Student social status

Efremova E. A.

Vitebsk State University named after. P.M. Masherova, Belarus

(Faculty of Social Pedagogy and Psychology, 4th year)

Scientific hands: Yu.I. Wenger, k. ist. Sc., Associate Professor

It is not always taken into account that the years of studenthood are quite independent stage a person’s life, during which he has and forms his own development environment, participates in activities that today act as personality-forming factors and determines the model of social behavior of this social group. Among the indicators of student status, one can distinguish a group of descriptive (gender, place of residence before university, parental education) and acquired, achieved by a person to the present moment of his life.

The distribution of students by gender has remained almost unchanged for many years. 43% are boys and 57% girls: this is their average share in a university. Naturally, the predominance of young men in technical universities and girls among future humanists. The process of feminization of higher education remains “spontaneously stable,” although the situation of social filling of unemployment (the majority of the unemployed are women with higher education) has long required regulation.

In technical universities, the influx of students from hometown became larger than before. On the one hand, their “starting position” is in many ways more advantageous: closer connection with family, there is no need to experience the difficulties of living in a hostel, it is easier to decide on your future place of residence. From a social point of view, this part of university youth turns out to be less dynamic and independent; their status remains dependent for a long time on the position of the parental family. And in self-determination through a university, the element of personal initiative appears a little later.

Students from small and medium-sized settlements, as a rule, return to their native places, although at present this can be considered a forced action. The desire to gain a foothold in more developed types of settlements, identified in previous studies, is today not ensured by job guarantees. Hence, there is an increase in the future migration mobility of young people, not only due to the need for higher education, but also due to the need to acquire a more stable social position in the future.

More important are those status characteristics that develop during the period of study at a university. It is at this stage that differentiation of students occurs, associated with their own activity in educational, scientific research, socially useful, and economic activities. The study of this differentiation is important because its structure partly determines the future social status of specialists and is a prototype of the distribution in the social structure of the population group with higher education.

A feature of modern students is that the process of their inclusion in public life occurs not only through educational activities and professional training, but also through the formation of independent material and living conditions, new forms of manifestation of their own activity and through the choice of forms of social interaction. The process of young people forming a financial, property and housing status independent of their parents has two “nodal points”: 16-17 years old, when more or less mass inclusion in adulthood begins economic life, and 21-22 years old, when the first experience of realizing the material and everyday intentions of students is accumulated.

The main source of income for students is still assistance from parents and relatives. The second most important source is a scholarship, but its size is such that only 1/3 of students can name it as the main source of livelihood (differences between universities are insignificant here).

A very significant source is wage, which 13% of students have today.

Students' expenses are naturally associated with satisfying primary needs, which include: food, recreational activities, and purchasing clothing. For every fourth student, the bulk of their funds goes to paying for housing, and for every fifth student, the bulk of their funds goes to purchasing educational supplies. At the same time, the trend of admitting local youth to universities results in the fact that 2/3 of students do not need to spend money on housing, purchasing durable goods, or financing summer vacations, because they rely on the support of their parental family.

The development of the material and everyday status of students is associated with their attitude to the objective and material world, which is always significant in the self-awareness and well-being of students.

The fact that the material and living status of a student is in the process of formation and formalization is obvious. With purely youthful egoism, the student is focused only on himself. This is evidenced by the fact that such an item of expenditure as assistance to parents is at the bottom of the scale.

Used sources

Rubin B., Kolesnikov Yu. A student through the eyes of a sociologist. – M., 1999. – 253 p.

Vishnevsky Yu.R., Shapko V.T. Sociology of youth - Ekaterinburg - 1995. - 399 p.

Project activity as a mechanism for forming a student’s ecological worldview

Zhizhina I. A.

Education Center No. 1486 NEAD Moscow, Russia

In a difficult environmental situation, there is a need to change the consumer attitude towards nature that has developed over the years. To solve this problem, levers of influence on society are needed.

Gennady Alekseevich Yagodin accurately noted that “from the moment of the emergence of man, nature seemed to be an infinitely large pantry, from which one could draw as many products as needed for the development of civilization, and nature seemed to be infinitely large natural reactor, which processes all waste from human activity and turns it into starting products nature. Unfortunately, both of these premises are false.”

The main way out of the environmental crisis is to rethink and rebuild the entire way of human life, changing social and economic policies. And with more early age The greening of education will begin, the easier it will be to form a biocentric worldview of students.

Therefore, before modern teacher There are very complex and important tasks:

Understanding of contemporary environmental issues,

Development of a critical attitude among students to the results of human activity,

The ability to analyze one’s own behavior in nature, the formation personal responsibility for the state of the environment.

Due to the fact that it is not always possible to fully implement these tasks within the framework of a lesson, therefore, resources can be used to form an ecological worldview project activities.

To involve students in project activities, the teacher needs to think through the topics of the projects and choose topics that are most interesting to modern children.

Project activities can be individual and carried out by one student, under the guidance of a teacher, or group or mass, which should be accompanied by the selection of students with similar interests and psychologically compatible.

On the basis of the State Educational Institution Central Educational Institution No. 1486 of the city of Moscow there is an experimental platform “Content and organizational and pedagogical conditions of project activities of students in the educational process.”

Within the framework of this topic 2007-2008 academic year Evgenia Borodina, a 9th grade student, developed and implemented the “My Schoolyard” project.

The project was carried out in several stages:

Collect information about the area in which the school is located, the history of the area and the school.

Environmental monitoring of the school area. Studies of the composition and structure of the soil, dust content of the atmospheric air were carried out, possible sources of pollution were identified, and a floristic list of species growing in the school area was compiled.

Development of measures to improve the school site. Using regulatory documents proposals were made to improve the aesthetic and ecological state school site: correcting violations of planting, equipping a recreation area, complicating the landscape design of the presentable area.

Presentation of work at the school project festival. The organization of such festivals makes it possible to convey the results of their activities to a wider range of students, to attract the attention of the administration to resolve a number of issues related to the problems of the project.

During the project, Evgeniya learned to notice patterns in natural environment, which are formed under the conditions of anthropogenic pressure, establish cause-and-effect relationships, and draw conclusions. She showed her creative abilities when decorating a flower garden and selecting color schemes for a flower bed.

The project “Electronic atlas Red Book of Moscow” is planned for 2008-2009.

At this stage, information is collected about species listed in the Red Book of Moscow, and a selection of illustrations and photographs of animal species that are on the verge of extinction is collected. This project carried out by a group of 11th grade students. The first results were shown by students in the Ecology of Moscow and sustainable development lesson on the topic of city biodiversity. At this stage, students showed the ability to work with electronic and printed literature, select significant material and illustrations. The next stage will be carried out with the help of a computer science teacher. The final product of this project activity should be an electronic atlas, which will be used when studying relevant topics in ecology (grades 10-11) and zoology (grade 7).

An obligatory stage of project activity is the presentation of the results obtained. The importance of this stage lies in attracting more students to project activities. The desire to solve environmental problems will make it possible to socialize some groups of students, teach them to work in a team and express their thoughts and ideas out loud.

The implementation of environmental education and upbringing through project activities is currently the most acceptable, in light of the trend towards reducing hours for the main biology program, and the lack of basic plan hours on ecology.

Used sources

1. Ecology of Moscow and sustainable development. Course of lectures for teachers. / Ed. G. A. Yagodina. - M.: MIOO, 2007.-208 p.

2. Moral and environmental education of schoolchildren: main aspects, event scenarios. 5-11 grades. – M.: 5 knowledge, 2007.-208p.

Personal component of a teacher’s professional activity

Zhmaev A. F., Sokolov D. A., Gundarova O. P.

Voronezh State Medical Academy named after. N. N. Burdenko, Russia

The personal component is a system-forming link in the professional activity of a teacher, largely determining the nature of pedagogical activity, the goals and objectives of the pedagogical process, as well as the ways and means of achieving them.

The personality structure includes a motivational component, personality traits, and integral personal characteristics.

The motivation of an individual is determined by its orientation, including value orientations, semantic attitudes and ideals. The orientation of the individual determines the system of basic relationships of a person to the world and himself, the semantic unity of his behavior and activities, fundamentalizes the personality, ensuring resistance to negative influences from the outside or from within, and becomes the basis for the moral assessment of the goals and means of behavior.

Pedagogical orientation, as motivation for professional teaching activity, is based on actual orientations towards the development of the student’s personality. The formation of a stable pedagogical orientation allows you to become, be and remain a teacher, helps you overcome obstacles and difficulties in your work. The orientations of the teacher’s personality are manifested in all his professional activities, determining his perceptual and logical constants of behavior and, to a greater extent, his moral and ethical character. It should be noted that the development of pedagogical orientation is facilitated by the transfer of the teacher’s motivation from the subject side of his activities to the psychological, personality-oriented sphere of students.

A teacher's abilities are usually considered as individual personality traits that ensure the successful implementation of a particular activity. Pedagogical abilities are defined as individual stable personality traits, consisting of specific sensitivity to an object, means, conditions pedagogical work and creating productive models for the formation of the desired qualities of a student’s personality.

Pedagogical abilities are usually divided into perceptive-reflexive, which determine the possibility of interaction between a teacher and the individual uniqueness of a student’s personality, and constructive-projective (managerial), associated with the ability to influence another person.

In our opinion, perceptive-reflexive pedagogical potentials are not limited only to the ability to study another person through social and industrial communicative relations, but also imply that the teacher has a high level of spirituality as the highest manifestation of individual personal consciousness. The basic elements of spirituality in in this case feelings of empathy, joy, mutual understanding, as well as the ability to accept the student’s point of view appear. This group of abilities is milk-compensated in case of its absence.

Constructive-projective (managerial) abilities include the ability to influence the individual actions of another person or his behavior as a whole, to address the student’s motives and goals and through them to manage behavior without turning management into manipulation of another person.

