Как можно изменить эти ложные представления?

Мы начали главу 1 с исследования идеи, что основными источниками гендерных различий являются социальные нормы и стереотипы, прививаемые нам обществом. Эти нормы и стереотипы укоренены в нашей культурной среде, и их можно легко обнаружить в литературных произведениях, фильмах, телепередачах, анекдотах и в различных видах деятельности, осуществляемой женщинами и мужчинами. Из-за желания быть социально корректными и нравиться окружающим люди принимают гендерные нормы почти автоматически. Кроме того, как утверждают Басси и Бандура (Bussey & Bandura, 1992, p. 1249):

"Маловероятно, что детям удастся привить эгалитарные (уравнительские) стандарты и модели поведения за счет одного лишь воздействия со стороны родителей, если эти стандарты и модели не будут одобрять группы сверстников и другие значимые элементы в обществе (Weisner & Wilson-Mitchell, 1990). В силу избыточной половой сегрегации и сильного давления со стороны сверстников, требующего приспособления, стереотипные гендерные стандарты могут быть очень устойчивыми и не поддаваться изменениям, если отсутствуют радикальные социальные перемены."

Радикальные социальные перемены, как же их можно вызвать? Как можем мы внести в социальные нормы изменения, необходимые для движения в сторону гендерно равноправного общества? Какую роль могут сыграть люди в изменении социальных ролей? Тойтс (Thoits, 1987) замечает, что человеческие существа — это вовсе не роботы, запрограммированные обществом; скорее они — несговорчивые актеры, способные стать бунтарями и изменить социальную структуру, если они того пожелают. Социальные психологи установили, что меньшинство может влиять на большинство и добиваться перемен, когда это меньшинство едино и уверено в себе (Forsyth, 1990).

Вспомним: когда мы смотрим на людей, стараясь понять, что является социально приемлемым, люди смотрят на нас. И если считать опросы общественного мнения показательными, тогда выясняется, что большинство людей симпатизируют гендерному равенству. А это наводит на мысль, что конформизм в отношении гендерных норм носит в значительной степени согласительный характер (являясь скорее общественным, чем индивидуальным конформизмом). Это означает, что вы можете влиять на перемены в большей степени, чем вам кажется. Если вы бросите нормам вызов своими словами или поступками, это может повлиять на других людей, которые про себя соглашаются с вами и готовы сделать то же. Как подтвердят вам социальные психолога, несколько бунтарей могут бросить большинству решительный вызов и изменить эти нормы (Latane, 1981; Moscovici, 1985). Следовательно, если вы верите в гендерное равенство, то должны быть готовы говорить о нем окружающим и демонстрировать его собственным поведением. Вы должны также поддерживать организации и политиков, которые ратуют за принятие законов, способствующих гендерному равенству, за участие государства в воспитании детей и за оказание помощи работающим родителям.

Заключительные замечания.

В заключение можно сказать, что социальная психология гендера подчеркивает: гендер — это социальная норма, к которой мы приспосабливаемся в силу нормативного давления (желания социального одобрения) и информационного давления (использования социальной информации, помогающей нам определять реальность).

Хотя исследования и не обнаруживают, что между мужчинами и женщинами существуют значительные расхождения по большинству качеств, мы считаем, что они очень не похожи друг на друга. Частично это происходит по той причине, что женщины и мужчины исполняют различные социальные роли, и, как следствие, мы полагаем, что между ними имеют место различия, которые оправдывают эти роли. Наше общество также указывает нам, что мужчины и женщины отличаются и должны отличаться друг от друга. Кроме того, наша врожденная когнитивная привычка разделять все на категории и действовать на основе такого разделения также способствует сохранению представления, что гендерные различия велики и актуальны. Мы еще больше склоняемся к тому, чтобы проводить грань между гендерами, и начинаем частично определять свою идентичность исходя из нашей гендерной принадлежности. Социальная гендерная психология переключает наше внимание с биологии на ситуативные и социальные силы, лежащие в основе разделения на мужчин и женщин, и тем самым снабжает нас указаниями в отношении того, как можно добиться гендерного равенства. В то же время социальная психология объясняет, почему изменения в гендерных ролях и стереотипах будут протекать медленно и иметь неопределенный характер в отсутствии согласованных усилий. Эти усилия обычно исходят от женщин, но изменения могут происходить более быстрыми темпами, если мы признаем, что традиционные роли несправедливы, не подходят для современного общества и ограничивают не только женщин, но и мужчин.

Резюме.

Опросы общественного мнения показывают, что ситуация меняется в направлении гендерного равенства, но исследования различий в заработной плате, участия женщин в управлении, распределения домашних обязанностей, изображения мужчин и женщин в СМИ и т. д. свидетельствуют, что изменения должны быть еще большими.

Гибкий график работы, оплачиваемые отпуска по уходу за ребенком для матерей и отцов, субсидируемый качественный присмотр за детьми на производстве, программы по выравниванию заработной платы и программы поддерживающих действий — все это рекомендуется в качестве способов реструктуризации производства с целью устранения половой дискриминации и увеличения совместимости трудовой и семейной жизни.

Для достижения гендерного равенства необходима организация качественного и недорогого присмотра за детьми. Большинство исследований показывают, что интеллектуальное, социальное и эмоциональное развитие детей, чьи матери работают вне дома, сравнимо с развитием детей, чьи матери не заняты на производстве.

Эффективному осуществлению программ поддерживающих действий мешают предположения, что их реципиенты не обладают квалификацией, необходимой для выполнения своей работы, а также отсутствие социальной поддержки. Вдобавок количество женщин и представителей меньшинств в организациях часто бывает недостаточно большим, чтобы противостоять мышлению по принципу «это исключение из правил». Имеются способы увеличения эффективности ААР, такие, как разъяснение возможных последствий поддерживающих действий; предоставление работникам информации, касающейся квалификации лиц, нанятых по программе поддерживающих действий; создание возможностей для осуществляемого на равной основе личного контакта между такими сотрудниками и другими работниками.

Традиционное разделение обязанностей в доме является одним из симптомов гендерного неравенства, способствуя гендерно-стереотипному мышлению у детей и конфликтным отношениям. Люди приветствуют более справедливое распределение обязанностей, но по ряду причин (например, из-за социальных норм, конкурирующих установок, неумения выполнять домашнюю работу) несоответствие между установками и поведением продолжает сохраняться.

Педагоги и родители должны создавать вокруг детей среду, в которой царит гендерная свобода, моделировать равноправные гендерно-ролевые отношения и следить за тем, чтобы дети не перенимали гендерные стереотипы, изображаемые в СМИ.

Переменам препятствуют пять ложных представлений о гендерах. К ним относятся следующие взгляды: 1) гендерные различия велики; 2) гендерные различия являются фундаментальными биологическими различиями; 3) биологические роли способствуют лучшему приспособлению женщин и мужчин к выполнению различных ролей; 4) гендеры обособлены друг от друга, но равны; 5) традиционные гендерные роли наиболее полно удовлетворяют потребности общества.

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