Professional preferences of high school students. Research work "professional self-determination of high school students"

Introduction 3

1. Theoretical analysis problems of influence social stereotypes on the formation of professional preferences of high school students 8

1.1Social stereotype, concept, functions 8

1.2 Domestic and foreign research on the problem of professional self-determination 21

1.3 Features of professional preferences in high school age 33

2. Empirical study of professional preferences of high school students based on social stereotypes 43

2.1 Description of the sample and research methods 43

2.2 Discussion of the research results, conclusions 49

Conclusion 64

References 69

Applications 79

Excerpt from the text

Research hypothesis: professional preferences high school students are determined external motivation- high earnings, prestige of the profession, the possibility of promotion, etc., and therefore they are associated with such stereotypes as “careerist”, “ business man", "leader".

Scientific research into social stereotypes involves obtaining answers to at least two questions:

1. what functions do stereotypes perform in society;

2. how they are accepted or rejected by different groups of people.

Methodological basis of the study. The characteristics of adolescence were considered and studied in the works of L.I. Bozovic, L.S. Vygotsky, B.B. Davydov, I.B. Dubrovina, I.S. Kohn, M.C. Neymark, D.B. Elkonin et al.

Professional self-determination begins in childhood, when a child takes on various professional roles, and covers almost all age stages of a person’s life. The professional choice of a high school student is influenced by many factors, the main one of which is the family, i.e. The nature of the relationship between parents and children causes a different impact on their professional choice, which can be both positive and negative for the child’s personality, which is why when conducting career guidance work with high school students it is necessary to take into account the degree of influence of parental relationships on their professional self-determination and, on the basis of this, guide the student in the right direction for him.

In the era of the scientific and technological revolution, the issue of professional guidance for members of society is especially acute; preparing schoolchildren to choose a future profession in accordance with the requirements of society, as well as the personal potential of students, their abilities and inclinations, becomes important. In our work we will study the professional interests of high school students in modern society

Institutional foundations for the functioning of a market economy. The institutional structure is characterized by certain social institutions that act in the form of organization, regulation and ordering public life, as well as human behavior.

The theoretical basis for the study was the current legislation Russian Federation in the field of constitutional law, textbooks and teaching aids on constitutional law, monographs and publications in periodicals. The works of such authors as: S. A. Avakyan, I. A. Alexandrova, A. G. Antipyev, K. A. Antipyev, M. V. Baglay, M. S. Brusyanina, I. Bushmin, Yu. V. Vasilyeva, E. V. Gabrelyan, S. Yu. Glazyev, P. K. Goncharov, E. F. Gumerova, T. S. Guseva and others.

The uniqueness of the social insurance institution, which performs “state-public” functions of social protection, lies, among other things, in its positive influence on the formation of a balanced “social-market” mentality of the population. Social insurance protects workers and their families, while uniting (rather than dividing) people; its institutions provide man with the opportunity to realize his responsibility and freedom on the basis of social justice. The purpose of the work is to study the influence of the components of the sociosystem on social insurance.

Answers to tickets

tests with answers

The methodological basis for writing the work was the works of leading academic economists on the problems of motivating and stimulating employees of enterprises and organizations for effective activities, publications in periodicals, materials of international, all-Russian and regional scientific and practical conferences and seminars. During the research, methods of systemic, structural and functional analysis, statistical, special sociological and economic-mathematical methods were used.

Trying to find the answer to these questions, philosophers actively used the ideas of their predecessors about society as an analogue of the state, as a result of which the doctrine of the social contract appeared, designed to reveal the essence of society. The state is a rational association of people based on an agreement between them, by virtue of which they voluntarily transfer part of their own freedom and power to the state.

The cost of materials is calculated based on the data in the table.

2) the ratio of the share occupied by the enterprise in the market to the share of the competitor.

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1 Naberezhnye Chelny branch of the Federal State Budgetary Educational Institution of Higher Professional Education "Volga Region State Academy of Physical Culture, Sports and Tourism"

The creation of an integral system of professional guidance is a task of national importance. The national indicators of achieving professionalism and professional competence of Russian citizens depend on how well the problems of self-determination, self-realization and unleashing the creative potential of young people are resolved. This speaks to the importance of career guidance work, which should be carried out at many levels and ensure high-quality preparation of schoolchildren and applicants for receiving vocational education. The study of youth career guidance reflects the interests of the individual, society and the state. The article presents the results of a study of the characteristics of professional self-determination of school graduates in the Zakamsky region of the Republic of Tatarstan, a study of high school students’ ideas about the choice of profession and ways of self-determination, analyzes the impact of certain factors on this choice, shows the need to belong to a professional group of urban and rural girls and boys, etc. .

