Study of Gender Identity Features in Adolescent Orphan Girls: Russian View

Journal of Environmental Treatment Techniques

2020, Volume 8, Issue 4, Pages: 1309-1314

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

https://doi.org/10.47277/JETT/8(4)1314

Study of Gender Identity Features in Adolescent

Orphan Girls: Russian View

Irina S. Bubnova , Larisa V. Tatarinova , Viktoriya I. Rerke , Natalya M. Balabina , Olga V.

Zhigalova , Rashad A. Kurbanov , Lidiya S. Cherekhovskaya

Department of Social Psychology and Management Sociology, Kuban State University, Krasnodar, Russian Federation.

Department of English Philology, Irkutsk State University, Irkutsk, Russian Federation.

Department of Social Pedagogy and Psychology, Irkutsk State University, Irkutsk, Russian Federation.

Department of Policlinic Therapy and General Medical Practice, State Medical University, Irkutsk, Russian Federation.

Department of Civil Law Disciplines, Plekhanov Russian University of Economics, Moscow, Russian Federation.

Research and Educational Laboratory of Remote Access on the Orthodox Journalism, Faculty of Communication Management, Russian State

Received: 18/05/2020 Accepted: 30/08/2020 Published: 20/09/2020

Abstract

Teenage orphans are experiencing difficulties in awareness of themselves and their place in the world, and the lack of knowledge

about the differences of the sexes a vague idea of teenagers-orphans about their future gender roles in the family, the absence of adequate

specimens for identification, etc. lead to a breach them of the process of formation of gender identity. The purpose of the article is to

study the features of the formation of gender identity in adolescent girls left without parental care, and to develop appropriate

recommendations for its formation. The authors studied in detail the features of gender identity in orphans. The features of gender

identity in girls in the deprived conditions of the center for children left without parental care are revealed, the value of the type of gender

identity for the level of their social adaptation is established. The obtained results allowed to develop practical recommendations on the

formation of the type of gender identity in orphans, adequate to their biological sex.

Keywords: Gender, Sex, Gender socialization, Sexual socialization, Orphan, Teenager, Masculinity, Femininity, Androgyny,

adaptation, Gender identity

Introduction¹

the immediate social environment broadcasts to the child

specific patterns of behavior, “images-standards” of

masculinity or femininity, which they learn and integrate in

their behavior, manner and activity. The development of gender

identity is determined by family relationships. Intra-family

conflicts, the transformation of the system of gender-role

behavior play a negative role in this process and can affect the

formation of an undifferentiated type of gender identity [6].

Researches of V.S. Mukhina [5], L.N. Shipitsina [7], A.M.

Prikhozhan, N.N. Tolstykh and T.I. Yufereva [8], G.N. Semya

The problem of gender socialization of adolescents is of

very wide interest among researchers, since it includes

questions of the formation of the child’s psychological sex,

mental gender differences, and gender differentiation as one of

the most important and relevant problems of modern

psychological science.

According to such researchers as S.L. Bem [1], I.S.

Kletsina [2] gender socialization leads to the fact that boys and

girls acquire certain qualities that lead to the formation of

different types of gender identity. Gender is a sociocultural

construct of sex [2], consisting of a set of characteristics and

signs of male and female way of thinking and behavior, ideas

about norms and rules of behavior, etc. [2]. Thus, sex is the

result of evolution, while gender is the result of socialization.

Unlike biological sex, which is a set of genetically defined

anatomical and physiological characteristics of a person,

gender is built in a specific socio-cultural context in a certain

historical period and, therefore, is different in time and space.

The proper formation of gender identity is influenced by the

closest social environment of the child [3]. From psychological

and pedagogical research of A.S. Mutadzhirova [4], it is known

that for successful sexual role socialization and identification

of children and adolescents, a significant adult is needed to

guide the formation of a positive “I-concept” of a teenager as a

representative of the gender, treat him(her) and communicate

with him(her) just like a girl or boy, i.e. would have a

differentiated pedagogical effect on the behavior and

consciousness of a teenager according to his gender [5]. Thus,

[9], show that adolescents - pupils and graduates of boarding

schools experience difficulties in understanding themselves

and their place in the world, show insecurity in understanding

their own self. G.N. Semya [9] also indicates the lack of

knowledge about the differences between the sexes, the vague

idea of orphans about their future sexual role in the family, the

difficult formation of gender-role normative orientations.

