American Journal Of Philological Sciences
13
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue01 2025
PAGE NO.
13-17
10.37547/ajps/Volume05Issue01-04
Family education terms and gender issues
Melikova Gavhar Turtdiqulovna
Departrment of foreign language theory, Shahrisabz state pedagogical institute, Uzbekistan
Received:
22 October 2024;
Accepted:
24 December 2024;
Published:
14 January 2025
Abstract:
Family education is the solid foundation of any society, it is not only the main tool for managing family
relations, but also a linguistic phenomenon that plays an important role in raising children. This article examines
the pragmatic aspects of educational terms in male and female speech and the expression of gender relations in
family discourse. This research highlights the critical role of language in shaping cultural identity, individual
consciousness, and societal norms. By exploring the intersection of language, culture, and gender, linguists can
uncover valuable insights into human behavior and social dynamics. These findings have the potential to inform
more inclusive language policies, enhance cross-cultural communication, and contribute to a deeper
understanding of how language influences our perception of the world.
Keywords:
Family education, pragmatics, gender relations, parental discourse, cultural values, uzbek family
traditions, educational terminology, child-rearing practices, language and culture, moral principles, social norms,
gender-specific communication.
Introduction:
Family education is a vital aspect of
holistic education and serves as a fundamental pillar for
both school and social education. It encompasses a
lifelong process of learning and represents the
foundational stage of a person's growth and
development. Additionally, it holds a significant
influence on an individual's personal progress and
maturation.
In rapidly developing modern linguistics, particularly in
Uzbek linguistics, the comparative study of languages is
very important. Despite successful research in the field
of comparative studies of languages in Uzbekistan, it
should be noted that there are problems with the
comparative study of lexis that require consistent
research. It is not for nothing that the national-cultural
problems of the comparative lexical system are
currently becoming the object of research of many
linguists. This can be explained by the increased
attention and interest in the problem of “Language and
Culture” in recent years, as
well as the development of
modern linguistics in the anthropological paradigm.
Given the close connection between language and
man, the need to apply the theory of anthropological
linguistics to the language system, aimed at studying
his consciousness, worldview, spiritual, and practical
activities, is natural and important.
The end of the 20th century is characterized by the
development of a new scientific research paradigm in
linguistics, which studies linguistic phenomena based
on the anthropocentric principle. In the study of the
personality in language, the study of the issue of
“gender” has become of primary importance, since
“gender” determines the social, cultural and cognitive
orientation of the individual through language. The
issues of studying the problem of gender have taken a
central place within the interdisciplinary direction of
gender studies.
Today, the diversity of scientific views on the nature of
gender, on the one hand, emphasizes that it is limited
only to biological sex, and on the other hand, it is
interpreted as a social product created by society.
In the views on gender as a “social product”, the
concepts of constructivism and interactionism are of
particular importance. According to the concept of the
theorist of social constructivism T. Parsons, it is based
on the triad of “society
-group-
individual”, in which
society is dominant, and the individual plays a social
role [2]. That is, the socialisation of a person (the
formation of his/her gender) varies depending on the
level of socialisation of the society in which he/she
lives. According to A. Kirilina, “the socialisation of a
person - his integration into society and his adaptation
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American Journal Of Philological Sciences (ISSN
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2771-2273)
to it - is carried out through the institutions of the
family, school, religion, media, and labour market. It is
in them that gender stereotypes are strengthened and
recreated” [8, 12]. Social communication, order, and
norms allow us to determine the concepts of femininity
and masculinity.
The gender field of linguistics is distinguished by the
fact that any section in it (problems of reference,
morphology, grammar and phraseology, semantics,
text linguistics) can be considered from the perspective
of reflecting gender relations in itself. “Gender is not a
linguistic category, but its content can be revealed by
analyzing language tools” [8, 4]. As a result, several
linguistic directions were formed, depending on the
nature of the material under study, the method of
research, and the differences in conceptual guidelines,
which became the basis for the emergence of gender
linguistics.
The process of studying language and gender relations
in modern linguistics can be divided into two periods:
1. Biological determinism, based mainly on the
observation of scattered facts, irregular studies, dates
back to the 60s of the last century. Supporters of this
direction consider the difference between women and
men to be the result of differences in their biological
sex only.
2. Pure gender studies are broad-based studies, and
since the 1960s, the increased interest in the
pragmatics of linguistics, the development of
sociolinguistics, and the significant changes associated
with the traditional representation of women and men
in society have created the basis for a new view of
linguistic facts and their new interpretation [9, 32].