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Introduction

Professional choice and human achievement are two inseparable vectors in a person’s life path. Success in life and recognition, mental and physical health largely depend on them. Scientists argue that one of the factors that determines a person’s success in the context of socio-economic changes is his socio-professional self-realization. A profession becomes an undeniable value, determining one’s position in society, income, lifestyle, social circle, etc.

Questions about their purpose, capabilities and abilities arise very acutely for modern schoolchildren. Modern conditions life, social changes associated with the reform of the economy and the education system have influenced the value orientations and life path of young people, placing strict demands on them - to develop the ability to independently and accurately determine their life path and choose a profession. These skills are formed at the stage of completion of schooling. Passing through the Unified State Exam (USE) mobilizes children, teaches them the rational distribution of forces, and maximizes their abilities and volitional qualities.

The choice of profession is always connected with professional interests, worldview and ideals. It is natural that students experience difficulties in the process of self-determination, which is influenced by subjective, objective and subjective-objective factors, many of which have become a feature of our time. Among them is the so-called “university survival problem” and the struggle for potential applicants, which has a negative impact on high school students’ choice of educational institution.

In this regard, the works of domestic scientists on issues of professional self-determination and professional orientation become relevant: Bespalko V.P., Bodrova V.A., Verbitsky A.A., Gurevich K.M., Zeer E.F., Klimova E.A. ., Krichevsky R.L., Mitina L.M., Povarenkova Yu.P., Pryazhnikova N.S., Samukina N.V., Smirnova E.E., Yadova V.A. and others. Many studies have proven that people who choose a future professional activity in accordance with their interests stay longer in their chosen profession compared to those who choose professions unrelated to their interests.

Today, school graduates are predominantly focused on obtaining higher education, which acts as the starting point of their socio-professional self-determination. Such a dominant is natural; it correlates both with the increased role of education in the life of society as a whole, and with the most important factors in achieving a person’s life goals. The variability of the education system, setting young people as a social guideline for determining their place in social system, which determines social status, financial situation, social roles and associated life success are the conditions for self-realization and self-affirmation of the modern personality.

In this regard, teachers, parents and children are faced with questions about self-determination, the peculiarities of choosing an educational institution, gender trajectory professional development etc. As practice shows, even after submitting documents to an educational institution, the applicant is still in the optant stage.

This work studies the ideas of high school students about choosing a profession and ways of self-determination, analyzes the impact of certain factors on this choice, and shows the need of girls and boys to belong to one or another professional group.

Methods and organization of the study

We conducted a study in 186 secondary schools (of which 30 rural and 156 urban), dedicated to the study of the characteristics of vocational guidance, professional choice and self-determination of school graduates in the Zakamsky region of the Republic of Tatarstan, in which 531 11th grade schoolchildren took part in the age of 16-17 years old (261 boys, 270 girls). Of these: urban schoolchildren - 420 people (209 boys and 211 girls), rural students - 111 people (52 boys and 59 girls).

Measurement of professional interests was carried out using questionnaires and content analysis. For the content analysis, the “Strong-Campbell Interest Inventory” methodology was taken as a basis, which made it possible to diagnose the preferences of high school students in areas related to various professions necessary when choosing and planning an educational and professional trajectory. The methodology has six scales describing the main groups of professional interests (entrepreneurial, social, practical, conventional, research and artistic) and a number of auxiliary indicators that we used to interpret the results. To compare data on the frequency of occurrence of the characteristics of interest to us, the Fisher angular transformation criterion was used.

To identify a number of features of the professional choice of high school students, the authors of the article compiled a questionnaire that made it possible to study the state of career guidance work in a modern school.

This study allowed us to analyze the results in the following areas:

the most preferred professions and professional groups of high school students of this region highlighting their gender differences;
professional groups of high school students by territorial basis;
individual factors and conditions for choosing a profession by high school students.

Research results and discussion

The study identified the most prestigious, from the point of view of applicants, higher educational institutions Republic of Tatarstan: Kazan (Volga Region) Federal University, Kazan State Technological University, Institute of Economics, Management and Law, Nizhny Novgorod State Linguistic University and Volga Region State Academy of Physical Culture, Sports and Tourism. In Russia, the most preferred and prestigious universities were named Moscow State University, St. Petersburg State University, Moscow state institute international relations(University), etc.

The most significant conditions for high school students to choose an educational institution are:

availability of budget places (boys - 63%, girls - 33%);
cost of tuition (boys - 50%, girls - 50%);
the presence of various forms of education and directions (boys - 60%, girls - 40%).

