Gender Differences in Value Systems Expressed by Russian and Swedish University Students
In this study, the authors pinpoint the similarities and differences between students at a Russian university and a Swedish university regarding the students’ value systems. What similarities and what differences are there between male Swedish students and male Russian students, and what similarities and what differences are there between the female students in the two countries? The authors’ interest was directed towards the gender differences between the two countries. A method employing three phases was developed for analyses of the value systems in the two countries. Students, who, as a category, often challenge existing value systems, were chosen as informants. Student samples from each country, varying in number from 63 to 100 informants, provided data in the three sub-studies. The results indicated that similar national concepts, when translated into English, exposed significant differences in their connotations, a phenomenon which is discussed in relation to implications for intercultural communication. In particular, the concepts of democracy and gender equality are highlighted. Differences and similarities related to gender and nationality constitute the bulk of the discussion. A major finding was that concepts describing close interpersonal relations, such as friendship and love, were cross-nationally rated higher than values more distant from the individual’s private world, such as democracy and equal rights.
In the article on the basis of the psycholinguistic experimental data obtained in 2009-2010 from Russian and Swedish students (the project on Swedish Institute grant) we consider internal features of several complex values (“Harmony”, “Freedom”, “Democracy”, “Tolerance” and “Patriotism”) and analyze their external systemic organization, taking into account both specificity of the two cultures and gender specifics. We argue that value concepts are hierarchically organized, forming different generalization levels from the simple to the more complex ones with intricate overlapping among different complex values within the system.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.
This chapter studies how horizontal gender differences and vertical inequalities at labor market entry have been changing in Russia from Soviet to post-Soviet times. On theoretical grounds, we expect the major institutional and cultural shifts to have not been gender-neutral. We relate our discussion particularly to features of educational and employment systems, family policies, and gender-specific cultural aspects. Using retrospective data from the Russian Education and Employment Survey (EES), we analyze sex segregation across industry sectors and the gender gap in job authority for labor market entrants in the Soviet period (1965–91) and the post-Soviet period (1991–2005). Our findings reveal that horizontal gender differences and conditional vertical inequalities at labor market entry were already widespread during the Soviet period despite the proclaimed principles of equality. Withal, these gender differences and inequalities even grew after liberalization reforms, and, in recent decades, they have even counteracted women’s gains in education. We argue that the rapid changes in economic and social life have been accompanied by the emergence of new forms of gender-oriented culture. These changes, in turn, have disposed male and female entrants to enter occupational fields in a more separated way than before and they have shaped employers’ and (female) employees’ preferences and decisions. This has affected the likelihood of females entering jobs with a higher status.
The monograph is devoted to modern approaches to studying the personality of employees of enterprises and organizations. The authors consider in detail the gender and age characteristics of the personnel from 20 to 72 years of age. Analyzing the results of testing large groups of men and women, managers and specialists of modern industrial enterprises of the Russian Federation, the authors built a model of the personality of an effective employee. The method of personnel personality assessment — a 40-factor combined personality questionnaire is presented. The materials of the monograph are partially implemented at industrial enterprises in Russia. The book is intended for managers and employees of departments of industrial enterprises in Russia, for employers and civil servants, as well as for students, postgraduates and researchers who are interested in gender and age characteristics of personnel.