The gender field of linguistics is distinguished by the
fact that any section in it (problems of reference,
morphology, grammar and phraseology, semantics,
text linguistics) can be considered from the point of
view of reflecting gender relations in itself. «Gender is
not a linguistic category, but its content can be revealed
by analyzing language tools» [8, 4]. As a result, several
linguistic directions were formed depending on the
nature of the material under study, the method of
research, and the differences in conceptual guidelines,
which became the basis for the emergence of gender
linguistics.
The process of studying language and gender relations
in modern linguistics is divided into two periods:
1. Biological determinism, based mainly on the
observation of scattered facts, irregular studies, dates
back to the 60s of the last century. Supporters of this
direction considered the difference between women
and men to be the result of differences in their
biological sex only.
2. Pure gender studies are broad-based studies, and
since the 1960s, the increased interest in the
pragmatics of linguistics, the development of
sociolinguistics, and the significant changes associated
with the traditional representation of women and men
in society have created the basis for a new view of
linguistic facts and their new interpretation [8, 32].
The pragmatic aspects of educational terms in male and
female speech can be considered in the following main
areas: the choice of terms, speech style, emotional
impact, and sociocultural context, among others. The
pragmatic aspects of educational terms in male and
female speech can also be analyzed through the
frequency of term usage and the context in which they
are employed. Gender differences may manifest in the
level of formality or specificity when using educational
terminology. Additionally, the way educational terms
are interpreted and applied in discourse may reveal
underlying gender-based perspectives and biases
within academic settings. While gender differences
may influence the frequency and context of
educational term usage, with potential variations in
formality and specificity, the interpretation and
application of these terms in discourse can also reveal
shared academic perspectives that transcend gender-
based biases.
Men and women may prefer different terms when
discussing education. For example, men may use more
words such as «discipline» and «firmness», while
women may use more terms such as «care» and
«understanding». Although men usually express their
opinions directly and in short sentences, women may
speak in more detail and emotionally. Men and women
may use different examples and analogies to explain
their own ideas. This may depend on their personal
experience and interests. Women may prefer a more
emotional approach to parenting issues, whereas men
may often choose a more logical and practical
approach. Gender roles and stereotypes in society may
influence the way men and women use parenting. Men
and women may have different goals in conversations
about parenting, which may affect their choices and
use of terms. The discourse and terminology of men
and women may vary depending on the person they are
talking to. By studying these aspects, we can gain a
deeper understanding of the pragmatic features of
parenting terms in men's and women's discourses.
Family upbringing terms consist of words and phrases
such
as
“son
-
daughter
upbringing”,
“fatherly
responsibility”, “motherly love”, and “” ”parental
duty”, which are used to define the roles and
responsibilities within the family. Such terms are used
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American Journal Of Philological Sciences (ISSN
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2771-2273)
in accordance with the traditional gender stereotypes
formed in society and are often used for various
pragmatic purposes in the speech of men and women.
In men's speech, upbringing usually emphasises the
roles of power, responsibility, and protection. For
example, phrases such as “father is the head of the
family”, “person responsible for the family” are the
main terms defining the role of a man in the family.
Men's speech is usually characterised by pragmatic
functions such as giving orders, giving advice, and
making demands. This ensures that the father is shown
authority in the process of family upbringing.
In women's speech, upbringing terms often contain
affection, care, and emotional support. Expressions
such as “motherly love”, “child upbringing” appear in
women’s speech as important tools for managing the
educational process. Women’s speech is often enriched
by pragmatic strategies that are soft, pleasurable, and
emotionally charged.
Gender relations in the family discourse are based on
the balance between male and female roles. In male
and female speech, the division of tasks in the family
and the social status of these tasks are expressed in
educational terms. For example, when parents educate
their children, th
e father’s warning or demanding
speech has a stronger semantic and pragmatic effect,
while the mother’s comforting or encouraging speech
is softer and emotionally rich.
The presence of gender stereotypes in the discourse on
family upbringing further clarifies sociolinguistic
situations. Typically, terms related to “fatherhood”
emphasize the authority of the man, while terms
related to “motherhood” are based on affection and
care. However, in modern families, these roles are
changing, and the gender balance provides a new
approach to family discourse.
Gender inequality in education is influenced by many
factors such as family income, parents’ education
level, number of children, and academic performance.
In one family with abundant economic resources and a
higher educational background, girls are invested more
than boys in education, either in extracurricular cram
schools closely related to academic schools or
extracurricular classes such as music, art, sports, and
dancing. However, the more siblings a family has, the
lower the number of years of schooling girls have as
compared to boys.