Summarizing the above, we can conclude that the lack of

adequate samples for identification leads to the formation of

distorted ideas about masculinity or femininity in orphaned

children. Violations of the process of forming gender identity

in orphaned teens, as can be seen from the analysis of the

literature, are caused by



The lack of conditions for social trials, improper

organization of communication between adults and children,

which do not compensate for developmental defects caused by

the absence of a family;

Corresponding author: Irina S. Bubnova, PhD in Psychology, Associate Professor Department of Social Psychology and Management

Sociology, Kuban State University, Krasnodar, Russian Federation. E-mail: irinaz-bubnova@yandex.ru

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2020, Volume 8, Issue 4, Pages: 1309-1314



The lack of psychological and pedagogical preparedness

representatives of their gender, identification with them, as well

as in the process of separation from the opposite sex at certain

age periods [5]. However, children brought up in boarding

schools have limited opportunities for learning these

orientations. The problem of social orphanhood is becoming

catastrophic every year, being one of the negative trends in

modern society. So, the annual increase in the number of

orphans is due to the unfavorable socio-economic situation in

the country, the decline in moral standards in society [18, 19],

the degradation of the institution of the family and family

values, the increase in the number of families in a socially

dangerous situation, narcotization and alcoholization of the

population, etc. At present the overwhelming majority of pupils

of centers for assistance to children without parental care are

social orphans [9].

The problem of working with orphans was considered in

the Russian psychology in the works of V.S. Mukhina [5], A.M.

Prikhozhan and N.N. Tolstykh [20], I.S. Bubnova and A.G.

Tereshchenko [19], V.I. Rerke [21] and others. Emphasizing

the fruitfulness of these studies, it should be recognized that

outside the field of view of scientists are aspects of the

formation of sexual identification of children brought up in

orphanages [22–25]. Based on the research of E.S. Morozova

of educators in the formation of adequate sexual identification

of pupils of different ages;



Mainly “female” education, frequent change of adults in

the institution, deprivation and the constant presence of

children in a collective environment;



Lack of a positive role for family education [16, 10].

Methodology

.1 Degree of Problem development

Gender identity [2] is an aspect of self-consciousness of the

person, which is associated with the experience and description

of a person as a representative of a certain sex; it determines the

degree to which each individual identifies oneself as a man,

woman or a combination of both. Gender identity in the concept

of O.A. Voronina [11] is awareness of the personality of its

connection with the cultural definitions of masculinity and

femininity; in the theory of N.K. Radina and E.Yu.

Tereshenkova [12] it is belonging to a particular social group

based on gender.

Gender identity, thus, is one of the basic characteristics of

personality, which is formed as a result of psychological

interiorization of male or female traits, in the process of

interaction of "I" and others, in the course of socialization. In

this regard, we note that in the epigenetic scheme of E.G.

Erickson [13], the basic conflict of the sixth stage of

psychosocial development - intimacy versus isolation - is

directly related to the gender identity of the individual. At the

same time, as shown in a number of works by V.A. Ilyin [14,

[

26], we note that the category of children and adolescents

brought up in boarding schools is characterized by the

development of an imaginary or otherwise blurred (distorted)

identity, which is due to maternal - mental and social

deprivation [27 – 29].

In both real and social orphans, imaginary identity occurs

as a result of a breakdown in emotional attachments between

mother and child. The child replaces the missing object for

identification with diversified indefinite external reality, it is

mystified, arises due to the illusion and the inability to test

reality adequately. Thus, a diffuse understanding of oneself is

created, identification with a “blurred mother”, because the

image of the mother in this case is replaced by interaction with

a group of children from an orphanage or boarding school,

teachers, conditions and the system of a boarding school [30-

5], the results of the resolution of this conflict are not confined

to the sphere of intimate-personal relations but are manifested

in a specific way in a much broader context of interpersonal

relations [16]. However, the ability of the individual to

establish full-fledged close relationships in any case does not

mean the formation of a fixed positive attitude towards the

social environment, but rather is the ability to wide variability

in the continuum "acceptance – rejection" while maintaining

the integrity of the personality.