In addition, we consider it necessary to mention the so-called “additive” (auxiliary) abilities: well-developed memory, abstract and situational thinking, as well as industrial skills. professional abilities, necessary for teaching a certain section of science. All pedagogical abilities are oriented not only in relation to students, but also to the teacher himself. They contain both a gnostic element - the ability to understand the psychology of the student, and a creative element - the ability to adapt one’s activities on the basis of self-education and self-education.

Additive abilities also include: the ability to independently select educational material, determine the optimal means and effective teaching methods; development of alternative ways of accessible presentation educational material for all categories of students; the ability to apply individually oriented forms of teaching students, ensuring their rapid and deep assimilation of knowledge, skills and abilities; the ability to achieve the assimilation of a significant amount of information in a relatively short period of time; the ability for constant self-learning, including search and creative processing of information useful for learning, as well as its direct use in teaching activities. Most of these abilities are acquired and subject to conscious formation.

Special class of special pedagogical abilities constitute the ability to educate students. These are the abilities of adequate assessment internal state another man; be an example and role model for students in thoughts, feelings and actions; to evoke in students noble feelings, desire and desire to become better, to do good to people, to achieve high moral goals when mastering a profession.

Thus, the personality of the teacher with an individual set of psychophysiological, professional and moral qualities becomes the determining factor in his teaching activity. By regulating the communicative, cognitive and socio-psychological components of the pedagogical process, it influences the formation of students’ motivation to learn, the development of a professional worldview, and the choice of an adequate civic position in society.

Ecological consciousness and the problem of information

in modern world

Zabolotnaya M.V.

Astrakhan State University, Russia

(Faculty of Geology and Geography, 3rd year)

Scientific hands: T.M. Ramazanova, Ph.D. Sc., Associate Professor

Currently, environmental issues have become a priority all over the world. From the end of the 19th century to the present day, nature has been under increased anthropogenic pressure. To reduce negative consequences sources and types of pollution are identified, measures are developed to reduce anthropogenic impact on the environment, the population is informed about all environmental disasters and crises. Much attention is paid to the education of environmental consciousness.

In the explanatory dictionary, consciousness is defined as one of the basic concepts of philosophy, sociology and psychology, which denotes the human ability to ideally reproduce reality in thinking; and the concept of ecology is interpreted as the science of the relationships of organisms and their communities with each other and with environment.

Combining both concepts, we get the concept of “ecological consciousness” - this is the ability to reproduce reality in thinking based on the interaction of people and their environment. It must be taken into account that this interaction must be positive and contribute to human survival in the natural and social world. In the modern world, this is achieved through scientific knowledge. In addition, by combining the concepts of “ecology” and “consciousness,” we can come to the conclusion that environmental consciousness is a person’s ability to think correctly in harmony with himself and with the environment (nature and society). This should be an environmental priority now.

In nature, cycles of matter, energy and information constantly occur. If the cycles of matter are explained by the simple migration of atoms of chemical elements and their compounds in various environments, then the cycle of energy is considered as an obligatory part of these cycles, on the basis of which they are carried out. Energy comes to Earth in the form solar radiation, then it is partially scattered, reflected and absorbed by plants, and then transformed by chemical reactions into heat and is spent on the vital functions of organisms. After this, it is transmitted through trophic (food) levels from one organism to another. During the spread of energy on Earth, it transforms into various qualities (solar into thermal, thermal into the energy of chemical bonds, and so on). Scientists estimate that only about 10% of energy is transferred from one trophic level to another. This pattern is called the “ten percent rule.” All remaining energy is spent on maintaining the thermoregulation of organisms, reproduction, and the remainder is dissipated in the environment. If we consider that a person is almost always the last link in trophic relationships, then he should also receive the least amount of energy. But in reality, everything happens completely differently; a person is capable of absorbing and transforming energy in the same quantity as his smaller brothers.

This will seem absurd from the point of view of the laws of ecology, but a person can transform energy thanks to his consciousness. It is known that during brain activity the temperature of tissues increases; we generate it thanks to the energy obtained from food. But for this process to proceed normally, it is necessary to destroy and restore the molecular structure we need. But human brain allows us to change the structure without destroying molecules during digestion.

Brain activity is based on two interacting systems - consciousness and subconsciousness. If consciousness is something we control mental activity, then the subconscious is a set of certain automatic qualities and memories necessary for a person to survive in nature. The subconscious is subjective, it does not think or draw conclusions, but simply obeys the commands it receives from consciousness.
A person can convince his subconscious that he does not want to eat with the correct attitude “I’m full!” The subconscious will agree and slow down digestive functions body. In this case, a person can remain without food for a long time and carry out his activities. This system works flawlessly, it is easier to implement in those people whose subconscious is not completely suppressed by consciousness, who are still able to feel the world in harmony with nature.

There are cases when sick people who had very little time to live convinced themselves that it was better to live their last days happily. They forgot about the pills and simply enjoyed life, coordinating their subconscious with their consciousness, and were cured even from severe cancer. They replaced bad thoughts with a positive attitude and conserved their energy. We visited nature more often and received energy in the form of information about the world around us through all our senses. Autotraining works tell how to come to an agreement with your subconscious, but they often forget about the simple energy system. Energy is transformed and dissipated by our thoughts and information field, which easily catches our subconscious. This is where auto-training stumbles. Because we, while memorizing the same phrase, do not convert our energy into information. After the third time, a person’s subconscious will internalize this phrase, act in accordance with this attitude and stop developing, and this will lead to stagnation of energy. A similar effect occurs when diseases occur. It has been noted that serious illnesses arise when a person is at odds with himself: doing boring work, being in the same place, sitting in the same position.

How many times a day we complain about life and swear, we see the same landscapes. All our energy is not transformed, the structure does not change and the subconscious does not work. Everything needs development. And intuition functions flawlessly only under the condition of constant updating of knowledge about the world through the senses: touch, smell, vision, hearing, taste - receiving energy in the form of information.

Returning to the definition of environmental consciousness - a person’s ability to think correctly in harmony with nature and himself - we can conclude that it is important not only to know information about the environment, but also to perceive and accept it correctly. Ecological consciousness should be based on the fact that harmony with oneself is important for a person through the transfer of information flow from consciousness to the subconscious, from the subconscious to the entire surrounding world in the form of information energy and back to consciousness.

Many people wonder why people in the city often suffer from mental and physical illnesses. And almost everyone chalks it up to bad ecology, suggesting pollutants underneath, exposure electromagnetic radiation from equipment, factories and hazardous industries. Not many people understand that the main thing is the limitation of “living” natural information - the eyes stumble upon the same buildings, of the same shape, cars and much more, familiar to us, but not familiar to humans, like biological creature. As a result, our consciousness becomes fixated on the same thing, the energy is not transformed, and we walk along the streets in this “cloud of stagnant energy.” Imagine, one such person passed by you, a second sat down on your bench with the same energy, and a third called you and began to complain. And your positive energy evaporated, your mood worsened, your consciousness sent an instruction to the subconscious that everything is bad. The subconscious mind obeyed and your body began to waste away, and then it’s not far from oncology. Of course, you cannot make every person an optimist. But who prevents us from developing ourselves, not thinking about bad things, just living in harmony with ourselves and the environment. This is how nature lives, there are no straight streams, sad trees, because... They dissipate part of the energy consumed by living organisms in the form of “living” information about themselves.

You can say there is a lot of information, take the Internet. But it is “dead”, it has no soul, we forcibly transformed minerals into electrical energy and are glad that we have a lot of information. Only this information is about nothing, the information is “empty”. Of course, there is some “live” information in it, but while we try to find it, our consciousness will turn off and the result will be zero. In this case, it is necessary to add a fifth, information-energetic, to the already known four types of pollution - mechanical, physical, chemical, biological.

From all this we can conclude that since there is very little “live” information, humanity is facing extinction, and nothing can be changed. However, this is not at all true, and the solution to this problem is possible with little effort. Remember when you did something yourself, cooked food from the plants you grew, walked in the park, enjoyed life? You say there is no time. Time is also energy that we spend on simple dissatisfaction with ourselves and the world around us. Remember a simple general pattern - a mother can carry her child in her arms, even when he already weighs 15 kilograms, but if you need to lift a bucket of potatoes... Of course, you can say - it’s hard, only because you don’t want to do it, and the energy is different. A mother and her child are one single information-energy field, but one cannot even call a potato a field. Here is another example - a scientist is busy developing his theory, he may not eat for a long time. And the body will not even go on strike due to lack of food - the scientist himself synthesizes the energy he needs with his consciousness.

And in conclusion, I would like to say that environmental consciousness is not only information about all anthropogenic influences man to nature, but also the energy that connects us with the world around us and with each other.

There are many problems in our world, but if you stop at least for a minute, look at nature, catch its energy, and think: “Is there really something in my life that my conscious and subconscious wants? What do I want for myself? If so, then you are a harmonious person who lives in harmony with yourself and the world around you. And this is ecology, in its purest ideal form.

Used sources

1. Terra – Lexicon: Illustrated encyclopedic Dictionary– M.: TERRA, 1998, 672 p.

2. Voitkevich G.V., Vronsky V.A. Fundamentals of the doctrine of the biosphere // book for teachers - M.: Education, 1989, 160 p.

3. Tupikin E.I. General biology with the basics of ecology and environmental activities// tutorial for beginners prof. Education, 5th ed., ster. – M.: Publishing Center “Academy”, 2007 – 384 p.

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Samara State Economic University

Department of Social and Political Sciences

in Sociology

on the topic: “Students as a special social group”

Completed by: student

2 courses PEF EOT

Lipey E.A.

Scientific director: Lebedeva L.G.

