Abstract

The purpose of the study was to identify the influence of gender stereotypes on students’ professional self-determination. The research methodology included statistical analysis, a questionnaire survey involving 100 11th grade students from four schools in the city of Tashkent (Schools No. 110, No. 17, No. 81, and No. 145), factor analysis, and the comparative and interpretative method. Gender stereotypes in professional choice were considered as stable social attitudes formed under the influence of the family, educational environment, and social norms that determine the perception of young people about “acceptable” professional roles for boys and girls. They are fixed at the stage of school education and affect the structure of educational and career intentions, limiting the variability of professional choices. Statistics showed that 46% of students encountered stereotypes in childhood, and 51% noted their negative impact on career choices, in particular, rejection of STEM fields. About 48% of respondents pointed to the influence of stereotypes on the choice of school subjects, while 45-47% recorded their role in shaping ideas about gender roles and family responsibilities. Half of the respondents (50%) noted the impact on public perception of professions, and 46% supported the need for state measures to overcome stereotypes. The survey results also confirmed an increase in the influence of the family to 40-50%, social networks to 35-45%, and the pressure of the “typical profession” to 40-55%, which especially increases restrictions for girls. In this regard, the directions of career guidance work should be aimed at the development of a gender-neutral educational environment, the systematic implementation of career guidance activities with the demonstration of various professional trajectories and the involvement of specialists in various industries. The practical significance of the study lies in the possibility of its use by administrations of general secondary education institutions, school psychologists, and teachers to improve career guidance work with students

Keywords

academic ability; individual representation; career guidance; family influence; social networks

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