Summarizing the above, we emphasize that gender identity

acts as a product of social construction and, at the same time,

as one of the key factors mediating behavioral activity and

personality attitudes in the context of interpersonal

relationships [2].

3].

.2 Experimental Base and Methods of Research

This study was conducted during 2018-2019 on the basis of

a number of state-owned public institutions of social services

Center for helping children without parental care" in Irkutsk,

In the structure of gender I.S. Kletsina [17] and S.L. Bem

1] identified the following components: cognitive or gender

Ulyanovsk, Irkutsk region and Krasnodar Territory. 250

teenage girls (13-15 years old) took part in the experimental

work; the control and experimental groups of these girls were

distinguished, based on a diagnostic study. The study of the

formation features of the gender identity type in teenage girls

left without parental care was carried out using the following

techniques: Sex-role questionnaire S.L. Bem [1], Questionnaire

[

identity (“I know that I am a man / woman”); emotional or

gender identity (“I feel like a man / woman”); behavioral or

gender roles and specifics of behavior (“I behave like a man /

woman”).

S.L. Bem [1] identified and justified in her research 3 types

of gender identity:

"Who Am I?" M. Kuhn and T. McPartland [34], Technique for



Masculine - expression of preference for instrumental

the diagnosis of socio-psychological adaptation C.R. Rogers

and F.D. Daimond [35]. Thus, the most effective methods of

psychological diagnostics were chosen, which allow to

determine the level of socio-psychological adaptation of

respondents, determine their type of gender identity, and study

the meaningful characteristics of personality identity.

styles of activity, energy,

assertiveness, the ability to

significant, but short-term effort;



communication, perception of nuances, subtlety of feelings, the

ability to maintain activity that does not require significant

effort for a long time;

Feminine - commitment to activities related to



Androgynous – the manifestation of masculine and

feminine traits at the same time.

Results

Diagnosis of the type of gender identity in orphans using

Sexual identification, deeply penetrating into the self-

consciousness of the individual, sets the vector of socialization

of the individual. For successful adaptation and integration into

society, as a full member, the child must be brought up in a

family where the formation of gender-specific normative

orientations and behavioral patterns occurs by imitation of

the S.L. Bem [1] questionnaire made it possible to state the

following results. 50% of the respondents in the control group

and 70% of the respondents in the experimental group were

diagnosed with androgynous type of gender identity. As noted

above, such a person can combine and manifest significant

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2020, Volume 8, Issue 4, Pages: 1309-1314

features of both masculine and feminine types, but at this stage

of ontogenesis, they constitute a risk group, because, taking into

consideration the conditions of the Center for assistance to

children left without parental care, we can conclude that the

gender identity of adolescents is blurred, not formed. Figure 1

shows that in the control group, 10% of girls have a masculine

type of gender. In the experimental group, 30% of subjects with

a masculine type of gender were identified. The results obtained

indicate that for a girl they demonstrate such characteristics that

are typical to male ones: independence, dominance,

assertiveness, risk appetite, independence, aggressiveness, self-

confidence, etc. The obtained results indicate that a gender type

that is adequate to the biological gender is not accepted. 40%

of the respondents in the control group revealed a feminine type

of gender. For girls of this group the following features are

classmate.” Formed professional roles were identified in 22%

of the surveyed girls in the control group. Teenagers indicated

such answers as: “I am a future veterinarian, artist, teacher.”

Other social roles belonged to 10% of respondents.

Summarizing the results, we found that in the control

group, feminine type of gender identity was detected in 17% of

subjects, masculine type of gender identity in 4%, neutral

characteristics were inherent in 30% of subjects in the control

group. In the experimental group of teenage girls, we found that

only 12% of the girls surveyed had family roles. 27% of girls

identified professional roles ("I am a future dancer, firefighter,

programmer, student").