They pay the least attention to such indicators as state accreditation, the availability of postgraduate education, the demand for university specialties in the labor market, and the availability of conditions for training.

In accordance with the preference for a particular professional environment or conditions for future activity, we classified professional groups of high school students during the study.

It was revealed that male and female samples differ in their professional affiliation. Thus, for boys, the main achievements are measured by professional success in practical and entrepreneurial activities, while girls are aimed at the social sphere. The practical and entrepreneurial groups are equally represented. The data obtained confirm the presence of gender-role patterns in the sphere of professional interests and differences in the understanding of one’s life purpose (Fig. 1).

Rice. 1. Professional groups of boys and girls

As the study showed, school graduates prefer to choose those professional areas that will allow them to further realize their skills and abilities, give them the opportunity to fulfill certain social roles and achieve the implementation of meaningful life programs. Of interest in this regard are the professional preferences of students on a territorial basis (Fig. 2).

High school students living in urban areas	High school students living in rural areas

Rice. 2. Professional groups of high school students living in urban and rural areas

As can be seen from Figure 2, the professional choice of students in urban and rural areas is dominated by three professional groups: practical, social and entrepreneurial (data are presented in accordance with their rank position). Moreover, this determination does not significantly depend on the type of settlement in which the professional choice was made.

High school students want to work in the following areas:

practical (engineer, builder, manager, agronomist, technologist, etc.);
social (teacher, lecturer, civil servant, etc.);
entrepreneurial (economist, banker, trade worker, businessman, etc.).

The study revealed minimal interest in professions related to the artistic group (designer, decorator, journalist, vocalist, etc.). IN to a greater extent this phenomenon is observed among schoolchildren from rural areas or small towns located far from a large cultural center. The reason for this phenomenon can also be explained by the lack of artistic, music schools, creative studios, etc. We assume that this kind of indicator is quite natural, but it should not be accepted as a regularity. Society as a system functions and develops, ensuring the diversified development of its citizens.

Noteworthy is the weak interest of schoolchildren in the conventional professional group associated with clerical work. Apparently, in the minds of many high school students, an orientation towards the high profitability of the chosen profession and its prestige in society is manifested, which is not associated with the recognition of professions of the conventional group.

With regard to the choice of professions from the research group (it is chosen by 7.6% of graduates living in urban areas and 8.1% living in rural areas), it can be assumed that school graduates have a poor understanding of the peculiarities of work in the scientific sector, which is why interest to science at this stage of life has not yet manifested itself.

The results of the study of the characteristics of professional groups of young men by territorial basis are presented in Figure 3.

Young men living in urban areas	Young men living in rural areas

Rice. 3. Professional groups of young men living in urban and rural areas

The study showed general trend in choosing professions from practical and entrepreneurial groups. The predisposition of young men from rural areas to social and conventional occupations has been revealed. The interests of young men in relation to professions from art group: the choice of professions in this group by respondents living in rural areas is zero, compared with urban youth.

The professional interests of high school girls by territorial basis are presented in Figure 4.

Girls living in urban areas	Girls living in rural areas

Rice. 4. Professional groups of girls living in urban and rural areas

There were no significant differences between girls from the city and the village. Girls prefer to choose professions from social group, since the criterion for choosing a profession for girls, first of all, is “relationships with other people”, “the desire to teach”, “educate”. However, as practice shows, most of them continue to work in a conventional professional group.

During the study, Fisher's angular transformation criterion was used. Significant differences were obtained:

between urban and rural youths in the artistic professional group (p £ 0.01);
between city boys and girls in practical (p £ 0.01) and social (p £ 0.01) professional groups;
between rural boys and girls in practical (p £ 0.01), artistic (p £ 0.01) and conventional (p £ 0.01) professional groups.

A survey of school graduates allowed us to get answers to some questions related to their professional self-determination. It was revealed that when choosing a profession, the main motive is interest in the discipline and academic performance in the major subject.

Today, when significant changes have taken place in the education system, the emphasis is on preparing students for the Unified State Exam, which teachers reduce to an in-depth study of their subjects, without taking into account the role of the student’s professional guidance. The study revealed a contradiction between the need to create an integral system of acmeological and psychological-pedagogical support when children choose a profession and the real situation of career guidance work in school. We believe that this kind of work should begin long before the student passes the Unified State Exam and is assigned a vocational educational institution. This is precisely why 89% of respondents have a fear of passing the Unified State Exam and underestimation of their knowledge in a core subject (even among successful schoolchildren).

When choosing a university, high school students give preference to external features: distance from home, exemption from military service, availability of budget and extra-budgetary places, prestige of the university, etc., although internal factor, such as matching abilities and personal qualities chosen profession, should play a dominant role in this case.

