The Bulletin of National Defence University of Ukraine

  • Received 27.06.2021,
  • Revised 15.07.2021,
  • Accepted 02.09.2021
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Vol. 16, No. 3, 2021
  • gender socialization; gender deprivation; gender biases; gender stereotypes; educational space; participants of the educational process; marital and family relations; parent-child relations
  • https://doi.org/10.33099/2617-6858-2021-61-3-35-49
  • Pages 35-49

The article presents a theoretical analysis of the problems of personality development in the course of gender socialization at different age stages of acquiring gender identity. The definition of “gender deprivation” is revealed through the example of two agents of gender socialization: the parental family and educational institutions. The factors of the family and educational environment that exert a depriving influence on participants in gender relations within the systems “educator-pupil,” “teacher-student,” and “parents-children” are characterized. This influence manifests itself through gender biases, gender stereotypes, and gender attitudes present in consciousness and reflected in the behavior of the subjects of parent-child and pedagogical interaction

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