Thus, in the experimental group of the studied adolescents,

we revealed a feminine type of gender identity in 5% of the

adolescents surveyed, a masculine type in 20% of the examined

girls, and neutral characteristics of gender identity are in 36%

of the respondents. Comparing the results of the diagnostic

methods, we can draw the following conclusion: the

androgynous type of gender identity predominates among the

interviewed orphans of adolescence (70%). The revealed

masculine type of gender identity in adolescents (30%)

indicates a problem of inadequately gender-formed identity,

which is characterized by an external manifestation of feminine

patterns of behavior, and by an internal emotional

dissatisfaction with one’s biological gender, gender role

conflict.

characteristic:

passivity,

responsiveness,

gentleness,

preoccupation with motherhood, caring, emotionality. In the

experimental group of girls studied, a feminine type of gender

identity was not identified. The results obtained indicate that a

group of girls with identified masculine and androgynous types

of gender identity need specially organized psychological and

pedagogical work aimed at adopting a gender type that is

adequate to their biological gender. In order to identify gender

roles in the structure of the “I-concept” of the personality, as

well as to study the meaningful characteristics of gender

identity, we used the questionnaire “Who am I?” [34].

Carrying out this technique allowed us to formulate the

following conclusions. In the control group, only 17% of the

girls examined chose the right family and interpersonal roles,

for example, such as: “I am the future mother, daughter, sister,

50%

femininity

androgyny

masculinity

girls of CG girls of EG

Figure 1: Data obtained during the study of the gender identity type of adolescent girls (“Sex-role questionnaire” S.L. Bem [1]), %

20%

0% 36%

2% 27%

17%

10%

family roles professional other social

femininity

masculinity

neutral

characteristics

roles

girls of CG

girls of EG

Figure 2: Data obtained in the course of the methodology "Who am I?" M. Kuhn, T. McPartland [34], %

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2020, Volume 8, Issue 4, Pages: 1309-1314

Thus, in adolescent girls with a feminine type of gender

identity, there is a commitment to those activities that are

associated with communication, perception of nuances,

subtlety of feelings, the ability to maintain activity that does not

require significant effort for a long time. Such qualities as care,

modesty, warm relationships with others, empathy are also

noted. Adolescent girls with a gender identity not adequate to

their biological sex (masculine and/or androgynous) are

characterized by rudeness, rivalry with boys, in

communication, as a rule, they prefer male companies, avoid

caresses in relationships with female educators [36–39].

own gender identity. We identified the tasks of the

psychological and pedagogical program of prevention of social

maladjustment of adolescents left without parental care, taking

into account the type of gender identity, which were

successfully solved in the course of its implementation.

Therefore, control carrying out of techniques showed: increase

of indicators of adaptation at girls-orphans in experimental

group, increase of indicators of "self-acceptance" and

"acceptance of others"; teenagers began to experience fewer

difficulties at interaction with the nearest environment. Girls

left without parental care with an inadequately sex-formed type

of gender identity, have a tendency to form a gender identity

that is adequate to their biological sex.

In order to identify the characteristics of the adaptation

period of the personality through the integral indicators

“

adaptation”, “self-acceptance”, “acceptance of others”,

In conclusion, we note that the results of a stating and

control experiment convincingly demonstrated the need for

organizing socio-pedagogical preventive work with diagnosed

adolescents, as well as developing a preventive program taking

into account gender differences.

“emotional comfort”, “internality”, “desire for dominance”, we

used the technique for diagnosing the socio-psychological

adaptation of C.E. Rogers and F.D. Diamond [35]. Carrying out

this technique showed that the level of adaptation in the two

groups of girls studied is at a low level, since the indicators of

the methodology scales are at the level of values less than 65

points. The low level of adaptation is characterized by the fact

that adolescents are dominated by a depressed mood, there is a

violation of discipline, inattention and aggressiveness are

manifested. The level of self-acceptance in the control and

experimental group of teenage girls is at an average level,

which allows us to conclude about a positive self-esteem of

their personal qualities, self-satisfaction, self-confidence.

The criterion of "acceptance of others" in both groups is

also at an average level (20 points), which indicates a moderate

tolerance for other people, their weaknesses and disadvantages;

adolescents are critical of others, tend to give both positive and

negative assessments of their personality and behavior. The

level of emotional comfort in the control group (14 points) is

lower by 2 points than in the experimental group (16 points),

which indicates anxiety, tension, pessimism, emotional

imbalance. The criterion of "internality" is characterized by the

fact that adolescents are dominated by internal motivation over

external, they are demanding of themselves, self-critical, tend

to rely on their own strength, not counting on someone's help.

