Gender stereotypes in Ukrainian education: the experience of encountering prejudices and their critical reflection through the eyes of youth

Abstract

Gender stereotypes remain an extremely relevant topic in education both in Ukraine and worldwide, contradicting the modern civilizational doctrine, which defines gender as a socially constructed, not a naturally fixed, attribute. At the formal legal level, Ukraine guarantees gender equality, directly prohibiting discrimination based on sex and guaranteeing equal access to education and the choice of specialty. However, despite the legal entrenchment of gender equality in Ukraine, gender inequality continues to exist.This manifests in significant segregation in the choice of specialties (particularly the low representation of girls in mathematical and technological fields), which clearly highlights the persistence of disparities. In fact, the latent transmission of traditional roles through the educational environment continues, limiting the realization of youth potential.
The objective of the article is to determine how pupils and students perceive gender stereotypes in the educational environment, what forms of their manifestation they observe, and to what extent they are ready for critical reflection and active defense of non-stereotypical positions.
The results of the study revealed a dual nature in the perception of stereotypes. Youth demonstrate high awareness (69%) of direct institutional pressure from teachers who encourage “gender-typical” subjects. A significant gap was recorded between the declared autonomy of choice and actual avoidance behavior (36% abandoned non-typical fields). This is explained by the high social cost that youth are forced to pay for defending their positions. Despite the powerful ideological potential (98% readiness for active opposition), only 23% are prepared for vertical confrontation with educational authorities, preferring personal example and horizontal communication. Thus, the conducted research allows for the conclusion
that the educational environment remains a key retransmitter of conservative views. The hierarchical structure of the institution is the main deterrent to realizing the values of equality, despite the high critical awareness of the youth. A systemic reform is necessary, including the mandatory improvement of teachers’ gender competence and the creation of role models.
The research results are a diagnostic basis for developing a systemic reform of the educational environment, aimed at: enhancing the gender competence of educators through mandatory training; creating a gender-sensitive environment where respectful challenge of stereotypes is welcomed; creating role models to overcome the “lack of inspiration” in non-typical fields. Further scientific research will focus on: the operationalization and quantitative measurement of the “social cost” of opposing stereotypes; the development and approbation of detailed methodological recommendations for educators, containing concrete algorithms for eliminating stereotypes.