.org/10.18500/2304-9790-2020-9-2-178-186


UDC: 
159.9
Language: 
Russian

Features of Stereotype Representations of Schoolchildren in Students of Different Pedagogical Specialties

Abstract: 

The purpose of the study presented in the article is to identify stereotypical ideas of pedagogy students about schoolchildren. Presumably, there are differences in the content and the degree of manifestation of stereotypes among students – future teachers and future teachers-psychologists, which may be due to the difference in types of their pedagogical activity and varying degree of their training level in the field of psychology. The author’s modification of the multiple identification method was applied in this study, which involves the subjects assessing probability of getting into certain situations by a representative of a social category. The author’s version includes 20 possible situations and 14 categories of pupils; the probability of a boy or a girl getting into each situation was evaluated separately. The study was performed on a sample of students (N = 50) of the Faculty of Pedagogical and Special Needs Education of Saratov State University, who major in “Primary Education” (n = 22) and “Psychology of Education” (n = 28). The samples demonstrated a large degree of similarity in the content and manifestation degree of stereotypical representations. It has been shown that the largest number of positive stereotypes is associated with the following categories: “a student from the family of teachers” (“Primary education” – 9, “Psychology of education” – 10) and “a student from the family of scientists” (“Primary education” – 12, “Psychology of education” – 9). The category of “a student from a re ligious family” is also more likely to be positively perceived. The category of “a student from a dysfunctional family” has the largest number of negative stereotypes – 9 in each sample. The differences between samples are related to the fact that students with the major in “Primary Education” have their own individual stereotypes related to health, appearance and physical development of pupils, while students with the major in “Psychology of Education” do not have any stereotypes at all. Ethnic stereotypes in both samples are few in number, however, they are more intensively expressed among students with the major in “Psychology of Education”. Gender stereotypes are more inherent in the sample of students with the major in “Primary Education”.

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