Gender features of value orientations of university students Teachers of Ferghana State University Faculty of Physical Culture Sidikova Gulbahor Sabirovna Annotation

Gender features of value orientations of university students
Teachers of Ferghana State University
Faculty of Physical Culture
Sidikova Gulbahor Sabirovna

Annotation
The article analyzes the value orientations of boys and girls at the student age. The materials of an empirical study aimed at studying the gender characteristics of the value orientations of students studying at a humanitarian and technical university are presented.
Key words
Values, value orientations, gender, gender stereotypes.

Each person is individual and has peculiar different properties and qualities. It is impossible to find two identical people, but with all the human diversity, there are differences that immediately catch the eye – the differences between a man and a woman. In the future, when talking about a man and a woman, we will have in mind a certain typical representative of his own sex, whose behavior meets the stereotypes that have historically developed in society. The study of the psychology of men and women and their differences from each other is directly related not only to the person as such, but also to society as a whole. How much should a woman earn and how much should a man? Who should babysit children, and who should move up the corporate ladder? How should household chores be divided? There is still no single answer to these and other questions in modern society.

Issues related to the characteristics of a person's gender and his psychological differences have recently been among the most actively discussed. After all, the role of men and women in the social environment is undergoing significant changes today. This problem worries the minds of many modern scientists who foresee a reassessment of "gender" values.
Recently, the interest in life values and the differences between men and women has grown significantly in society. We were interested to find out what priority values are allocated by students – boys and girls aged 18-25 years. The purpose of our research is to identify and compare the value orientations of boys and girls at the student age.
First of all, let's consider the basic concepts.
An analysis of the literature has shown that psychologists prefer to use the term "gender" instead of the word "gender". Thus emphasizing that many differences between men and women are created by culture, whereas the word "gender" implies that all differences are a direct consequence of biological sex [1, p. 12].
In a broad sense, gender (from Latin. "gender") is a social gender. Sometimes the concept of "gender" is used as a synonym for the concepts of "male and female".
The fact that gender is one of the important categories of a person's social life is manifested in everyday reality. Representatives of one sex are presented with a special set of behavioral norms and expectations that differ significantly from the requirements for the other sex. For this purpose, special terms and words are used that describe boys and girls, men and women differently. All this is reflected in special forms of manifestation of public consciousness – stereotypes [2, p. 155].
Traditionally, the word "stereotype" is understood as a certain scheme (cliche), on the basis of which the perception and evaluation of information takes place. This scheme performs the function of generalizing a certain phenomenon, object or event, with its help a person acts or evaluates automatically, almost without thinking.
A gender stereotype is one of the types of stereotypes based on socially accepted notions of femininity, i.e. femininity and masculinity, i.e. masculinity. For centuries, people have formed stereotypical ideas about the image of men and women, which still apply to all representatives of one or another sex, regardless of their individual characteristics and age.
For a long time in European culture there was a same–sex human model described by the ancient philosopher-physician Galen in the II century AD. According to this model, a woman's body was considered as a biologically imperfect male organism.
Many foreign studies have been devoted to the study of gender stereotypes. At first, they were aimed at studying the phenomenon of stereotyping itself, the forms of manifestation of stereotypes. Later, these studies delved into the search for mechanisms of functioning and explanatory schemes, on the basis of which this process takes place.
The first studies of gender role stereotyping were associated with attempts to isolate typical differences related to the ideas of women and men about each other and about themselves. Summing up these studies, in 1957, J. McKee and A. Sherriffs identified a typical male image and a typical female one [3].
We assumed that under the influence of gender stereotypes, value orientations are formed in boys and girls, this is clearly manifested at the student age. This period is characterized as a period of professional self-determination, when "a person makes a deeper understanding of his life plans and positions, ideals and ways to achieve them, a kind of revaluation of values" [4].
Currently, there is an increasing interest in the study of value orientations of young people. After all, what value orientations will be formed in the younger generation will determine what kind of society will turn out as a whole, and what values the new generation will adhere to.
There are different definitions of the concept of "value". Value is defined as the subject of any interest, preference and evaluation. The value may have different contents, depending on the content of a person's needs. In this regard, vital, social, moral, intellectual, aesthetic, etc. values are highlighted.