The study also revealed that schoolchildren have a poor understanding of modern professions and do not know how to relate their abilities to specific types of activities. Children were found to have low awareness of the channels and means of acquiring information about universities. The choice of an educational institution by a high school student is carried out “along the chain” of the referent-significant student in the class, and when choosing a profession, schoolchildren are dominated by narrowly practical motives. There is a preoccupation among teachers with personal prestige and the results of their own work. Social stereotypes and established family scenarios play a big role, limiting the child’s choices.

Of great concern is the fact that among school graduates there are those who have not decided on their subsequent professional direction, which indicates the difficulties of personal self-determination and understanding of their life purpose (Table).

Undecided high school students		Quantity
	urban
	rural
	urban
	rural

1. Modern schoolchildren have difficulties in professional and personal self-determination caused by objective and subjective reasons.

2. It is necessary to strengthen the information direction in career guidance work with schoolchildren, especially familiarizing students with the professionograms of modern professions, working conditions and real life wages specialists of various levels and career prospects. Information is needed on monitoring the labor market and its changes in the future (especially in the region of residence).

2. Acmeological and psychological-pedagogical support of career guidance activities should be focused on the use of active methods, the usefulness and expediency of which is shown by practice.

3. Outdated and not meeting modern requirements diagnostic techniques should be updated in accordance with the conditions modern life. Professional diagnostics and counseling should be person-centered.

4. Continuity in the “school-university” system is necessary in organizing joint activities to provide assistance in preparing applicants for admission to a university and further adaptation of a freshman.

5. Work should be intensified to train teachers, psychologists and other specialists responsible for career guidance in techniques for assisting students in choosing a profession.

6. It is necessary to systematically analyze the career guidance work of schools and universities, and familiarize all subjects of the educational process with its results.

7. When working with children, attention should be paid to gender characteristics, professional preferences on a territorial basis, and the specifics of choosing professional groups.

All this involves the development and implementation of new career guidance projects, programs and technologies that are adequate to the requirements of an innovative economy.

Thus, it can be stated that the problem of vocational guidance for schoolchildren continues to remain a highly controversial field and, due to the current socio-economic conditions in our country, requires special attention.

Reviewers:

Golubeva G.N., Doctor of Pedagogical Sciences, Professor, Deputy Director for scientific work and external relations of the Naberezhnye Chelny branch of the Federal State Budgetary Educational Institution of Higher Professional Education "Volga Region State Academy of Physical Culture, Sports and Tourism", Naberezhnye Chelny.

Peredelsky A.A., Doctor of Pedagogical Sciences, Candidate of Philological Sciences, Associate Professor, Head of the Department of Philosophy and Sociology, Russian State University of Physical Culture, Sports, Youth and Tourism, Moscow.

Bibliographic link

Nurgatina O.N., Solomakhin O.B., Sultanova N.D. PROFESSIONAL SELF-DETERMINATION OF HIGH SCHOOL STUDENTS: PROBLEMS OF CHOICE // Modern problems of science and education. – 2014. – No. 2.;
URL: http://science-education.ru/ru/article/view?id=12910 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Conclusion

