Specificity of gender role stereotypes of adolescents in conditions of single-gender education

The article presents the results of an empirical study of gender stereotypes of eighth-grade schoolchildren studying in single-gender and co-educational classes. The following set of methods was used: the questionnaire «I am a woman / a man» by Ozhigova to determine the cognitive component of gender identity in the structure of personality development, which allows studying not only personality traits, but also the degree of susceptibility to gender stereotypes; the gender role questionnaire by Bem, which helps to identify the degree of androgyny, masculinity, and femininity of a personality. The sample examined revealed a difference in the stereotypes of male / female adolescents studying in single-gender and co-educational classes at school. This fact may indicate a sharper distinction between gender characteristics in 14-16-year-old schoolchildren studying in a gender-homogeneous group and that they have clearer ideas about the different sexes, their social functions and characteristics. Schoolchildren studying in classes with mixed education have more androgynous gender role stereotypes. And, conversely, teenagers studying in classes with single-gender education have more pronounced gender role stereotypes: boys are more masculine, girls are more feminine. The article provides recommendations and outlines the prospects for research, in particular, the study of the relationship between the content of stereotypes and ideas about the gender roles of parents, significant adults, the motivation of parents to choose one or another form of education for a child, that is, the inclusion in the analysis of a broader context of socialization (family, immediate environment, media, in particular the Internet).

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