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Běžný den v životě žen a mužů – představy dívek a chlapců o vlastní budoucnosti

100%
Smetáčková I.
Studia paedagogica
|
2010
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issue 1
107-124
EN
The development of the gender identity culminates in adolescence. One of its important aspects is the image of one’s own future: as a woman or a man, what is my life going to (or should) be like? The adolescents construct such ideas in confrontation with the requirements of gender roles they are often unaware of. Also, on the contrary, they consider their ideas about the future to be entirely a question of their own choice. This strengthens the influence of gender stereotypes on adolescent girls and boys. The article discusses similarities and differences between girls’ and boys’ ideas about their adult life. It is based on an analysis of 98 descriptions of everyday routines in adulthood as written by adolescent pupils. Each description consisted of two parts: the idea of one’s own future and the idea of the future if you were of the opposite sex. The descriptions show how differently girls and boys think about their prospects and how their ideas are influenced by their identification with gender categories. This corresponds with numerous psychological theories of gender identity development and the theories of gender order.
2
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Škola jako téma rozhovorů mezi dětmi a rodiči

100%
Smetáčková I.
Studia paedagogica
|
2011
|
issue 2
9-26
EN
School in many ways represents an important institution in the lives of children and their parents because it makes a deep structural impression on their lives. This is reflected among other things in the content of communication between parents and children. The article focuses on the experience of school that is shared by boys and girls and their parents at the end of secondary school, on the form this sharing takes and what importance they attach to it. The results of a survey, which includes in-depth interviews with 16 pupils and a questionnaire for 424 respondents, are presented. These results suggest that children classify information about school in several groups which differ from one another not only thematically but in particular by how much parents need to know. This article also describes specific strategies that children use when communicating with parents
3
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Společné, či oddělené vzdělávání dívek a chlapců?

100%
Smetáčková I.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 5
717-733
EN
The article compares co-education and single-sex education. Based on international research, the positive and negative sides of both models are discussed. Focusing on gender equality, unreflected coeducation is found problematic because gender stereotypes are usually reproduced. The potential promotion of single-sex education in Czech Republic (following international experimental schools) should take into account students’ opinions. The article brings the results of a survey (N = 556) that was focused on students’ approaches and experience with single-sex and co-education. Children prefer coeducational settings despite of reporting the gender biased peer harassment and the unequal treatment by teachers.
4
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Škola v přírodě: limity a dilemata

100%
Smetáčková I.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 4
416-435
EN
Outdoor school is a stable element of Czech educational system. However, many changes have occurred during the last twenty years in the purposes of outdoor schools and in their organization. The article presents various school statistics and results of research which included questionnaire survey in elementary schools in Prague and a case study of two classes. The study found that the outdoor school programmes are getting shorter, budgets for outdoor schools are reduced, and prices of outdoor school programmes for parents are increasing. Because of high prices, almost 20 % of pupils cannot attend outdoor schools. Nevertheless, according to teachers, pupils and parents, the main purpose of outdoor school programmes is to create a better social climate in peer groups. Because of high rates of absence, this goal is partly invalid. Another purpose should be that teachers and children get to know each other better. This goal is invalid as well because many schools hire commercial agencies which limits the time that pupils and teachers spend together.
5
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Sexuální obtěžování na vysokých školách: Teoretické vymezení, metodologický přístup, výzkumné výsledky

63%
Smetáčková I., Pavlík P.
Sociologický časopis. Czech Sociological Review
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2011
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vol. 47
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issue 2
361-387
EN
In this article the authors present the main results from one of two existing Czech studies on sexual harassment at Czech universities. The research was carried out in 2008–2009 on a sample of 832 students at 11 public universities and colleges. The results indicate that 78% of students have personally experienced teacher behaviours that can be characterised as sexual harassment. However, only 3% of them said explicitly that they had been sexually harassed. One of the reasons for this contradiction is the relatively low awareness about sexual harassment in Czech society. Even in academic debates, a narrow definition of sexual harassment is often preferred and the gender dimension of the problem is not considered. With this in mind, the authors discuss expanding the concept of ‘sexual harassment’ to include a gender perspective. They demonstrate the use of this concept in an academic setting and the outline main methodological challenges faced by the relevant research. Against this backdrop, they identify two contentious aspects of the conceptualisation of sexual harassment: (1) the relationship between ‘objective’ and ‘subjective’ definitions and (2) the relationship between expert and personal definitions (scientific and lay’s definitions).
6
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Gender jako analytická kategorie pro porozumění sexuálnímu obtěžování

51%
Kolářová K., Smetáčková I., Pavlík P.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2011
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vol. 12
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issue 2
75-86
EN
In the article, the authors respond to the main arguments that were voiced during discussions of the results of the project ‘Sexual Harassment in Universities: Incidence and Perception’, which the authors’ team carried out in 2008–2009. They do not aim to defend the research itself, but rather to analyse the dominant discourse on sexual harassment in the Czech environment from a gender perspective. This is because they see a refusal to accept gender as a relevant analytical category. They argue for the fundamental role of gender in the conceptualization of sexual harassment and for further refinement of its significance in gender-informed definitions of sexual harassment. In the authors’ opinion, these definitions do not sufficiently reflect the current state of gender theories. The main argument of the text concerns the relationship between sexual and gender-motivated harassment. The gender perspective offers an intrinsically coherent conceptualization of sexual harassment, including its causes and options for handling individual cases. In the article, the authors discuss the extent to which the gender order is a precondition for sexual harassment. This view allows them to think also about the less discussed types of sexual harassment (e.g. homophobic harassment) or to consider the ambivalence of some situations in which sexual harassment occurs (i.e. the dynamics of pleasant and unpleasant feelings, women’s initiative, etc.). At the same time, it reveals that power inequalities do not result only from institutional hierarchies between teachers and students, but also from the logic of the existing gender order.
7
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Představy o mužském/chlapeckém vzhledu ve školních třídách

51%
Smetáčková I., Čechová H., Klasová K., Slavíčková B.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2013
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vol. 14
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issue 1
79-87
EN
The article is focuses on the adolescent concept of male/boy appearance and its impact on the social position of boys in a classroom structure. Boys can reach a better social position if their appearance corresponds to group norms. Based on three qualitative studies it is proven that group norms consist of a set of requirements toward male appearance which differ from requirements toward female appearance both in content and strength. The results of partial surveys are discussed in the context of present international theoretical approaches and empirical evidences about the ideal of beauty in a gender perspective.
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