DOŽIVLJAJ ODABIRA I STUDIRANJA RODNO STEREOTIPNE PROFESIJE IZ PERSPEKTIVE MUŠKIH STUDENATA
THE EXPERIENCE OF CHOOSING AND STUDYING A GENDER STEREOTYPICAL PROFESSION FROM THE PERSPECTIVE OF MALE STUDENTS

Summary/Abstract: When observing the labor market of the social community, it is possible to recognize numerous professions whose identity is in a constant process of construction, review and development. For certain jobs, occupational profiles, there is a noticeable greater representation of women compared to men and vice versa. This disparity is recognized in the profession of educational workers, primarily the profession of pedagogue. Namely, at the heart of this paper is a gender perspective in the context of men who choose a study that is generally perceived to be more often chosen by women. The aim of the research is to examine the opinion of male students about the motives for choosing and experiencing the study of Pedagogy and Special Pedagogy. In accordance with the set goal, we created four research questions that guided us in the research process. The research sample consisted of male students of the study programs Pedagogy and Special Pedagogy at the Faculty of Philosophy at University of Sarajevo. Focus group included eight students who studied the above study programs in the academic year 2018/2019. The results show that male students are motivated to enroll in the study of Pedagogy and Special Pedagogy: care and assistance to various individuals and groups in order to achieve a better life, interest in studying the "phenomenon" of interpersonal relationships, interest in the "scientific aspect" of pedagogy as an educational science and inability to enroll in another faculty or department. Participants note that it is a good choice for a man to work in school as a school pedagogue, because he can be a "figure, model, role model" of one parent (father) to those students who do not have it. The results indicate satisfaction with the study, because the program contents enable the student to learn about himself by knowing himself. This research contributes to the awakening of many issues related to the development of the professional identity of pedagogues in all institutions dealing with the upbringing and education of children, youth and adults.

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