Women, science, education: the origins of gender studies of international relations

Abstract

The study challenges the specificity of designing gender identity and the gender factor in education. The work is aimed at forming the gender culture of the university as a factor in humanizing the scientific and educational environment. The problem of gender characteristics of the scientific and educational environment of universities is extremely important. The authors examine the topic based on the example of gender aspects of history and the theory of international relations and world politics. The urgency of the study is determined, first of all, by the increase of women researchers, and also by the modern feminization of higher education. A new wave of feminization has led to the fact that a number of educational programs of the Faculty of International Relations of St. Petersburg State University have acquired a predominantly “feminine” character. A steady trend has been the predominance of girls among students in the field of “International relations”. In addition, in the United States and other economically developed countries, women have been considered as an “additional resource” to accelerate the development of scientific and technological progress and maintain scientific leadership. This trend is characteristic of many countries of the world. Refs 35.