This thesis research was aimed at studying the influence of social stereotypes on the professional preferences of high school students. During the study, the assigned tasks were completed, the goal was achieved.
Theoretical analysis of scientific literature on the problem allowed us to draw the following conclusions.
Exists large number various definitions of a social stereotype. Depending on the theoretical orientation of the author, certain aspects of this phenomenon come to the fore. However, analyzing various definitions, we can highlight one common feature that is noted by various authors: a social stereotype is considered as a certain formation with characteristic psychological mechanisms that are formed under the influence of various external and internal factors torov.
When analyzing stereotypes, it is necessary to take into account both the negative and positive psychological consequences of stereotyping. On the one hand, the pattern of judgment about another person derived from a stereotype often acts as a prejudice. Emerging in conditions of a lack of information, a social stereotype often turns out to be false and plays a conservative role, forming erroneous ideas of people about what is happening, deforming the process of interpreting what is happening and the nature of interpersonal interaction. Any social stereotype that turns out to be true in one situation may turn out to be false in another and, therefore, ineffective for solving the problem of orienting an individual in the surrounding social world.
In this regard, most modern authors note that the process of stereotyping in itself is neither bad nor good, it performs an objectively necessary function, allowing you to quickly and reliably structure and simplify the social environment of an individual. In their opinion, viewing social stereotypes only from the negative side is, at least, not objective.
Professional self-determination consists of making a decision about what labor activity a person will be engaged. It is connected with the past experience of the individual, but at the same time also on various aspects of the person and on the formation of the personality as a whole. Analysis of psychological and pedagogical literature allows us to identify many different approaches to the content of professional self-determination. This fact is due, firstly, to the complexity of this problem, and secondly, to cultural and historical characteristics. These factors complicate the selection of the “best” conceptual approaches and make the problem of professional self-determination diverse in the ways it can be considered.
The problem of professional self-determination is one of the central problems of older adolescence. Children in early adolescence from 15 to 17 years old enter a new social development situation immediately upon transition from high school to high school or to new educational institutions - gymnasiums, colleges, schools. This situation is characterized not only by new teams, but, most importantly, by a focus on the future. In this regard, high school students begin to make life plans and consciously think about choosing a profession. This choice is dictated not only by an orientation towards the life requirement of one’s calling, to the field of activity in which a person can be most useful to others, but also by the situation, benefits, and practical value of this profession in the specific situation of the country’s social development. As researchers note, only very purposeful and truly passionate high school students remain faithful to their calling on the path to further professional development and personal self-determination.
The results of an empirical study to identify the professional preferences of high school students based on social stereotypes allow us to draw the following conclusions.
High school students are most characterized by material interests and planned and economic types of work. Among the leading professional preferences of high school students, an enterprising type of professional preferences can be distinguished. They are characterized by ambition, gambling, and a tendency toward extrovert dominance. Their preferred activities include working with other people in organizations to achieve organizational goals and economic success; financial and interpersonal risk, participation in competitive activities; sale, purchase, commerce, entrepreneurship; holding meetings, groups, leading organizations, companies, managing people and projects; conducting political campaigns, elections, presentations, etc. These data also indicate the possibility that high school students may have organizational skills, verbal and oratory abilities, persuasion abilities; management and leadership abilities; social and interpersonal skills; penchant for entrepreneurial activity. In this regard, the most suitable professions for high school students are the following: businessman, entrepreneur, stock broker, lawyer, insurance agent, manager. It should also be noted that the individual’s interests are homogeneous, which suggests that he will more easily find satisfaction in his profession.
It was also revealed that professions in the “Human-Human” direction are preferred for high school students. At the same time, the leading motivation for them is external motivation, which can include earnings, the desire for prestige, fear of condemnation, the possibility of promotion, approval of the team, prestige, etc.
The revealed patterns correspond to data on social stereotypes of perception of professions among high school students. Thus, the concepts “My ideal” and “I” appear among high school students to be semantically close to the social stereotypes of “careerist,” leader,” and “business person.” For them, the need to achieve success is important, which is uniquely expressed in the stereotypes of “careerist”, “leader” and “business person”. The social stereotype “careerist” is assessed by high school students as clearly positive. It was also revealed that high school students have certain social stereotypes regarding socially and personally significant social types. Thus, they are characterized by a desire for leadership and a business orientation.
Also, high school students identified such socially rejected stereotypes as “waster of life”, “fraudster”, “cynic”, “despised person”, “antipathetic to me”, which they correlated with the professions of mechanic, salesman and policeman. At the same time, it can be noted that interesting feature, such as the fact that the stereotype of “hard worker” among high school students turns out to be semantically close to “romantic.” It can be assumed that this identification of these stereotypes was influenced by a whole complex of distortions of modern social life perceived by high school students, when a “hard worker” is perceived as a person who is divorced from social realities.
It was also revealed that high school students, correlating themselves with certain professional stereotypes, project their social aspirations and hopes into the future. At the same time, the most personally attractive for them are mainly “lawyer” and “manager”, which are classified as highly significant concepts. This also includes the concept of “I”, noted by high school students in second place in importance in relation to such professions as “programmer”, “journalist”, “actor” and “scientist”. The opposite position regarding self-identification is occupied by “salesman” and “mechanic”, who, from the point of view of high school students, do not have social prospects. These data confirm the results of studying the professional preferences of high school students described above, according to which the realistic and conventional personality types are the least characteristic for them.
To summarize, we can conclude that social stereotypes influence the professional preferences of high school students. The research hypothesis was confirmed: indeed, the professional preferences of high school students are determined by external motivation, which can include high earnings, prestige of the profession, the possibility of promotion, etc., and therefore they are associated with such stereotypes as “careerist”, “business person” ", "leader".
It seems that the data obtained as a result of the thesis research will be of interest to scientific and social workers, for workers in the field of education and career guidance for youth. The research materials can be used both in the practical activities of teachers and psychologists, and in conducting further research in this area