Value orientations are a reflection in a person's consciousness of the values they recognize as strategic life goals and general ideological guidelines.
The concept of value orientations was introduced in post-war social psychology as an analogue of the philosophical concept of values, but there is still no clear distinction between these concepts.
We proceeded from the fact that the world of life values of men and women is different. These differences are caused by gender stereotypes existing in society. Since childhood, parents buy their children clothes and toys that match their gender, and this is where the formation of value ideas begins. Also in childhood, it can be observed that boys most often play catch–up, tanks, shooting games, etc., and girls play mother daughters, dolls, doctors.
Each person chooses his own individual path, he chooses the set of values that is meaningful to him. He chooses these values according to goals in life, according to needs, according to the content of interests. He decides for himself what is of great importance to him in life, and what does not play any role.
The only question is how people understand the values of life, how they comprehend, how they accept. And whether society ascribes ideal, social ideas about values.
There are many forms of existence of values. One of the most widespread is the social ideal – a generalized idea of perfection in various spheres of public life developed by the public consciousness and present in it. At the same time, real values should be distinguished from ideals.
It is interesting to find out how young people are able to define and set a goal for themselves in life, to find their place, vocation. What is a priority for the current generation, and what has practically lost its significance. Is the youth more inclined to love, friendship, or does she still strive to go up the career ladder? We are also interested in the question: "Do men's values differ from women's values?" That is what we want to find out in our study.
Based on the above, we conducted a survey to identify students' value orientations. The study involved 4th year students of Fergana State University.
Students were asked to choose from the list of 7 values presented by us, which they consider the most important in life, as well as to determine the ranking place of the values offered to them.
When compiling the list of values, we relied on the research of S. Y. Shalova, in which the most significant values of modern culture are highlighted:
–vital values (human life as an absolute value);
–pragmatic values (benefit, success, usefulness, expediency);
–intellectual values (knowledge, intellectual abilities);
–social values (communication, cooperation, freedom, justice);
–moral values (kindness, humanism);
–aesthetic values (beauty, harmony) [5].
During the analysis of empirical data, the following results were obtained.
Most often, boys and girls chose values such as:
– family well-being;
– the birth, upbringing and success of their children;
– creating your own family;
– health;
– joy, pleasure, entertainment, travel;
– spiritual growth, self-knowledge;
– kindness, humane attitude to people. Much less often isolated:
– social status, position in society;
– introduction to the values of culture;
– getting an education;
– comprehensive development;
– external beauty;
– active life.
And the respondents chose least of all: achieving a certain professional level; leadership; communication (improving themselves in communication); public recognition. The difference was that such values as: spiritual and physical intimacy with a loved one; interesting work; independence, independence and close relationships with family occupy a significant role for girls.
While young men have the following values in priority: finding true love; raising the level of knowledge; respect for elders.
The results of the analysis of the values chosen by the young men showed that the first place is occupied by family, the second place is health, opinions differed on the third, it was shared by love and friends, the fourth place is occupied by such a value as "active life"; the 5th place was almost unanimously given by the young men to the values of "material security", the sixth entertainment takes the place, and cognition takes the seventh place.
Girls, as well as boys, put family in the first place, love in the second, health in the third, friends in the fourth. The fifth place is occupied by cognition, the sixth – material security, the seventh – active life, and the eighth went to such a value as entertainment.
We were surprised by the fact that the boys did not choose values such as "financial independence" and "independence", and the girls did not choose wealth.
From the above data, it can be concluded that the value orientations of boys and girls differ, but only slightly. Basically, boys and girls are interested in starting a family, having children and self-knowledge.
The choice of these values speaks in general about the social orientation of young people about the formation of positive qualities in students. After all, every person should think about his future family, about children, about his self-development. At the same time, it can be noted that each young person had other values in the list. They were very different.
Summarizing the results of the conducted research, it can be stated that the majority of students are focused on individual values (health, family creation, family well-being, the birth of children and the upbringing of children). And also students value respect for elders in life.At the same time, gender stereotypes influence value orientations. With a high degree of confidence, we can say that it is not by chance that students chose a humanitarian or technical university, the humanitarian orientation is inherent in girls, and the technical orientation is inherent in boys, this can be traced in the data provided.