Introduction

1.1 The concept of students

Conclusion

Introduction

Choosing the topic of the essay was not difficult, because... I myself belong to a group of students and have the opportunity to consider this problem from the inside. Moreover, the question of the role of students in our society and, in particular, in the youth group, is very relevant for many reasons.

Scientific interest in such a social group of young people as students is determined by the fact that, firstly, in a developed society, rapidly developing sectors of the national economy, science and culture determine a further increase in the number and quality of training of specialists with higher education (in relation to other groups of students youth); secondly, the socio-economic importance of the educational and preparatory functions of university students is increasing; thirdly, students are the most important source reproduction of the intelligentsia; fourthly, the great role played by students in the socio-political life of our country.

In philosophical and sociological literature, the problem of students began to be actively developed in the 60s. Various aspects of this problem, such as social sources of student recruitment, the characteristics of its various professional groups, higher school as a channel of social movements, were considered by such researchers as Dmitriev A.V., Ikonnikova S.N., Kolesnikov Yu.S., Lisovsky V.T., Rubin B.G., Rubina L.Ya., Rutkevich M.N., Saar E.A., Titma M.Kh., Filippov F.R. and etc.

In this work, I will try to consider such aspects as sources of student recruitment, the social status and well-being of the student, as well as the political, moral, cultural and leisure orientations of students. But first, of course, it is necessary to give the concept of such a social group as students.

Chapter 1. Social structure of students

1.1 The concept of students

Students are a social group consisting of young people studying in higher educational institutions. Essential social trait students - their closeness in the nature of their activities, interests, orientation to the social group of the intelligentsia and specialists. This also determines the internal heterogeneity of the student body, not only in terms of social background, nationality, demographic characteristics, but above all, according to the features of professional appearance, close to the features of the corresponding groups of specialists. The general global trend in the context of the scientific and technological revolution is the rapid quantitative growth of students, mainly in industrialized countries. Associated with this is the democratization of higher education and the expansion of social sources of student recruitment. The rapid increase in the proportion of people from various strata of the working people led to the active participation of students in mass anti-war and other anti-democratic movements, in the struggle to solve environmental problems. Various forms of international student cooperation have emerged and are developing in these movements, as well as in sports (Universiade) and other sports. social activities. Osipov G.V. Russian sociological encyclopedia. - M.: 1998, p. 544.

Students as a special group emerged in Europe in the 12th century at the same time as the first universities. Medieval students were extremely heterogeneous both socially and in age. With the development of capitalism and the increasing social significance of higher education, the role of students in the life of society increases. Students are not only a source of replenishment of qualified personnel and intelligentsia, but they themselves constitute a fairly large and important social group. Although high price higher education and the presence of a number of other social barriers made it accessible in most cases only to wealthy segments of society, and it itself gave the people who received it significant privileges, already in the 19th century. 20th centuries The students were distinguished by their high political activity and played a noticeable role in public life.

The scientific and technological revolution entailed major changes in the position and composition of the student body. The need for educated personnel everywhere causes a rapid increase in the absolute number of students, as well as their specific gravity V total mass population and especially in youth age groups. Due to the consolidation of higher educational institutions, the concentration of students is increasing, and campuses are becoming more and more crowded. The growing mass character of higher education undermines its former elitism and makes students more democratic in social origin. Certain shifts are also taking place in the gender and age structure of students, in particular the number of women is increasing.

Despite the differences in their social origin and, consequently, material capabilities, students are connected by a common type of activity and in this sense form a certain socio-professional group. General activities in combination with territorial concentration, it gives rise to a certain community of interests among students, group identity, a specific subculture and way of life, and this is complemented and enhanced by age homogeneity, which other socio-professional groups do not have. The socio-psychological community is objectified and consolidated by the activities of a number of political, cultural, educational, sports and everyday student organizations.

Students don't take independent place in the production system, student status is obviously temporary, and social status students and their specific problems are determined by the character social order and are specified depending on the level of socio-economic and cultural development of the country, including national characteristics higher education systems.

Students play a special role in the system of social division of labor, which consists in preparing to perform the functions of the intelligentsia. While not constantly participating in the production of material and spiritual values, students nevertheless partially participate in indirect productive and unproductive labor in the form of study, the role of which is increasing in society.

Students, being an integral part of youth, are a specific social group characterized by special conditions life, work and everyday life, social behavior and psychology, a system of value orientations. For its representatives, preparation for future activities in the chosen sphere of material or spiritual production is the main, although not the only, occupation.

As a social group, students are an association of young people with certain socially significant aspirations and objectives. At the same time, students, being a specific group of students, have characteristics unique to them.

Students are a fairly mobile social group; its composition changes every year, since the number of students admitted to universities exceeds the number of specialists graduating.

Among the specific features of students, several more typical features should be included. First of all, such as social prestige. As noted above, students are the most prepared, educated part of youth, which undoubtedly puts them among the leading groups of youth. This, in turn, predetermines the formation of specific features of the psychology of student age.

In an effort to complete their studies at a university and thus realize their dream of obtaining a higher education, most students realize that a university is one of the means of social advancement of youth, and this serves as an objective prerequisite that shapes the psychology of social advancement.

The commonality of goals in obtaining higher education, the common nature of work - study, lifestyle, active participation in the public affairs of the university contributes to the development of cohesion among students. This is manifested in the variety of forms of collectivist activity of students.

Another important feature is that active interaction with various social entities society, as well as the specifics of studying at a university, lead students to great opportunities for communication. Therefore, a fairly high intensity of communication is a specific feature of students.

A socially significant feature of students is also an intense search for the meaning of life, the desire for new ideas and progressive changes in society. These aspirations are a positive factor. However, due to the lack of life (social) experience, the surface in assessing a number of life phenomena, some students can move from fair criticism of shortcomings to thoughtless criticism.

1.2 Sources of student recruitment

The problem of reproduction of student youth can be considered in various aspects. Since the student body is formed from young representatives of various strata, during periods of transformation of the social structure of society it can serve as an indicator of these processes.

It itself is also an active participant: after all, higher education performs the function of individual and/or group social mobility and reproduction of layers engaged in highly skilled and complex work.

Analysis of the social structure of students is also important in terms of social justice, since it shows the accessibility of higher education for various strata, i.e. from the point of view of “equalizing chances for everyone.”

But there is also a sociocultural aspect of this problem: in what social environment are there optimal material and cultural conditions to form a set of personal qualities required for higher education? After all, in order to successfully pass the competition, develop the academic discipline of students, strive to master the subject studied well, develop their horizons, etc. Therefore, representatives of some social strata turn out to be more competitive for the higher education system (it is easier to enter a prestigious university, a prestigious faculty), while others - less competitive.

What changes are taking place in the social structure of students at the present time? What are the main social sources of replenishment? What are the most significant features of its social culture, how is its reproduction carried out?

Firstly, among the parents of students there are relatively few unemployed (unemployed, non-working pensioners, disabled people, etc.). That is, the social structure of students, in comparison with the social structure of society, looks more prosperous and is a structure of an “improved” type. Secondly, the social composition of students is quite diverse: both traditional and new strata that emerged during the reforms (owners of their own businesses, entrepreneurs) are widely represented in it. Thirdly, the dominant group is students who come from families of specialists with higher education. Fourthly, among students the proportion of children of workers and support staff has decreased significantly. Fifthly, the student body is quickly replenished with representatives of a new layer for us - young people from families where one of the parents, or even both parents, are owners of private firms in various levels of business.

An important feature of the social composition of students is the high employment of parents in the state or non-state sector of the economy. Why is this factor considered a differentiating feature among students? The fact is that people associated with the private sector have life prospects, expectations and attitudes, and standards of living that are radically different than those of the layers “tied” to the public sector. Another line of stratification of the student population ran between universities: it turned out that different universities “accumulate” students from different countries in far different ways. Of course, in the past there were universities that were distinguished by both prestige and “elitism” (i.e., a high proportion of students who came from the ranks of the Soviet elite). However, now the list of elite universities has expanded.

Along with the economic situation of parental families, from the beginning of the 90s another factor began to “work” in stabilizing the standard of living of students: additional earnings. They have become so widespread that, in fact, we can talk about a change in the way of life of students, since, along with their studies, they are becoming the second main activity of students. There is no direct connection with the standard of living of the student’s family, i.e. both those in dire need and those who have noted a high standard of living earn extra money.

Probably, additional earnings are becoming a new standard of behavior, symbolizing the efficiency and entrepreneurial spirit of students (i.e., they perform not only their direct function).

Studying at universities is the most important channel of social movements (social mobility) for young people from all social groups and strata. With the rapid growth in the absolute number and share of specialists in general and the layer of highly qualified specialists in particular, the last layer is in the process of expanded reproduction. It is quite clear that in conditions when the number of the stratum under consideration has almost doubled over each of the last decades, the problem of social sources of its replenishment requires especially careful analysis. The decisive factors determining the increasingly even enrollment of students from all social groups of society are the following two.

The rapprochement of social groups based on the material conditions of existence.

The implementation of universal complete secondary education means a major step in overcoming cultural differences among young people belonging to different social groups by birth and upbringing, living in a city or village.

The contradictory influence of various factors has created an ambiguous situation in domestic higher education. Social mechanism replenishment of students makes the university system more and more self-reproducing.

Sociologist L.I. Boyko published the following data on the social structure of students. The student body is dominated by young people whose parents have a high educational level: at least 60% of respondents come from families of specialists with higher education, and about 30% come from specialized secondary education. The proportion of those whose parents are managers of various ranks has increased significantly; Every third student has a father and every fifth student has a mother belonging to this category. Boyko L.I. Transformation of the functions of higher education and social positions of students // Sociological studies. 2002. No. 3. Page 81.

These factors predetermine the high economic status of most students.

Lately, the share of financially prosperous students has increased and amounts to almost 3/4 of those surveyed (for comparison: according to similar sociological measurements, among “adults” there are no more than 30%). Moreover, this part determines the general appearance and social well-being of students. Consequently, the student population is recruited primarily from strata that have largely successfully adapted to market relations and are well-off.

