Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги ўзбекистон республикаси гендер тенглиги комиссияси

ФОЙДАЛАНИЛГАН АДАБИЁТЛАР РЎЙХАТИ

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   Ўзбекистон Республикаси Президентининг 2020 йил 27-мартдаги ПФ-5975 сонли Фармони.
   
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GENDER ASPECTS OF ATTRACTING WOMEN TO HIGHER EDUCATION AND CREATING FAVORABLE CONDITIONS FOR THEM
Head of the Department of Theory and Methodology of Physical Culture, Candidate of Philosophy (PhD)
Xaydaraliyev Xurshid Xamidullayevich
Teacher of the Faculty of Physical Culture
Sidikova Gulbahor Sabirovna

Annotation

This article discusses the role of women operating in the STEM direction in educational processes. The situation in our country were analyzed. Information has been given about the effectiveness of the application of VR (virtual reality) technologies in education and the work of women scientists in this direction.
Keywords
Gender equality, gender literacy, VR, women's social and political activism.
New socio-economic conditions for the development of society have significantly changed all aspects of the life of our country and necessitated the transformation of the activities of all public structures. The democratization and humanization of society inevitably affected the higher education system and required higher education as a social structure to implement its own internal transformations.
As the main principle of the reform of higher education, the principle of humanization was put forward, assuming the development of individuality, formed on the basis of modern culture and broad knowledge, high labor and socio-psychological professionalism. Consequently, the higher school itself appears as a system of conditions that ensure the development of individuality in all manifestations of the subject of labor, the subject of cognition and the subject of communication, i.e. in all manifestations of personality.
One of the features of the ongoing social, cultural, scientific transformations is the formation of a new approach to education and upbringing - a gender approach. Gender issues in education arose as a consequence of the establishment of a humanistic paradigm in pedagogy, awareness of the importance of preserving the intellectual potential of society and understanding the role of personal aspects in the development of abilities. Pedagogy is at the stage of integrating a gender approach into theory, methodology and the field of empirical research.
The issues of gender issues in education are among the least developed in domestic gender studies. The analysis of scientific publications of domestic authors indicates that among the studies in the field of psychology and pedagogy of education, education management until the 90s, there were practically no works that take into account the gender aspect [5, 7]. A significant part of the research was carried out within the framework of a semi-differentiated approach, where the identified differences were considered biologically deterministic.
Gender studies themselves are characterized by three main distinguishing features [4]: the division of subjects by gender, biological characteristics into men and women; the study of role positions that people, regardless of biological gender, occupy in communication (masculine, feminine, androgynous); the difference in the value orientations of the individual, the focus on slightly different value systems.
In the course of gender studies, the roles, norms, values, personal qualities prescribed by society to women and men through socialization systems, division of labor, cultural values and symbols are considered, which makes it possible to build a traditional gender asymmetry and hierarchy of power.
The gender approach, in our opinion, should be fixed on a critical analysis of the models of masculinity and femininity used in the pedagogical process, as well as the mechanisms of socialization and upbringing of personality existing in education in accordance with different models of masculinity and femininity. The purpose of the gender approach in education is to deconstruct the traditional cultural limitations of the development of a person's potential depending on gender, to comprehend and realize the conditions for maximum self-realization of all subjects of the pedagogical interaction process.
The research of domestic authors, our own empirical studies allow us to assert that the process of life and professional self-determination of students and the professional activity of university teachers is carried out in conditions of unfreedom, gender predestination and predestination. All this causes the subjects of the educational process to have a number of specific psychological and pedagogical problems. These are, first of all, problems related to the content, orientation and organization of higher education.
Education at the university is practically focused on an asexual being, on a student "in general", which forms an obviously "simplified" type of consciousness of the personality of both boys and girls, since the masculine nature of learning through accepted stereotypes, ready-made social behaviors, certain cultural norms blocks the exit of consciousness to a new level, which opens unlimited opportunities for self-realization of a person independently from the floor.

The organization of education at the university is characterized by the predominance of the directive model over the interactive one [1]. The directive, traditional model of the organization of education at the university is result-oriented, assumes its achievement through the transfer of information, the rational organization of the content of the educational process, carried out by the unidirectional influence of the teacher on the recipients-students. The interactive model most of all corresponds to the gender approach and proceeds from the need to understand the transmitted information, is aimed at the creative processing of incoming information; is built on the interaction of participants, focuses on cooperation, supports the activity of students, intellectually and emotionally involves students in the learning environment, creates conditions for a more developed internal motivation for learning.

Equality of starting positions of men and women after graduation does not ensure the same professional career, which men do faster.
The organization of higher educational institutions reflects the gender stratification of society and culture as a whole, demonstrating by example the unequal status of women and men, the gender stratification of the teaching profession, the gender asymmetry of teaching staff and students [8].
Currently, women in higher education represent a fairly large group of teachers and scientific personnel, which indicates the feminization of science and higher education. At the same time, there is no scientifically developed and substantiated methodology for determining the optimal gender and age structure of scientific and educational units, which would ensure the most effective process of teaching, educating and introducing students to scientific work.
Gender asymmetry is expressed in the underrepresentation of women among professors, senior scientific personnel and heads of scientific and educational departments. The limiting factors are the mentality of society, patriarchal tradition, "double employment" characteristic of women (work + family), etc. [2].
With regard to scientific training, gender asymmetry is expressed in the fact that today 42% of postgraduates are women, 34% of doctoral students [3]. The reasons for the disparity, according to G. Sillaste, are not at all in the lack of interest among women in scientific work, but are connected with the need to earn extra money in several places to create and maintain a family in conditions of economic instability in society and a sharp decline in living standards, with the motherhood of a woman, etc. Without denying the social prestige of a scientific career for young people and successful specialists, for many young people it is almost the only alternative to avoid military service [6].
The traditionally gender division of labor has lost its rigidity and normativity. Co-education and general work activity largely neutralize the differences in the norms of behavior and psychology of men and women. Cultural stereotypes of masculinity and femininity themselves are changing, their polarization and internal inconsistency are weakening.
The severity of personal and business qualities in men and women, which ensure the effectiveness of professional and scientific activities, is not so traditionally assessed.
Thus, according to our research in 2021 (the sample size is 90 teachers, including 35% of men and 65% of women), 52% of respondents believe that women are no less capable of managerial activity than men. The degree of expression of the qualities that allow a woman to become a leader is not lower than that of men (58%). In a number of qualities, women are superior to men (responsibility, discipline, ability to get along with colleagues, etc.).
More than half of the study participants (54%) do not share traditional ideas about the purpose of women based on gender stereotypes (the main thing for a woman is family, motherhood, caring for others). A non-working woman, as noted by 72% of respondents, cannot fully satisfy the needs for personal growth and self-realization. At the same time, 82% of respondents agree that men have an obvious advantage over women when hiring, two-thirds of respondents believe that women, compared to men, have more restrictions in career advancement and scientific career.
This is not a complete list of problems of modern higher education. In solving these tasks, a significant role belongs to the humanization and humanitarization of higher education, which corresponds to the main purpose of gender education. In this regard, it seems important and timely to consider the importance of the gender paradigm for the theory and practice of education, to outline ways to promote it in education as an important condition for creating a gender-neutral environment for the equally possible realization of each person's personality, taking into account the individuality of the vision of their gender.
The introduction of a gender approach into educational and educational practice is carried out through the development and implementation of gender-oriented courses for university teachers and students.
The interest of university students and teachers in gender knowledge is caused, as studies have shown, by the fact that they help to look at long-known problems in a new way, have not only academic, but also practical significance.