If to compare the two groups, it should be noted that the level

of internality in the experimental group is less by 4 points than

in the control group. The criterion of "dominance" is a moderate

desire to influence others, to convince them of their opinion, to

defend their positions; in the control group it is at an average

level, in the experimental group it is at a low level. Analyzing

the results obtained in the course of the study, we can conclude

that adolescents are at different levels of adaptation: high,

medium (risk group) and low (social maladjustment).

Practical Recommendations

The obtained results made it possible to develop practical

recommendations aimed at the formation of a sexually

appropriate type of their own gender identity as a means of

preventing maladjustment in adolescents left without parental

care. For this purpose, it was recommended to carry out

activities aimed at: the formation of ideas about the basic

concepts of gender culture (gender, gender culture, gender

roles, gender stereotypes, etc.); the formation of ideas about

gender-appropriate types of professional activity; increasing

the adaptive capacity of the individual. Thus, classes were held

on the topics: "the Duties of men and women in modern

society", "the Ideal image of men and women", "If I became a

man/woman for a day", "Youth at risk", etc. As a result of the

classes for orphans, the following will be formed: a) an

adequate idea of their own gender, corresponding to their

biological gender; b) about gender stereotypes in society;

About gender relations and the role of men and women in

society; and c) about demonstration and personification of

masculinity and femininity in adolescence.



Skills of cooperation and coexistence with people who have

the opposite view or opinion on one problem are supposed to

be developed as well as the interest in gender-adequate

activities.

Discussions and Conclusion

A theoretical analysis of the research problem led to the

conclusion that the process of forming gender identity in

adolescents - social orphans can be considered from the point

of view of the gender identity crisis. The phenomenon of the

crisis of gender identity reflects a situation in which models of

masculine and feminine behavior, represented by carriers of

male and female identities, turn out to be largely inconsistent

with normative models of true masculinity and femininity. This

A high level of adaptation includes 20% of the studied

adolescents (feminine girls). The study also showed that this

category of adolescents has an adequate gender type of their

own gender identity, the professional roles of these adolescents

are also adequate to the feminine type of gender identity. 45%

of adolescents are at the average level of adaptation. This level

is for adolescents "risk group" for maladjustment.

Androgynous girls whose social roles are distorted or not

formed are at this level of adaptation. The research showed that

phenomenon is no longer psychological, but social

psychological and social in nature and should be analyzed

taking into account the influence of various factors. That is why

the cause of confused identity is the social status of these

children [2]. If a teenage girl finds herself in a situation of

inability to maintain a standard of generally accepted feminine

behavior for a long time, as occurs in the case of orphans, this

provokes the appearance of such a feature that can be qualified

as a crisis of identity or lack of formation of gender identity;

the notions of masculinity and femininity in children of

boarding school, as in a mirror, reflect the key to the normal

formation of gender identity - the lack of adequate samples for

identification [23, 40].

5% of adolescents surveyed are at a low level of adaptation.

Their gender identity type is not adequately formed,

professional roles are also inadequate to their gender identity

type. Therefore, masculine girls differ in that they are

aggressive, prone to risk, assertive, tend to dominate and be

independent. In conclusion, we note that the results of the

current experiment convincingly demonstrated the need to

organize

a program aimed at preventing the social

maladaptation of teenage girls left without parental care,

through the formation of a sexually appropriate type of their

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2020, Volume 8, Issue 4, Pages: 1309-1314

Gender identity in adolescents develops against the

background of the formation of one of the main psychological

neoplasms of this age - self-consciousness, because only

through the accumulation of ideas about himself, their

generalization, integration, interiorization, the teenager comes

to realize oneself in the unity of all manifestations.

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5] Mukhina VS. Deprived of parental care: anthology: Studies.

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Enlightenment.1991.

The study found that most of the interviewed orphans are

at a low level of adaptation. The study also showed that these

adolescents are characterized by an inadequately formed type

of their own gender identity: masculinity. The average level of

adaptation in adolescents without parental care was found in

[6] Rymarev NY. Personality characteristics of adolescents with

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[7] Shipitsina LN. The psychology of orphaned children: a Training

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TA.2005.