This phenomenon is an indicator that the social composition of students is asymmetrical to the social structure of society and has a very narrow social base of recruitment.

A significant stratification of students also occurs in the educational process: we are talking not only about academic performance, levels of diligence, but also differences in the motivating factors of learning.

Along with those who respond quite adequately to market impulses and, as a result, are active in acquiring knowledge, there is a large group of students with opposite aspirations. They are characterized by the absence of more or less clear guidelines, formal adaptation or alienation from the educational process, the importance of external stimuli in studies, such as the forceful influence of the dean’s office, strict control over class attendance, etc.

Moreover, they ignore the need for significant personal efforts to master knowledge, acquire professional

self-determination.

From this we can conclude that the social protective functions of higher education in a number of cases form the dependent positions of students. Youth in beginning of XXI century: basic values, positions, guidelines: Materials of the All-Russian Student Conference. November 21 - 22, 2002. - Samara: SGEA, 2002, pp. 104 - 105.

Chapter 2. Social image of students

2.1 Social status and well-being of the student

Among the indicators of student status, one can distinguish a group of descriptive (gender, place of residence before university, parental education) and acquired, achieved by a person to the present moment of his life.

The distribution of students by gender has remained almost unchanged for many years. IN this study 43% are boys and 57% girls: this is their average share in a university. Naturally, there is a predominance of boys in technical universities and girls among future humanities scholars.

As the study shows, in technical universities the influx of students from their hometown has become greater than before. On the one hand, their “starting position” is in many ways more advantageous: there is a closer connection with family, there is no need to experience the difficulties of living in a hostel, and it is easier to decide on a future place of residence. From a social point of view, this part of university youth turns out to be less dynamic and independent; their status remains dependent for a long time on the position of the parental family. And in self-determination through a university, the element of personal initiative appears a little later.

It is very difficult to talk about the social status of students depending on the social affiliation of their parents in the conditions of recomposition of the entire social structure.

A feature of modern students is that the process of their inclusion in public life occurs not only through educational activities and professional training, but also through the formation of independent material and living conditions, new forms of manifestation of their own activity and through the choice of forms of social interaction. The process of formation by young people of a financial, property and housing status independent of their parents has two “nodal points”: 16-17 years old, when more or less mass inclusion in adult economic life begins, and 21-22 years old, when the first experience of realizing material wealth is accumulated. everyday intentions of students.

How successful are the attempts of modern students to gain their own material and living status? The main source of income for students is still assistance from parents and relatives. 6% of the students surveyed do not have family support at all, and one in five, without denying the presence of it, simply do not consider it significant. The second most important source is a scholarship, but its size is such that only 1/3 of students can name it as the main source of livelihood (the differences between universities are insignificant here). A very significant source is wages, which 13% of students have today.

In order to remove Negative consequences necessary disconnection from study to earn money, you can pay attention to the connection between additional work and the training received at the university. Half of the “part-time” students do not have such a connection. Only 11% of respondents clearly indicate the opportunity to work in a related specialty; another 12% use their professional knowledge partially. It is interesting that in those universities where students go for “extra jobs” less often, they are more consistent with their future profession. Cherednichenko G.A. Youth of Russia: Social orientations and life paths (Sociological research experience). - St. Petersburg: RKhGI, 2004, pp. 36 - 45.

Judging by the results of the study, every fifth student already has his own housing (apartment, private house). This is natural, because half of the respondents live with their parents, having the right to housing, and another 7% are direct owners of housing.

Young people have not been spared new forms of “investment of capital”: half of the students at classical and pedagogical universities have securities and jewelry (expensive jewelry, etc.), which are considered by more than a third of all students to be a necessary attribute of material status. A number of universities use credit cards when receiving scholarships through bank deposits.

At the same time, self-determination in the everyday sphere for some students is associated with having their own family. Student families (that is, families in which at least one spouse is a student) need support - this is an indisputable fact.

Some aspects of the psycho-emotional state of students.

Transfer from school education to higher education, the professional growth of students from initial to senior years is accompanied by the development of personality and its psyche. Observing the attitude of students to the subject being studied, their behavior in student group, we can note some regularities in the psycho-emotional state of students. As you study at a university, the memorization of the studied material and the level of its presentation when answering increases, and vice versa, emotions about the “discoveries” of the unknown decrease.

Students experience a certain pressure from the student environment. If at school it was possible to appeal to teachers and seek support from parents, then at a university this is not accepted. The lifestyle of students is influenced by the need to stay in large groups - this is a student group, a stream, a course.

Of course, students are influenced by how they mature from course to course. However, they continue to bear the image of a student: they worry when they are asked in class when a test is coming up. It has been noticed that during the process of studying at a university, students often experience psycho-emotional tension - a kind of stress. The reason for this condition may be overload or too little workload with schoolwork. Overload causes anxiety in terms of fear of not being able to do it in time, not being able to cope, or getting an unsatisfactory grade. A light workload creates anxiety about one's worth—students often get offended if they are ignored in some work, not asked in class, etc. Youth at the beginning of the 21st century: basic values, positions, guidelines: Materials of the All-Russian Student Conference. November 21 - 22, 2002. - Samara: SGEA, 2002, pp. 105 - 106.

The poor social well-being of a significant part of students is caused by unsolvable social problems. The level of anxiety among female students is significantly higher than among male students. Everyone is equally concerned about their poor financial situation. But in terms of prospects - possible unemployment, poor care for leisure time, for each other - the mood of girls is noticeably worse than that of men, who, in turn, are more concerned about additional income.

2.2 Political, moral, cultural and leisure orientations of students

The weight and importance of youth as a subject of political changes (which is not always associated with their real participation in these changes) is recognized by representatives of various political forces- from the ruling to the opposition. And this interest encourages the study of the problem of “youth and politics”.

Like other groups of youth, politics is not a priority area of interests and needs of modern students, although they experience a certain influence political events in the country for your life.

The most important determinant of young people's attitude towards politics is the deterioration of their financial situation. The political interest of modern youth is “selective” in nature and manifests itself from time to time.

Today, when fulfilling public assignments and membership in a political organization has ceased to be an indicator of social activity, many forms of student participation in political activity have been reduced to a minimum. Moreover, as usually happens, there is a pendulum movement - from formal, forced participation (“I am engaged”, “I perform”, “I am a member”) - to non-participation. Hopes that participation would become, albeit much less widespread, but conscious and voluntary, were not justified. If we take into account (and this is becoming increasingly clear today) that in the activities of university Komsomol organizations there were not only negative points(ideologization, overorganization, formalism), but also positive ones (organization of study, work, life and leisure of students, formation of the qualities of a leader and leader), it becomes clear: the current orientations of the overwhelming majority of students will be serious obstacles to overcoming the institutional crisis in the youth movement.

The noted trend is widespread. The differences by gender (young men are a little more active), by field of study (naturalists and economists are a little more active than techies and humanists), and by university are of little significance and only confirm the general trend.

The main form of interest among young people in politics today is informational. The inconsistency of the widespread in last years stereotype when young people are apolitical (a real fact in relation to participation in political activities, political parties, movements) was also transferred to her attitude to information about politics. This is especially unacceptable for students of humanities and economics, whose interest in political information above average. Therefore, the curtailment of the well-established system of political information for students that has occurred in recent years does not seem entirely justified. This was also facilitated by the fact that many departments of social sciences and humanities - under the pretext of “de-ideologization”, “depoliticization” - use the potential of their basic courses and special courses to systematically inform students on current political issues. However, the one-sidedness of political informing of students and its transformation into political agitation is unacceptable. In the conditions of the election struggle, this may lead to students being drawn into political games on the side of certain forces. Therefore, the inclusion in the statutes of many universities of a provision on the inadmissibility of political propaganda in the teaching and education of students must be strictly observed.

Most students prefer democratic reforms. Even in conditions when many students directly feel the negative consequences of these reforms, the general democratic orientation of their orientations remains. Although - and this must be foreseen - further revaluation of values and a decrease in prestige in the eyes of students of democratic parties and movements is quite possible.

De-ideologization, the collapse of faith in various “isms” affects the fairly broad support among students of non-political movements and associations that put forward the social protection of certain groups of the population as their main task. It can be assumed that a movement that specifically seeks to express and protect the interests of young people would receive considerable support from students.

Students increasingly correlate their attitude towards politics, when non-participation in it is becoming a reality, with the readiness and ability of government structures at any level to solve specific social problems. The reorientation characteristic of youth consciousness from global-level values to specific acute and unresolved problems can be considered quite normal.

Not so much social as personal guidelines are becoming more and more significant. This is especially evident in young people’s ideas about success in life, which is used by sociologists as an indicator of their value orientations.

Among the most significant values:

I like it, interesting work.

high earnings, material well-being.

good ones, faithful friends, a good relationship in the family, satisfaction in intimate life, love.

In general, we can say: students are becoming more practical, more pragmatic. But at the same time, the orientation towards creative, interesting work, the importance for success of intangible values (Friendship, Love, Family) increases. The contradiction is intensifying: how to correlate market attitudes and universal human values?

The least significant things for students turned out to be fame, connections, acquaintances, power, the opportunity to command people, and a quiet life.

It turns out that ideas about the crisis of ideals and values of young people need serious clarification. Yes, many ideals have collapsed, politicized illusions and stereotypes have disappeared. But the sphere is moral, focusing on decency and sincerity in interpersonal relationships turned out to be more stable. And this - despite all the costs - is a positive thing.

Unfavorable conditions for leisure activities and recreation for young people, as well as the insufficiency of socio-cultural benefits for them, were not included in the list of the most important social problems of students. However, this indicates not so much the absence of the problem of organizing leisure time as such, but rather the fact that against the backdrop of ongoing social and economic cataclysms, it is in the background, giving way to the difficulties of the financial situation, poor condition health, unemployment, fear for the safety of family and friends.