Introduction

The relevance of the study is due, first of all, to the fact that adolescence is the stage of a person’s life at which the formation of a person’s self-awareness and worldview occurs. High school students begin to seriously think about their life goals, about their place in this world. In this regard, the issue of self-determination, incl. - a question of professional self-determination.
The professional preferences of high school students can be associated both with their orientation to the field of activity in which they can be most useful to others, and with their own interests, the practical value of this profession for a person in a specific situation of social development of the country. It can be noted that only very purposeful and truly passionate young men and women do not change their professional preferences over time in the process of further professional and personal development.
The process of professional self-determination of high school students is influenced by many factors, which include the opinions of parents and friends, teachers, popular culture, etc. At the same time, as the results of various foreign and domestic studies show, the influence of parents is stronger than the influence of teachers.
In addition, one of the factors influencing the professional choice of high school students is dependence on social stereotypes of the sociocultural environment in which they find themselves.
Social stereotypes are formed both on the basis personal experience person, and under the influence of norms developed by society. Stereotyping is a necessary and useful tool for social understanding of the world. It gives a person the opportunity to quickly and a certain level It is enough to reliably structure and simplify your social environment, make it understandable and, therefore, predictable. However, the presence of social stereotypes can also play a negative role. Thus, for example, a pattern of judgment about another person derived from a stereotype can often act as a prejudice. Emerging in conditions of a lack of information, a social stereotype often turns out to be false and plays a conservative role, forming erroneous ideas of people about what is happening, deforming the process of interpreting what is happening and the nature of interpersonal interaction. Any social stereotype that turns out to be true in one situation may turn out to be false in another and, therefore, ineffective for solving the problem of orienting an individual in the surrounding social world.
However, most modern researchers adhere to the position that the mere presence of social stereotypes in a person cannot be considered either a bad or a good phenomenon. Considering social stereotypes only from the negative side, in their opinion, is, at least, not objective.
Such foreign scientists as W. Lippman, G. Tajfel, Y. Kimball, T. Shibutani, R. Tajuri, R. O. Hara, T. V. Adorno, M. Horkheimer, D. K. Davis, dealt with the issues of stereotyping. S.J.Baran, E.U.Vaineki, D.Matsumoto, V.Duaz, U.Quasthoff, etc. Among domestic scientists dealing with the problems of social stereotypes, one can distinguish such researchers as P.A. Sorokin, V.A. .Yadov, I.S.Kon, P.N.Shikhirev, Yu.L.Sherkovin, K.S.Gadzhiev, L.A.Zak, G.M.Kondratenko, V.S.Ageev, T.V.Vasiliev , I.V. Malysheva, V.K. Korobov, G.M. Mansurov, T.G. Stefanenko, V.A. Yanchuk and others.
However, it should be noted that, despite the long history of studying the issues considered within the framework of psychology, sociology and other related sciences, a relatively small amount of research has been accumulated on the problem of the influence of social stereotypes on an individual’s professional preferences.
All of the above factors determined the relevance of the problem under consideration and determined the topic of the study: “Professional preferences of high school students based on social stereotypes.”
The research methodology was based on the works of such researchers as A.A. Bodalev, L.I. Andreeva, N.A. Klimov, I.S. Kon, T.V. Ananyeva, T.G. Batasova, V.V. Znakov , E.F. Zeer, A.N. Leontiev, V.G. Belov, D. Matsumoto, V.Z. Demyankov, N.V. Ivanushkina, I.A. Kolesnikov, P.S. Lerner, N.S .Pryazhnikov, L.S. Rumyantseva and others.
Object of study: professional preferences of high school students.
Subject of research: the influence of social stereotypes on the formation of professional preferences of high school students.
Purpose this study is to study the influence of social stereotypes on the professional preferences of high school students.
Research hypothesis: professional preferences of high school students are determined by external motivation - high earnings, prestige of the profession, opportunity for promotion, etc., and therefore they are associated with such stereotypes as “careerist”, “business person”, “leader”.

