For citation:
Tkacheva M. S. Features of Stereotype Representations of Schoolchildren in Students of Different Pedagogical Specialties. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2020, vol. 9, iss. 2, pp. 178-186. DOI: 10.18500/2304-9790-2020-9-2-178-186
Features of Stereotype Representations of Schoolchildren in Students of Different Pedagogical Specialties
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”
1. Lippman U. Obshchestvennoye mneniye [Public Opinion]. Moscow, Institut fonda «Obshchestvennoye mneniye» Publ., 2004. 384 p. (in Russian).
2. Oslon A. Walter Lippman about Stereotypes: Extrasts from the Book “Public Opinion”. Sotsial’naya real’nost’ [Social Reality], 2006, no. 4, pp. 125–141 (in Russian).
3. Belobragin V. V. Sociopsychological Problems of Image as a Social Stereotype and the Result of Social Attitudes. Vestnik of Russian New University. Ser. Man and Society, 2018, iss. 1, pp. 131–134 (in Russian). DOI: https://doi.org/10.25586/RNU.V9276.18.05.P.131
4. Il’yushkin V. V. Social Stereotype as Concentrated Manifestation of Social Attitude. Vestnik nauki i obrazovaniya [Bulletin of Science and Education], 2015, no. 1, pp. 87–92 (in Russian).
5. Kolesnikova E. Yu. Social Behavior from the Perspective of Classical and Contemporary Approaches in Social Sciences. Filosofi ya prava [Philosophy of Law], 2016, no. 4 (77), pp. 59–64 (in Russian).
6. Tatarko K. I. Concept of Attitudes in the System of Scientifi c Knowledge of Social Psychology. Journal of the Belarusian State University. Philosophy and Psychology, 2018, no. 2, pp. 83–88 (in Russian).
7. Hofstede G. Culture’s Consequences, Comparing Values, Behaviors, Institutions and Organizations across Nations. Thousand Oaks, Sage Publ., 2001. 596 p.
8. Schneider D. J. The Psychology of Stereotyping. New York, London, Guilford Press, 2004. 704 p.
9. Kamenskaya E. N. Gender Stereotypes as Socio-Psychological Phenomenon. Aktual’nyye problemy gumanitarnykh i estestvennykh nauk [Current Problems of Humanities and Natural Sciences], 2012, no. 3, pp. 255–257 (in Russian).
10. Malkina-Pykh I. G. Gendernaya terapiya [Gender Therapy]. Moscow, EKSMO Publ., 2007. 928 p. (in Russian).
11. Stefanenko T. G. Metody izucheniya etnicheskikh stereotipov (Methods of Studying Ethnic Stereotypes). Available at: http://psyfactor.org/lib/stereotype9.htm (accessed 02 March 2020) (in Russian).
12. Evdokimenko N. A. Features of Teachers’ and Pedagogical University Students’ Social Representations about Contemporary Elementary Schoolchildren. In: Gordiyenko E. V., executiv ed. Sovremennoye nachal’noye obrazovaniye: problemy i perspektivy razvitiya: materialy regional’noy nauchno-prakticheskoy konferentsii [Contemporary Primary Education: Proceedings of the regional scientifi c and practical conference]. Krasnoyarsk, V. P. Astaf’yev Krasnoyarsk State Pedagogical University Publ., 2019, pp. 18–20 (in Russian).
13. Myshkina M. S. Students’ Beliefs about the Social Expectations of Secondary School Students and Teachers. Sotsial’nyye yavleniya [Social Phenomena], 2015, no. 1 (3), pp. 88–93 (in Russian).
14. Rechkin I. S. Stereotipy i protsessy stereotipizatsii v sotsial’nykh sistemakh (na primere sistemy shkol’nogo obrazovaniya) [Stereotypes and Stereotypization Processes in Social Systems (a Study in School Education). Diss. Dr. Sci. (Philos.). Rostov-on-Don, 2006. 334 p. (in Russian).
15. Khutoryanskaya T. V. Psychological and Pedagogical Conditions of Preparing Future Teachers for Working with the Student’s Family. Science Review: Humanities Research, 2016, no. 4, pp. 12–16 (in Russian).
16. Shilova V. S., Trikula L. N. Social and Ecological Stereotype of Pupils’ Behavior as a Scientifi c Category. Sredneye professional’noye obrazovaniye [The Journal of Secondary Vocational Education], 2011, no. 4, pp. 45–47 (in Russian).
17. Tkacheva M. S. Special features of social and psychological stereotypes in students of pedagogical specialties. Psychology of Education, 2014, no. 11, pp. 63–73 (in Russian).
18. Petrenko V. F. Osnovy psikhosemantiki [Foundations of Psycho-Semantic]. St. Petersburg, Piter Publ., 2005. 480 p. (in Russian).