There is no discovery that male students, on average, spend much more money on leisure activities than female students.

Conclusion

To summarize, we can say the following: firstly, changes in the composition of the student body by social origin and standard of living indicate increasing differentiation, heterogeneity, and differences in the student body across universities, faculties, and professional groups. Gradually, priority in the formation of students is moving to layers more adapted to the economic realities of our society. If this process continues to develop, the access of the poorest strata to higher education will be greatly hampered. Secondly, the stabilization of the reproduction of student youth shows that interest in higher education has remained, which is also reflected in the “rise” of its value in the hierarchy of students’ values. However, the contradictions that arise between the institution of higher education and various other segments of society lead to increasing dysfunctional consequences. They are diverse in their manifestations and can be seen, in particular, in the dissatisfaction of students with the quality of training received, the deformation of individual layers educational process. But the most important thing is that there is a steady decline in the main result of the functioning of higher education - the education of students and the level of their professional competence.

So, young people strive to get higher education, believing that “without it, modern times nowhere,” but we should not forget that a diploma ceases to be a guarantee of employment and makes its owner dependent on supply and demand in the labor market.

List of used literature

http://www.ronl.ru/sociologiya/11803.htm

Boyko L.I. Transformation of the functions of higher education and social positions of students // Sociological studies. - 2002. -№3.

Youth at the beginning of the 21st century: basic values, positions, guidelines: Materials of the All-Russian Student Conference. November 21 - 22, 2002 (Samara State economic academy and etc.). - Samara: SGEA, 2002.

Rutkevich M.N. Sociology of education and youth: Selected (1965 - 2002). - M.: Gardariki, 2002.

Students // Osipov G.V. Russian sociological encyclopedia. - M.: 1998, p. 544.

Cherednichenko G.A. Youth of Russia: social orientations and life paths (Sociological research experience). - St. Petersburg: RKhGI, 2004.

Introduction of the dissertation (part of the abstract) On the topic "Social status of students in modern Russia: Sociocultural aspect"

Relevance of the research topic. The modern period of social development in Russia is characterized by social instability, polarization and clashes of various socio-political forces, an increase in the level of conflict in social relations, and an increase in the degree of social risk. That is why the problem of finding mechanisms for achieving social harmony and maintaining social order comes to the fore with particularly urgent need.

The effectiveness of reforms in Russian society largely depends on how adequately the characteristics of the social status of various groups of the population, and, above all, the younger generation, are taken into account. This actualizes the study of changes in the social position of those social groups in the social hierarchy that are traditionally considered bearers of advanced ideas.

Currently interested sociological acquires knowledge of youth issues special character, since the younger generation found itself involved in complex multidirectional movements within the social structure of society. These vectors of horizontal and vertical mobility are largely determined by the restructuring of society depending on changes in forms of ownership, the nature of power and market transformations of the economy that have changed the prestige of professions. The integration of youth into the social structure is carried out by various social institutions at different levels (forming an integral mechanism): a) legal, through inclusion in the system of legal relations accepted in society; b) economic, through inclusion in labor relations and the distribution system; c) educational, preparing for civilian roles and industrial activities; d) spiritual, thanks to the formation of a socially approved ideal and value systems.

The transition to market relations in the country led to the deformation of this mechanism as a whole and the reorganization of each of the selected elements. This had a particularly painful impact on the situation of the youth group aged 17-22 years. It is during this period that young people develop professionally and, at the same time, free them from family care. During the same period, the integration of the younger generation into the “adult” society takes place, that is, its inclusion in the socio-professional structure. For many decades in Russian society (former USSR), this process was strictly controlled and patronized by the system of state institutions (distribution of labor resources, competitive selection into educational institutions of various profiles and levels, planned distribution of young specialists). This kind of control was perceived as an “intermediate” stage between family care and complete independence.

Currently, there is a rejection of the principles of state patronage of the sphere of integration of youth into the socio-professional structure of society and an emphasis on the active self-determination of a young person, his independent choice of profession and investment of material resources in acquiring a profession. In other words, this process stopped being tightly controlled from the outside government agencies. For the individual, this has direct significance: the effectiveness of his choice of future professional application of forces is not guaranteed by anyone. The success of this choice is determined by the individual himself long before entering the labor market: his motivation for choosing a university, abilities, quality of professional training, cognitive activity, etc.

However, the effectiveness of such individual choices has the opposite effect on the state of society itself. IN modern conditions characterized by the transition to complex technologies requiring long-term special professional training, the success of the professionalization of youth is a necessary condition dynamic development of society.

The current “scissors” situation (on the one hand, the importance for society of the professional development of young people, and on the other hand, the spontaneity of this process at the present time) is aggravated by the transition of the economic system itself, in which the individual choice of professional development is most often determined not by the motivation to maintain specific types of labor or social status, but by the situation and the possibility of momentarily attracting financial and social resources for professional development.

Therefore, studying the problems of professional development of Russian youth in the conditions of spontaneity in the development of this process has relevance and practical significance. This is especially true for such a group of young people as students, who are specially prepared for complex intellectual types of work that determine the dynamics of the economic development of society and its production potential.

The attention to the problems of students on the part of scientists can also be explained by the changing position of this group in society. The very social status of students is marginal, since the period of study at a university represents only preparation for a future profession. Therefore, students perceive their stay within the walls of a university as temporary, transitional and unsatisfactory from the point of view of their position in the social structure. This dissatisfaction with their social position was always inherent in students, but it was resolved by entering the status positions of the professions for which they were preparing. The current situation for a large part of students extends the period of marginality into the immediate post-graduate years.

An urgent practical task of the bodies regulating the dynamics of social processes is to minimize the objective conditions for extending the period of marginality for students. Its solution, in turn, involves studying and comparing different trajectories of social mobility of different groups within the student body.

Traditional approaches to the study of the social position of any group (or subgroup) involve recording the dynamics of the quantitative parameters of this position on the most important social fields - economic (by the nature of property, income), power (by position in the management system, determining privileges, power), social (prestige profession, education, etc.). When applied to the study of the mobility of various subgroups of students and this group as a whole, this approach has its limitations. They are due to the fact that this group does not have its own positions either in the economic or political fields. And its socially prestigious positions are derived from the accumulated social capital of parental families.

This situation makes it relevant to study the social status of students in theoretical terms, since the indicator of its determination should be other, non-quantitative characteristics. This study is devoted to identifying them and analyzing the social positions of students.

The degree of development of the problem. Social problems of students are a traditional subject of research in Russian sociology. An objective analysis of youth problems and the real basis for the formation of the sociology of youth and the sociology of education in the USSR were the studies of Bestuzhev-Lada I.V., Rubina L.Ya., Rutkevich M.N., Fillipov F.R., Shubkin V.N. and others. Currently, the works of leading research centers on youth problems - St. Petersburg, under the leadership of Lisovsky V.T. and Moskovsky, under the leadership of V.I. Chuprov. Along with domestic scientists, foreign sociologists made an important contribution to the development of youth sociology: Rudolf Mayer (Germany); Anthony Giddens, Neil Smelser (USA), etc.

Titma M.Kh. paid much attention to the scientific development of youth problems. He placed the main emphasis in his research on the regional specifics of the life path of a generation, resulting from the characteristics of culture and the unequal level of socio-economic development of the regions.

The personality of a student and the life activity of students was considered by Dmitriev A.B., Ikonnikova S.N., Kovaleva A.I., Lukov V.A., Efendiev A.G., Yadov V.A.

A significant event in the study of youth problems was the work of Rostov scientists Kolesnikov Yu. and Rubin B. “ A student through the eyes of a sociologist"(1968), which examined sociological problems of reproduction of highly qualified labor force.

In the 90s, in the works of domestic sociologists (Abdulina O.A., Denisova G.S., Dudina O.M., Rakovskaya O.A., Rubina L.Ya., Yupitova A.B., etc.) special attention was paid to the social organization of students and its professional avant-garde .

The works of Merenkov A.V., Pavlova V.V., Slutsky E.G. are devoted to the analysis of the problems of youth in the labor market. A wide range of problems, including: the dialectic of generational continuity, the value orientations of modern students, deviant behavior of young people, the principles of social protection of young people, etc., are addressed in the works of Bagdarsaryan N.G., Bondarenko O.V., Goryainov V.P. , Islamshina T.G., Kansuzyan J.I.B., Lapina N.I., Marshak A.L., Nemtsova A.A. The position of youth in society, their well-being, the classification of the younger generation as a marginal layer, the social development of youth are traced in their works by Golenkova Z.T., Igitkha-nyan E.D., Kazarinova I.V., Meshcherkina E.Yu., Popova I. S.P., Rakovskaya O.A., Tchaikovsky Yu.V. The problem of social status, the social structure of modern society is analyzed in the works of Anurin V.F., Zubok Yu.A., Ionin L.G., Kovaleva T.V., Novichkova N.V., Radaev V.V., Rutkevich M. N., Savva M.V., Slepenkova I.M., Chuprova V.I., Shkaratana O.I., Efendieva A.G.

The social appearance of students in the 90s in the transition period - regional features of student enrollment in universities, determining the readiness of the current and upcoming student intake to accept new educational programs - attracted the attention of Boyko L.I., Brezhnev B.S., Vishnevsky Yu.R., Dobruskin M.E., Ziyatdinova F.G., Kovaleva T.V., Kolesnikova Y.S., Prokopenko S.B.