To achieve this goal, the following research objectives were formulated:
1. Study the concept and functions of social stereotypes.
2. Consider domestic and foreign research on the problem of professional self-determination.
3. Determine the characteristics of professional preferences in high school age.
4. Conduct an empirical study to determine the professional preferences of high school students based on social stereotypes.
5. Draw conclusions based on the results of the study.
Research methods:
1. method of analyzing literary sources,
2. psychodiagnostic methods.
Research methods:
1. Methodology “Definition professional inclinations» L.A. Yovaishi.
2. Methodology of J. Holland “Professional orientation of the individual.”
3. Questionnaire of professional readiness of L.N. Kabardova.
4. Questionnaire “Motives for choosing a profession” by R.V. Ovcharov.
5. Methodology of “Repertoire Grids” by J. Kelly.
The novelty of the study lies in the systematization and generalization of the concepts of domestic and foreign scientists on the problem under study, as well as in conducting a unique empirical study to study the influence of social stereotypes on the formation of professional preferences of high school students.
The theoretical significance of this study lies in obtaining data on a number of important issues related to understanding the very phenomenon of social stereotypes. Also, the theoretical significance of this study is determined by making a certain contribution to the study of the problem of the influence of social stereotypes on various socio-psychological mechanisms, namely, on the formation of a person’s professional preferences.
The practical significance of the ongoing research lies mainly in the fact that the results obtained during the study can be used to analyze and predict the dynamics of social ideas in society, as well as in practical work in the field of education and career guidance for youth

Introduction 3
Chapter 1. Theoretical analysis of the problem of the influence of social stereotypes on the formation of professional preferences of high school students 8
1.1Social stereotype, concept, functions 8
1.2 Domestic and foreign research on the problem of professional self-determination 21
1.3 Features of professional preferences in high school age 33
Chapter 2. Empirical study of professional preferences of high school students based on social stereotypes 43
2.1 Description of the sample and research methods 43
2.2 Discussion of the research results, conclusions 49
Conclusion 64
References 69
Applications 79

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The study of professional self-determination in adolescence and youth is inextricably linked with the study of professional interests and inclinations. As L.A. notes in his work. Golovey, professional self-determination is a complex psychological formation that includes cognitive interests, life guidelines, professional orientation and professional plans. The connection between professional self-determination and interests is also pointed out by E.Yu. Pryazhnikov and T.A. Egorenko, saying that “the choice of profession can lead to professional self-determination, provided that a school graduate chooses a profession according to his abilities, interests, inclinations, and aspirations.”

Researchers identify in adolescents different types interests. Essential in the development of a teenager’s interests, according to S.L. Rubinstein, is the beginning of specialization and differentiation of interests, their focus on a certain area of activity, professional - literature, technology, art, a certain scientific field, which occurs under the influence of the entire system of conditions in which the development of a teenager occurs.

Our study involved 2,372 eighth-graders from 49 educational complexes in the Northern Administrative District of Moscow (1,152 girls and 1,220 boys). To study the interests and professional preferences of students, we used the “Map of Interests” methodology (modified by O.G. Filimonova) and a career guidance questionnaire that we developed. The data obtained show that every third boy and every fifth girl have not yet thought about choosing a profession, while among girls there are more of those who doubt their choice of profession, and among boys there are more of those who have decided and are confident in their choice (Table 1).

Table 1 Choice of profession

		boys
	quantity	quantity
haven’t thought about choosing a profession
doubt the choice
have decided and are confident in their choice

Girls more often than boys believe that ignorance of their abilities and capabilities is the main reason why they cannot decide on a career choice (62.85% of girls and 50.74% of boys). This may be due to the fact that girls are more anxious and prone to introspection. Poor knowledge of the world of professions was cited by every fifth teenager (19.7% of girls and 22.05% of boys) as the reason for difficulties in choosing a profession.

The study of the interests and professional preferences of adolescents was carried out using a modified “Interest Map” method. The technique involves assessing the degree of your interest in 17 different professional fields on a scale from +2 (like it very much) to -2 (don't like it at all). There are 5 statements for each area. Thus, maximum interest is expressed by a score of +10, complete lack of interest by a score of -10. Analysis of the research results showed that there are significant gender differences in the answers of eighth-graders. On average, girls are twice as likely as boys to choose the fields of biology and medicine, as well as the field of foreign languages, four times more often to choose the field of pedagogy and psychology, and six times more often to choose the field of art. Boys give preference to exact sciences and the technical field: on average, twice as often as girls they choose the fields of mathematics and physics, six times more often in the field of information technology, eight times more often in military affairs and sports, ten times more often in the fields of technology and transport (Table 2).

Table 2

Distribution of eighth-graders' interest in professional fields

Professional areas		boys
	Maximum positive answers, number of people	Maximum positive answers, number of people

Biology
Geography, geology
Medicine
Physics, mathematics


Transport
Information technology
Psychology, pedagogy
Military affairs, sports

Philology, journalism
Jurisprudence
Service area
Economy
Foreign languages
Art

These data are also confirmed by the results of the survey. Teenagers were asked to choose the area of activity or knowledge that most interests them from the list provided. Twice as many boys choose the field of exact sciences (mathematics, physics) - 39.75%, while 18.32% of girls chose this field. The humanities field (literature, journalism, linguistics, pedagogy, psychology) was chosen by almost half as many boys as girls (20.74% of boys and 47.48% of girls). Also, almost half as many boys chose the field of art (music, theater, visual arts) - 15.33% of boys and 39.32% of girls.