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8] Prikhozhan AM, Tolstykh NN, Yufereva TI. Adolescence.

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5% of the respondents who differ in unformed (blurred)

gender identity.

We developed a program that is aimed at preventing

[

9] Semya GN. Russian experience with graduates of boarding

schools. 2007.Almanac "Captivity";5:153-165.

difficulties in interacting with the environment, preventing

inadequately formed type of gender identity in adolescents to

create a sexually appropriate type of own gender identity as a

means of preventing social maladaptation in adolescents

without parental care.

Revealing the issues of the formation of gender identity in

orphans, it was found that scientific research in the field of

studying gender identity in adolescent girls in the scientific

literature is not enough. It was found that the concept of

[10] Bobkova TS. Gender features of sexual identification of

orphans. Branch of Samara state University of Economics:

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11] Voronina OA. Glossary on gender education. Gender studies. A

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12] Radina N.K., Tereshenkova E.Yu. Age and sociocultural aspects

of gender socialization of adolescents. Psychology issues.

2006;5:49-50.

“

gender identity” is the recognition of one’s male or female

[13] Erickson E.G. Identity: youth and crisis. Мoscow:

gender, the person’s experience of being a representative of the

sex, as a carrier of specific sex-specific characteristics and

behavioral characteristics, correlated with ideas about

masculinity / femininity.

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14] Ilyin VA. Comparative study of features of psychosocial

development of high school students and first-year students of

higher educational institutions. Psychological science and

education.2009;1:14-22.

The indicators of low, medium and high levels of social

maladjustment in adolescents left without care, which are

determined by masculine, androgynous and feminine type of

gender identity, were revealed based on the results of the study.

The study showed that adolescent girls left without parental

care, prone to social maladaptation, have an inadequate gender

type of gender identity.

In conclusion, we note that the results of the study

convincingly demonstrated the need for the organization of

socio-pedagogical preventive work with diagnosed

adolescents, as well as the development of a preventive

program taking into account gender differences.

[

15] Ilyin VA, Sipyagin DV. Possibilities and prospects of using

psychosocial approach to the problem of development in the

conditions of secondary school. Psychological science and

education.2013;20(2):25-33.

[16] Stepanova LG. Formation of gender identity in modern boys and

girls. Psychological science and education.2009;14(5):67-72.

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17] Kletsina IS. Gender socialization. St.Petersburg: Ed. RGPU im.

A. I. Herzen.1998.

18] Tatarinova LV, Rerke VI, Bubnova IS. Innovative activity of

teachers: study and directions of development. Espacios2019;

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0(33):6-16.

[19] Bubnova IS, Tereshchenko AG. Features of gender identity in

adolescents of deviant behavior. Kazan pedagogical

journal.2017; 2(121):166-169.

[

20] Prikhozhan AM, Tolstykh NN. Psychology of orphanhood:

studies. benefit. St.Petersburg: Peter. 2005.

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pupils of the boarding institution in the context of a subjective

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Ethical issue

Authors are aware of, and comply with, best practice in

publication ethics specifically with regard to authorship

[

(avoidance of guest authorship), dual submission, manipulation

of figures, competing interests and compliance with policies on

research ethics. Authors adhere to publication requirements

that submitted work is original and has not been published

elsewhere in any language.

[22] Bubnova IS, Rerke VI. Formation of gender identity in

adolescents-orphans. Bulletin of Irkutsk state technical

University.2014;84(1):175-182.

[

23] Bubnova IS. Gender display of an orphan teenager.Kazan

pedagogical journal.2016;2(115):389-392.

24] Agadzhanova ER, Salakhova VB. Values and meanings in the

context of modes of human existence: to have or to be. Simbirsk

Scientific Journal Vestnik.2018; 3(33):12-16.

25] Kalinina N.V. Social and personal resources to overcome

difficult life situations. Simbirsk Scientific Journal

Vestnik.2011;1(3):96–101.

Competing interests

The authors declare that there is no conflict of interest that

would prejudice the impartiality of this scientific work.

[

Authors’ contribution

All authors of this study have a complete contribution for

data collection, data analyses and manuscript writing.

26] Morozova ES. Aggressiveness and personal identity in

adolescents-boarding

Moscow.2016.

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students:

PhD

Thesis.

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