In recent years, a number of works have been published based on the coverage of extensive empirical material obtained by the Center for Sociology of Youth, ISPI RAS, within the framework of the project “ Social development of youth" These include a textbook on the sociology of youth, a number of collective monographs devoted to the situation of youth (including students

1 See: Sociology of Youth: Textbook / Ed. V.T. Lisovsky. - St. Petersburg, 1996. -460 p. childish) in modern Russia2.

At the same time, with all the variety of works devoted to student issues, the social status of students is rarely considered in a differentiated manner. It seems to us that the uniqueness of the social positions of students requires consideration of them from the point of view of the intersection of the analysis of the two spheres that form them - the symbolic capital of their parents and the symbolic capital of the professions that students study within the walls of the university. Various resource base Students in these two areas are differentiated by modern students into groups that are unequal in sociocultural terms. Therefore, indicators of the social status of students are the position of their parents and the differentiation of the sphere of vocational education by degree of prestige.

Purpose and objectives of the study. The purpose of the dissertation is to analyze the influence of sociocultural factors on the social positions of students as a social group, its internal differentiation and determination of the social potential of students to fulfill given social roles.

The implementation of the set goal is achieved in the process of solving the following tasks:

Based on the theory of social stratification, highlight the specifics of the status positions of student youth;

Within the framework of the concept of social reproduction, highlight the functional role of students;

Analyze the factors that determine qualitative changes in the process of forming students as a social group and influencing the performance of its functions in the system of social reproduction;

Depending on the professionalization and motivation of learning, identify the vector of change in the value orientations of students;

To study the factors that determine the motivation for choosing educational institutions and the professional preferences of modern students in the

2 See, for example: Chuprov V.I., Zubok Yu.A. Youth in social reproduction: problems and prospects. - M., 2000. - 116 p. regional level.

The object of the study is students as a social group of transforming Russian society.

The subject is sociocultural factors that determine the characteristics and social status of modern Russian students.

The theoretical and methodological basis of the study were the principles of structural and functional analysis of the social structure of society, as well as the main provisions of the theory of sociocultural interaction by P. Sorokin, complementing stratification the theory of studying social positions by studying the meanings, norms, and values possessed by persons interacting in society.

When discussing the topic, an interdisciplinary comprehensive consideration of the problem was used, as well as a comparative historical approach to studying the place and role of student youth in Russian society.

The work is based on the works of domestic experts in the field of youth and juvenile policy, and also contains data sociological research by VTsIOM, St. Petersburg and Moscow scientific centers.

To collect and summarize the factual base, the following methods were used: questionnaire and formalized interview, participant observation, statistical data analysis, secondary processing and interpretation sociological information.

The empirical basis for the put forward theoretical positions was statistical data, sociological research characterizing the social image of students in the city, region and Russia (statistical data from Novocherkassk, Rostov-on-Don, St. Petersburg Research Institute of Comprehensive Social Research, data from the Institute of Social Research of the Russian Academy of Sciences, Goskomstat data); results of empirical sociological research conducted in universities of the Rostov region with the participation of the author in 1997-2000.

The scientific novelty of the study lies in the proposed approach to studying the status positions of students not so much in terms of quantitative, but rather in terms of qualitative, sociocultural characteristics. Content-wise increment scientific knowledge consists of the following elements:

The objective prerequisites for the status heterogeneity of the group of student youth have been identified, the number of which increases with the professional socialization of students;

The specificity of the social status of students is highlighted, which is associated not with its place in the system of current social production, but with its role in social reproduction (i.e. with its potential role);

The social function of students as a subject of an intensive type of social reproduction is substantiated;

The determining impact of the transformation processes of modern society on quality characteristics students as a social group, expressed through the concept - “ social appearance»;

The differentiation of student youth according to the ideological (value) basis on which the projective mobility of these groups depends and which makes it difficult to effectively apply quantitative characteristics to determine the status positions of the student body as a whole;

The dynamics of the status positions of student youth depending on the type of professional socialization has been revealed.

Provisions for defense:

1. The heterogeneity of modern students is determined by the inequality of starting opportunities of the social groups from which students are recruited, and the inequality of the degree of prestige of the professions being mastered in the labor market, and, consequently, the potential for social mobility inherent in certain professions.

2. Students occupy a specific social position, which is determined not by its place in the system of social division of labor or the degree of involvement in the management system, but by its role in the system of social reproduction, which requires different approaches to analyzing the status of this group.

3. Based on the concept of social reproduction, it is possible to determine the social role of students in transforming societies (namely, modern Russia belongs to this type), which forms student youth as carriers of innovative technologies, which are the basis of an intensive type of social reproduction. The implementation of this social role is possible subject to the growth of the spiritual potential of student youth, which is provided by universities in the process of professional training.

4. The transformation processes taking place in modern Russian society and reorganizing the labor market and the hierarchy of professions have significantly affected the social appearance of modern students. His characteristic features steel: dynamic growth in the number of this group, its differentiation according to economic and sociocultural characteristics, which determine unequal trajectories and unequal potential for social mobility of various subcultural groups of student youth.

5. The active replication in the public consciousness of Russian society of an orientation towards individualism, based not on work, but on hedonistic ethics, led to the differentiation of students on an ideological basis into groups capable of fulfilling a given socio-cultural role, and marginalized people, who subsequently replenish social groups not associated with initially chosen professional socialization.

6. Systemic crisis Russian society, which significantly reduced the potential for territorial and social mobility, as well as the removal of the state from financial and social support for higher education, predetermined the downward social mobility of rural and working youth, for whom higher education has become difficult to access, as well as students who chose professionalization in the field of engineering. technical labor.

The practical significance of the study is as follows:

Scientific results will be useful in developing management decisions aimed at improving state policy towards youth, as well as in the field of managing the educational process;

The findings of the dissertation research are of interest for improving methods of career guidance among school graduates;

The analysis of the dynamics of student value orientations made in the work can be recommended as the basis for developing a package of measures aimed at optimizing the social and professional socialization of students in universities;

The dissertation materials can be used in developing lectures on the general course of sociology and special courses on the sociology of youth and education.

Approbation of work. The main content of the dissertation research is presented in 10 publications, with a total volume of 3.07 pp.

The main conceptual ideas of the study were presented at 5 regional and interuniversity scientific and theoretical conferences, including the All-Russian interuniversity conferences “Russian university: the focus is on the individual. Problems of education" (Rostov n/D, 1999), "Fundamentalization of higher technical education" (Novocherkassk, 2000)

The ideas of the dissertation and generalized sociological data are reflected in lectures on the courses “ Sociology of education", "Sociology", read in student classrooms and in retraining courses for teaching staff at higher and secondary specialized educational institutions.

Separate theoretical sections included in the justification and practical implementation of the experiment of the Ministry of Education of Russia at the South Russian State Technical University (Novocherkassk Polytechnic Institute) to improve humanities education.

The work was carried out within the framework of the state budgetary research work of the Department of Sociology and Psychology “Social meanings of higher technical education XXI

Work structure. The dissertation consists of an introduction, three chapters (two paragraphs each), a conclusion, a list of references and 2 appendices (including 53 statistical tables and 27 histograms). The total volume of the dissertation is 123 pages of typewritten text.

Conclusion of the dissertation on the topic "Social structure, social institutions and processes", Taranova, Larisa Vasilievna

List of references for dissertation research Candidate of Sociological Sciences Taranova, Larisa Vasilievna, 2001

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7. Antipina G.S. Theoretical and methodological problems in the study of small social groups. L., 1982. -112 p.

8. Anurin V.F., Novichkov N.V. On the political stratification of Nizhny Novgorod students // Sociological studies. 1995. - No. 6. - SL41-143.

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In the near future, the political mood of young people, as well as which politicians they will associate their expectations with, will largely depend on their social status, sociocultural attitudes and values. Hence the need to study its most diverse groups, layers and orders. However, so far different social groups of young people are being studied unevenly by sociologists. The main attention is paid to high school graduates and students of pedagogical universities, and many other professional groups of students, as well as young university graduates, are much less represented in the research.

The study was conducted in the spring of 1995 among university students in the Sverdlovsk region. The questionnaire survey method was used to study such problems of student life as financial situation, level of professional and social self-determination, political activity, free time, and relationships with various student organizations.

The choice of 3rd year students as the object of study is due to the fact that by this time the adaptation period is completed, the influence of pre-university factors is less significant, professional interests and long-term life plans are updated.

Social status and well-being of the student

Domestic works do not always take into account that the student years are a completely independent stage of a person’s life, during which he has and forms his own development environment, participates in activities that today act as personality-forming factors and determines the model of social behavior of this society. groups. Among the indicators of student status, one can distinguish a group of descriptive (gender, place of residence before university, parental education) and acquired, achieved by a person to the present moment of his life.

The distribution of students by gender has remained almost unchanged for many years. In this study, 43% are boys and 57% girls: this is their average share in a university. Naturally, there is a predominance of boys in technical universities and girls among future humanities scholars. The process of feminization of higher education remains “spontaneously stable,” although the situation of social filling of unemployment (the majority of the unemployed are women with higher education) has long required regulation.

It is very difficult to talk about the social status of students depending on the social affiliation of their parents in the conditions of recomposition of the entire social structure. In the studies, one characteristic was taken - education, the connection of which with the factor of choosing a university was always strong.

A feature of modern students is that the process of their inclusion in public life occurs not only through educational activities and professional training, but also through the formation of independent material and living conditions, new forms of manifestation of their own activity and through the choice of forms of social interaction. The process of formation by young people of a financial, property and housing status independent of their parents has two “nodal points”: 16-17 years old, when more or less mass inclusion in adult economic life begins, and 21-22 years old, when the first experience of realizing material wealth is accumulated. everyday intentions of students.

How successful are the attempts of modern students to gain their own material and living status? The main source of income for students is still assistance from parents and relatives. 6% of the students surveyed do not have family support at all, and one in five, without denying the presence of it, simply do not consider it significant. The second most important source is a scholarship, but its size is such that only 1/3 of students can name it as the main source of livelihood (differences between universities are insignificant here).