Among the boys who have decided on a profession and are confident in their choice, the majority are those who have chosen the profession of a doctor (every seventh teenager names it). The next most popular professions are programmer, cook, engineer, military man, machinist, auto mechanic, lawyer. The most common profession among girls is a doctor (every fourth girl named it). The following professions follow: architect, journalist, psychologist, cook, teacher, veterinarian. As we see from these data, the professional preferences of adolescents have gender differences - girls mainly choose professions related to the humanitarian sphere, and boys - in the field of technology and transport.

We also carried out an analysis of the school subjects most preferred by eighth-graders.

It turned out that 10% more girls than boys named the most favorite school subjects related to the humanities (Russian language, literature, foreign language). Exact sciences (algebra, geometry) are preferred by 10% fewer girls than boys, but subjects such as computer science and physics are preferred twice as much fewer girls than boys. Girls are twice as likely as boys to name their favorite subjects related to the artistic and aesthetic cycle (art, music, world artistic culture). Thus, we see that the data obtained using various methods are consistent: the interests of girls more often lie in the humanitarian field. The humanitarian orientation of girls is manifested in their preference for school subjects in the humanities, as well as in the choice of professions in the humanitarian spectrum. Boys are more interested in the exact sciences, the fields of technology and transport, they choose the corresponding professions and prefer subjects related to the field of exact sciences. In this regard, it is of interest to study the influence of passion for school subjects on the professional plans of high school students N.M. Shchedukhina (2010). She suggested that there was a relationship between planning for career prospects and engaging in school subjects. This connection was found only in some subjects: mathematics, biology, physics, chemistry, history, social studies, physical culture, world artistic culture. It was also found that passion for school subjects related to relevant professional plans has a positive effect on school performance.

For eighth-graders, the next school year is a defining one. In ninth grade, they will need to decide whether to get their GED vocational education or, having chosen a profile, continue studying in the tenth grade. As O.V. writes in his study. Kuznetsova, 87.5% of tenth graders and 80% of 11th grade students believe that in order to successfully choose a specialized education, it is necessary to know one’s psychological qualities (abilities, interests, personal characteristics). Teenagers note the importance of acquiring in-depth knowledge in the disciplines that interest them school curriculum. Schoolchildren believe that specialized education makes it possible to “take only those subjects that will help in the profession”, “better understand the subjects”, “improve your academic performance”, “discover your abilities”, “develop your skills and talents”. Specialized education is “help for entering a university,” “an opportunity to study your favorite subjects in depth,” “a chance to improve your knowledge.”

In our opinion, it is necessary to systematically monitor the interests and professional preferences of students from grades 8 to 11 in order to identify adolescents with unformed interests and preferences for further correctional and developmental work with them. It is also advisable to include material on professional self-determination in school subject programs: familiarization with professions that can be obtained within a given subject area, professional tests ( practical exercises within the program). It is necessary to organize design and research activities within the program, subject competitions, olympiads and quizzes. Positive results are also produced by the integration of subjects in various fields - for example, conducting joint lessons in literature and technology, biology and physics. Such events will contribute to the development of adolescents’ interests and, consequently, professional self-determination.

References

1. Golovey L.A. Professional self-determination on the threshold of adulthood: indicators, factors, crises. On the threshold of growing up. Collection of scientific articles / Ed.: L.F. Obukhova, I.A. Korepanova. – M.: MGPPU, 2011. – 297 p.

2. Kuznetsova, O.V. High school students’ ideas about a specialized school // Modern psychology: theory and practice: Materials of the 1st international scientific and practical conference June 29-30, 2011: - M., 2011. – P.117-121.

3. Pryazhnikova E.Yu., Egorenko T.A. The problem of professional development of personality [ Electronic resource] // Modern foreign psychology. 2012. T.1 No. 2. P.111-122 URL: http://psyjournals.ru/jmfp/2012/n2/52291.shtml (access date: 03/31/2013)

4. Rubinshtein S.L. Fundamentals of general psychology - St. Petersburg: Peter Publishing House, 2000. – 712 p.

5. Filimonova O.G. Modification of the map of interests // Newspaper “School Psychologist”, 2007. No. 2.

6. Shchedukhina N.M. The influence of passion for school subjects on the professional plans of high school students [Electronic resource] // Psychological science and education PSYEDU.ru. 2010. No. 4. URL: http://psyjournals.ru/psyedu_ru/2010/n4/Scheduhina.shtml (access date: 03/31/2013)

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