A very significant source is wages, which 13% of students have today. Construction brigades are losing their importance as a source of livelihood. Their role today has become comparable to profits from the resale of goods, shadow business and other “new” types of income, although officially every tenth student is recognized as having one-time income.

There are significant differences by gender. Every fifth person has additional income, but among boys it is 27%, and among girls it is 14%, i.e. half as much. Various earnings in addition to scholarships, benefits, and help from relatives help support, on average, a third of students, which is typical for 52% of boys and 21% of girls. Unlike in previous years, when summer work in a construction team could provide funds for several months of a normal life, today the main thing for young people is to find a permanent income already during the university period and maintain employment relationships during the period of study.

In order to remove the negative consequences of the necessary disconnection from study to earn money, you can pay attention to the connection between additional work and the training received at the university. Half of the “part-time” students do not have such a connection. Only 11% of respondents clearly indicate the opportunity to work in a related specialty; another 12% use their professional knowledge partially. It is interesting that in those universities where students go for “extra jobs” less often, they are more consistent with their future profession.

It is difficult to unambiguously identify and evaluate such expense items as “for leisure” and “for vacations”. Without a special analysis, it is not clear whether this is due to the content of the leisure activity program or to the fact that free time is spent not on entertainment, but mainly on extra money, which is indirectly confirmed by a significant number of those students who have no expenses at all for free time.

To the question about “private property”, more precisely, about the presence at one’s disposal of certain items - durable goods, acting in this case as “signs of status”, the following answers were received: from among the prestigious things that symbolize the status of an individual in the modern youth subculture, The presence of a car, video and television equipment, and a computer was noted. Young people have not been spared new forms of “investment of capital”: half of the students at classical and pedagogical universities have securities and jewelry (expensive jewelry, etc.), which are considered by more than a third of all students to be a necessary attribute of material status. A number of universities use credit cards when receiving scholarships through bank deposits.

Introduction

Choosing the topic of this work was not difficult, because... I myself am a student and have the opportunity to consider this problem from the inside. Moreover, the question of the role of students in our society and, in particular, in the youth group, is very relevant for many reasons.
Scientific interest in such a social group of young people as students is determined by the fact that, firstly, in a developed society, rapidly developing sectors of the national economy, science and culture determine a further increase in the number and quality of training of specialists with higher education (in relation to other groups of students youth); secondly, the socio-economic importance of the educational and preparatory functions of university students is increasing; thirdly, students are the most important source of reproduction of the intelligentsia; fourthly, the great role played by students in the socio-political life of our country.
The purpose of this work is to consider the sociology of students.
Tasks:
- explore the social structure of students;
- consider the student’s social status;
- characterize modern students.

1. Social structure of students

Students are a social group consisting of young people studying in higher educational institutions. An essential social feature of students is their closeness in the nature of their activities, interests, and orientation to the social group of the intelligentsia and specialists. This also determines the internal heterogeneity of students, not only in terms of social origin, nationality, demographic characteristics, but above all in terms of professional traits that are close to the traits of the corresponding groups of specialists. The general global trend in the context of the scientific and technological revolution is the rapid quantitative growth of students, mainly in industrialized countries. Associated with this is the democratization of higher education and the expansion of social sources of student recruitment. The rapid increase in the proportion of people from various strata of the working people led to the active participation of students in mass anti-war and other anti-democratic movements, in the struggle to solve environmental problems. Various forms of international student cooperation have emerged and are developing in these movements, as well as in sports (Universiade) and other types of social activities. 1
Students as a special group emerged in Europe in the 12th century at the same time as the first universities. Medieval students were extremely heterogeneous both socially and in age. With the development of capitalism and the increasing social significance of higher education, the role of students in the life of society increases. Students are not only a source of replenishment of qualified personnel and intelligentsia, but they themselves constitute a fairly large and important social group. Although the high cost of higher education and the presence of a number of other social barriers made it accessible in most cases only to wealthy segments of society, and it itself gave the people who received it significant privileges, already in the 19th century. 20th centuries The students were distinguished by their high political activity and played a noticeable role in public life.
The scientific and technological revolution entailed major changes in the position and composition of the student body. The need for educated personnel everywhere causes a rapid increase in the absolute number of students, as well as their share in the total population and especially in youth age groups. Due to the consolidation of higher educational institutions, the concentration of students is increasing, and campuses are becoming more and more crowded. The growing mass character of higher education undermines its former elitism and makes students more democratic in social origin. Certain shifts are also taking place in the gender and age structure of students, in particular the number of women is increasing.
Despite the differences in their social origin and, consequently, material capabilities, students are connected by a common type of activity and in this sense form a certain socio-professional group. Common activity in combination with territorial concentration gives rise to a certain community of interests among students, group identity, a specific subculture and way of life, and this is complemented and enhanced by age homogeneity, which other socio-professional groups do not have. The socio-psychological community is objectified and consolidated by the activities of a number of political, cultural, educational, sports and everyday student organizations.
Students do not occupy an independent place in the production system, student status is obviously temporary, and the social position of students and their specific problems are determined by the nature of the social system and are specified depending on the level of socio-economic and cultural development of the country, including the national characteristics of the higher education system.
Students, being an integral part of youth, are a specific social group characterized by special living, working and living conditions, social behavior and psychology, and a system of value orientations. For its representatives, preparation for future activities in the chosen sphere of material or spiritual production is the main, although not the only, occupation.
As a social group, students are an association of young people with certain socially significant aspirations and objectives. At the same time, students, being a specific group of students, have characteristics unique to them.
Students are a fairly mobile social group; its composition changes every year, since the number of students admitted to universities exceeds the number of specialists graduating.
Among the specific features of students, several more typical features should be included. First of all, such as social prestige. As noted above, students are the most prepared, educated part of youth, which undoubtedly puts them among the leading groups of youth. This, in turn, predetermines the formation of specific features of the psychology of student age.
In an effort to complete their studies at a university and thus realize their dream of obtaining a higher education, most students realize that a university is one of the means of social advancement of youth, and this serves as an objective prerequisite that shapes the psychology of social advancement.
The commonality of goals in obtaining higher education, the common nature of work - study, lifestyle, active participation in the public affairs of the university contributes to the development of cohesion among students. This is manifested in the variety of forms of collectivist activity of students.
Another important feature is that active interaction with various social formations of society, as well as the specifics of studying at a university, lead students to great opportunities for communication. Therefore, a fairly high intensity of communication is a specific feature of students.
A socially significant feature of students is also an intense search for the meaning of life, the desire for new ideas and progressive changes in society. These aspirations are a positive factor. However, due to the lack of life (social) experience, the surface in assessing a number of life phenomena, some students can move from fair criticism of shortcomings to thoughtless criticism.
The problem of reproduction of student youth can be considered in various aspects. Since the student body is formed from young representatives of various strata, during periods of transformation of the social structure of society it can serve as an indicator of these processes.
It itself is also an active participant: after all, higher education performs the function of individual and/or group social mobility and reproduction of layers engaged in highly skilled and complex work.
Analysis of the social structure of students is also important in terms of social justice, since it shows the accessibility of higher education for various strata, i.e. from the point of view of “equalizing chances for everyone.”
But there is also a sociocultural aspect of this problem: in what social environment are there optimal material and cultural conditions for the formation of a set of personal qualities required for obtaining higher education? After all, for the successful completion of the competition, the formation of the academic discipline of students, the desire to master the subject studied well, develop their horizons, etc. Therefore, representatives of some social classes turn out to be more competitive for the higher education system (it is easier to enter a prestigious university, a prestigious faculty), others - less competitive.
What changes are taking place in the social structure of students at the present time? What are the main social sources of replenishment? What are the most significant features of its social culture, how is its reproduction carried out?
Firstly, among the parents of students there are relatively few unemployed (unemployed, non-working pensioners, disabled people, etc.). Those. The social structure of students, in comparison with the social structure of society, looks more prosperous and is a structure of an “improved” type. Secondly, the social composition of students is quite diverse: both traditional and new strata that emerged during the reforms (owners of their own businesses, entrepreneurs) are widely represented in it. Thirdly, the dominant group is students who come from families of specialists with higher education. Fourthly, among students the proportion of children of workers and support staff has decreased significantly. Fifthly, the student body is quickly replenished with representatives of a new layer for us - young people from families where one of the parents, or even both parents, are owners of private firms in various levels of business.
An important feature of the social composition of students is the high employment of parents in the state or non-state sector of the economy. Why is this factor considered a differentiating feature among students? The fact is that people associated with the private sector have life prospects, expectations and attitudes, and standards of living that are radically different than those of the layers “tied” to the public sector. Another line of stratification of the student population ran between universities: it turned out that different universities “accumulate” students from different countries in far different ways. Of course, in the past there were universities that were distinguished by both prestige and “elitism” (i.e., a high proportion of students who came from the ranks of the Soviet elite). However, now the list of elite universities has expanded.
Along with the economic situation of parental families, from the beginning of the 90s of the 20th century, another factor began to “work” in stabilizing the standard of living of students: additional earnings. They have become so widespread that, in fact, we can talk about a change in the way of life of students, since, along with their studies, they are becoming the second main activity of students. There is no direct connection with the standard of living of the student’s family, i.e. both those in dire need and those who have noted a high standard of living earn extra money.
Probably, additional earnings are becoming a new standard of behavior, symbolizing the efficiency and entrepreneurial spirit of students (i.e., they perform not only their direct function).
Studying at universities is the most important channel of social movements (social mobility) for young people from all social groups and strata. With the rapid growth in the absolute number and share of specialists in general and the layer of highly qualified specialists in particular, the last layer is in the process of expanded reproduction. It is quite clear that in conditions when the number of the stratum under consideration has almost doubled over each of the last decades, the problem of social sources of its replenishment requires especially careful analysis. The decisive factors determining the increasingly even enrollment of students from all social groups of society are the following two:

The rapprochement of social groups based on the material conditions of existence.

Both of these historic achievements on the path to greater social equality are having an increasingly significant impact on equalizing the opportunities for higher education among the younger generation. The social composition of those entering universities and the entire student body (excluding students in evening and correspondence faculties) is consistently approaching the social composition of the population. Changes in the latter are most accurately recorded by population censuses. 2
The contradictory influence of various factors has created an ambiguous situation in domestic higher education. The social mechanism for replenishing students makes the university system more and more self-reproducing.
Sociologist L.I. Boyko published the following data on the social structure of students. The student body is dominated by young people whose parents have a high educational level: at least 60% of respondents come from families of specialists with higher education, and about 30% come from specialized secondary education. The proportion of those whose parents are managers of various ranks has increased significantly; Every third student has a father and every fifth student has a mother belonging to this category. 3
Significant stratification of students occurs in the educational process: we are talking not only about academic performance, levels of diligence, but also differences in the motivating factors of learning.
Along with those who respond quite adequately to market impulses and, as a result, are active in acquiring knowledge, there is a large group of students with opposite aspirations. They are characterized by the absence of more or less clear guidelines, formal adaptation or alienation from the educational process, the importance of external stimuli in studies, such as the forceful influence of the dean’s office, strict control over class attendance, etc.
Moreover, they ignore the need for significant personal efforts to master knowledge and gain professional self-determination.
From this we can conclude that the social protective functions of higher education in a number of cases form the dependent positions of students.

2. Social status of the student

When considering the status position of students, the emphasis is usually placed on the “transitivity”, “marginality” of the group engaged in activities to prepare for highly qualified mental work, distinguished by special forms of social activity, characteristic not only of studying youth, but also of those groups of the intelligentsia that they join preparing at university.
Among the indicators of student status, one can distinguish a group of descriptive (gender, place of residence before university, parental education) and acquired, achieved by a person to the present moment of his life.
The distribution of students by gender has remained almost unchanged for many years. In this study, 43% are boys and 57% girls: this is their average share in a university. Naturally, there is a predominance of boys in technical universities and girls among future humanities scholars.
As the study shows, in technical universities the influx of students from their hometown has become greater than before. On the one hand, their “starting position” is in many ways more advantageous: there is a closer connection with family, there is no need to experience the difficulties of living in a hostel, and it is easier to decide on a future place of residence. From a social point of view, this part of university youth turns out to be less dynamic and independent; their status remains dependent for a long time on the position of the parental family. And in self-determination through a university, the element of personal initiative appears a little later.
Students from small and medium-sized settlements, as a rule, return to their native places, although at present this can be considered a forced action. The desire to gain a foothold in more developed types of settlements, identified in previous studies, is today not ensured by job guarantees. Hence, there is an increase in the future migration mobility of young people, not only due to the need for higher education, but also due to the need to acquire a more stable social position in the future.
It is very difficult to talk about the social status of students depending on the social affiliation of their parents in the conditions of recomposition of the entire social structure.
More important are those status characteristics that develop during the period of study at a university. It is at this stage that differentiation of students occurs, associated with their own activity in educational, scientific research, socially useful, and economic activities.
A feature of modern students is that the process of their inclusion in public life occurs not only through educational activities and professional training, but also through the formation of independent material and living conditions, new forms of manifestation of their own activity and through the choice of forms of social interaction. The process of formation by young people of a financial, property and housing status independent of their parents has two “nodal points”: 16-17 years old, when more or less mass inclusion in adult economic life begins, and 21-22 years old, when the first experience of realizing material wealth is accumulated. everyday intentions of students.
How successful are the attempts of modern students to gain their own material and living status? The main source of income for students is still assistance from parents and relatives. 6% of the students surveyed do not have family support at all, and one in five, without denying the presence of it, simply do not consider it significant. The second most important source is a scholarship, but its size is such that only 1/3 of students can name it as the main source of livelihood (differences between universities are insignificant here). A very significant source is wages, which 13% of students have today.
There are significant differences by gender. Every fifth person has additional income, but among boys it is 27%, and among girls it is 14%, i.e. half as much. Various earnings in addition to scholarships, benefits, and help from relatives help support, on average, a third of students, which is typical for 52% of boys and 21% of girls.
In order to remove the negative consequences of the necessary disconnection from study to earn money, you can pay attention to the connection between additional work and the training received at the university. Half of the “part-time” students do not have such a connection. Only 11% of respondents clearly indicate the opportunity to work in a related specialty; another 12% use their professional knowledge partially. It is interesting that in those universities where students go for “extra jobs” less often, they are more consistent with their future profession. 4
Students' expenses are naturally associated with satisfying primary needs, which include: food, recreational activities, and purchasing clothing. For every fourth student, the bulk of their funds goes to paying for housing, and for every fifth student, the bulk of their funds goes to purchasing educational supplies.
The development of the material and everyday status of students is associated with their attitude to the objective and material world, which is always significant in the self-awareness and well-being of students.
Judging by the results of the study, every fifth student already has his own housing (apartment, private house). This is natural, because half of the respondents live with their parents, having the right to housing, and another 7% are direct owners of housing.
The fact that the material and living status of a student is in the process of formation and formalization is obvious. With purely youthful egoism, the student is focused only on himself. This is evidenced by the fact that such an item of expenditure as assistance to parents is at the bottom of the scale.
The transition from school education to university education, the professional growth of students from elementary to senior courses is accompanied by the development of the individual and her psyche. Observing the attitude of students to the subject being studied and their behavior in the student group, one can note some patterns in the psycho-emotional state of students. As you study at a university, the memorization of the studied material and the level of its presentation when answering increases, and vice versa, emotions about the “discoveries” of the unknown decrease.
Students experience a certain pressure from the student environment. If at school it was possible to appeal to teachers and seek support from parents, then at a university this is not accepted. The lifestyle of students is influenced by the need to stay in large groups - this is a student group, a stream, a course.
Of course, students are influenced by how they mature from course to course. It has been noticed that during the process of studying at a university, students often experience psycho-emotional tension - a kind of stress. The reason for this condition may be overload or too little workload with schoolwork.

3. Characteristics of modern students

The weight and importance of youth as a subject of political changes (which is not always associated with their actual participation in these changes) is recognized by representatives of various political forces - from the ruling to the opposition. And this interest encourages the study of the problem of “youth and politics”.
Like other groups of youth, politics is not a priority area of interests and needs of modern students, although they experience a certain influence of political events in the country on their lives.
The most important determinant of young people's attitude towards politics is the deterioration of their financial situation. The political interest of modern youth is “selective” in nature and manifests itself from time to time.
Not so much social as personal guidelines are becoming more and more significant. This is especially evident in young people’s ideas about success in life, which is used by sociologists as an indicator of their value orientations.
Among the most significant values: something you enjoy, interesting work; high earnings, material well-being; good, loyal friends, good family relationships, satisfaction in intimate life, love 5.
In general, we can say: students are becoming more practical, more pragmatic. But at the same time, the focus on creative, interesting work remains, and the importance of intangible values (Friendship, Love, Family) for success increases. The contradiction is intensifying: how to correlate market attitudes and universal human values?
The least significant things for students turned out to be fame, connections, acquaintances, power, the opportunity to command people, and a quiet life.
It turns out that ideas about the crisis of ideals and values of young people need serious clarification. Yes, many ideals have collapsed, politicized illusions and stereotypes have disappeared. But the moral sphere, the focus on decency and sincerity in interpersonal relationships, turned out to be more stable. And this, despite all the costs, is a positive thing.
Unfavorable conditions for leisure activities and recreation for young people, as well as the insufficiency of socio-cultural benefits for them, were not included in the list of the most important social problems of students. However, this indicates not so much the absence of the problem of organizing leisure time as such, but rather the fact that against the backdrop of ongoing social and economic cataclysms, it is in the background, giving way to difficulties of financial situation, poor health, unemployment, fear for the safety of relatives and friends . There is no discovery that male students, on average, spend much more money on leisure activities than female students.

Conclusion

To summarize, we can say the following: firstly, changes in the composition of the student body by social origin and standard of living indicate increasing differentiation, heterogeneity, and differences in the student body across universities, faculties, and professional groups. Gradually, priority in the formation of students is moving to layers more adapted to the economic realities of our society. If this process continues to develop, the access of the poorest strata to higher education will be greatly hampered. Secondly, the stabilization of the reproduction of student youth shows that interest in higher education has remained, which is also reflected in the “rise” of its value in the hierarchy of students’ values. However, the contradictions that arise between the institution of higher education and various other segments of society lead to increasing dysfunctional consequences. They are diverse in their manifestations and can be seen, in particular, in students’ dissatisfaction with the quality of the training they receive and the deformation of individual layers of the educational process. But the most important thing is that there is a steady decline in the main result of the functioning of higher education - the education of students and the level of their professional competence.
So, young people strive to obtain a higher education, believing that “there is nowhere without it in modern times,” but we should not forget that a diploma ceases to be a guarantee of employment and makes its owner dependent on supply and demand in the labor market.

List of sources and literature used

Boyko L.I. Transformation of the functions of higher education and social positions of students // Sociological studies. - 2008. - No. 3. - P. 77-90.

Osipov G.V. Russian sociological encyclopedia. – M.: GRAND, 2007.

Rutkevich M.N. Sociology of education and youth. – M.: Gardariki, 2008.

Kravchenko A.I. Sociology: Textbook for universities. – M.: Academic Project, 2008.

Cherednichenko G.A. Youth of Russia: Social orientations and life paths (Sociological research experience). – St. Petersburg: RKhGI, 2009

Social status of the student in the group. Social status and social role

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Social status and well-being of the student

Introduction

1. Social structure of students

2. Social status of the student

3. Characteristics of modern students

Conclusion

List of sources and literature used