In the last decade, the scope of linguistic research in the
field of gender issues has expanded to an
unprecedented extent, but to the best of our
knowledge, there is still no special work devoted to
gender lexicography in Russian. The development of
the ideas of linguopragmatics applied to gender
vocabulary is also important: identifying patterns of
creation, perception, and modelling of the pragmatic
semantics of Russian feminism is important not only in
linguistics proper, but also in sociolinguistics and
linguoculturology.
The ideas of feminist criticism, which were founded in
Western languages, as well as gender theory have also
had an impact on the lexicographical description of
English lexical units. The methodological aspect of
lexicographical analysis of the communicative gender
component and national gender stereotypes includes
two directions. “First, the use of lexicographic sources
in the analysis of the national-cultural characteristics of
the communicative gender component. Second is the
study of the process and method of application of
cultural concepts of femininity and masculinity and
national gender stereotypes in the lexicographical
sphere [11, 207].
Much attention has been paid to the description of
various human qualities, including intellectual abilities
and characteristics manifested in behaviour, in lexical-
semantic groups through linguistic means.
Family education and gender issues are complex topics
with
various
factors
influencing
parent-child
communication and child development. Research has
shown that parental communication patterns and
gender stereotypes play significant roles in shaping
children's attitudes and behaviors.
Studies indicate that mothers tend to communicate
more with their children about sexuality than fathers
do [2]. However, by pre-adolescence, both parents
discuss sexuality more with their sons than with
daughters, potentially perpetuating traditional gender
roles and double standards [2]. Interestingly, parent-
child communication has been found to be more
predictive of lower marijuana use among boys, while
girls' use remains relatively low regardless of
communication levels [3, 2].
Gender differences in parenting styles and their impact
on children's development are evident across various
studies. Mothers have been found to have stronger
implicit gender stereotypes than fathers, while fathers
exhibit stronger explicit stereotypes [3, 3]. Additionally,
girls' implicit gender stereotypes are significantly
predicted by their mothers' implicit gender stereotypes
about children [3, 3]. These findings highlight the
importance of considering both parental and child
gender when examining family dynamics and their
effects on child development.
Example in Uzbek:
Ota-onalar farzandlariga «odob-axloq qoidalarini»
o'rgatish orqali ularning jamiyatda muvaffaqiyatli shaxs
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American Journal Of Philological Sciences (ISSN
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2771-2273)
bo'lib yetishishlariga yordam beradilar. Masalan,
o'zbek oilalarida «katta bilan salomlashish» yoki
«kichiklarga hurmat ko'rsatish» kabi qadriyatlar ota-
onalarning tarbiyaviy nutqida ko'p qo'llaniladi.
Translation in English:
Parents help their children grow into successful
individuals in society by teaching them «moral
principles.» For instance, in Uzbek families, values like
«greeting elders» or «showing respect to younger
ones» are frequently emphasized in parental discourse.
This example highlights the pragmatics of family
education terms in both languages. In the Uzbek
context, terms like «odob-axloq qoidalari» (moral
principles) and «katta bilan salomlashish» (greeting
elders) reflect culturally specific practices that convey
respect and social harmony. These terms are pragmatic
tools that parents use to instill ethical behavior and
societal norms.
In English, the terms «moral principles» and «respect»
serve a similar function but are often more general and
less tied to specific cultural practices. The English
version conveys the core message but lacks the direct
cultural specificity found in the Uzbek example.
The comparison reveals that while family education
terminologies in both Uzbek and English aim to shape
ethical and social behavior, their expression is deeply
influenced
by
cultural
norms
and
linguistic
conventions. This underscores the role of language in
reflecting and reinforcing societal values through
education.
«Farzand tarbiyasida sabr-toqatli bo'lish» degan ibora
o'zbek oilaviy diskursida keng tarqalgan. Ota-onalar
bolalarga muammo tug'ilganda tinchlik va sabr bilan
yondashishni
o'rgatadi.
Bu
orqali
farzandlar
muammolarni hal qilish ko'nikmalarini o'zlashtiradilar.
Translation in English:
The phrase «being patient in raising children» is widely
used in Uzbek family discourse. Parents teach their
children to approach challenges with calmness and
patience. This helps children develop problem-solving
skills.
In Uzbek, the phrase «sabr-toqatli bo'lish» emphasizes
patience as a cornerstone of family education,
reflecting a value deeply rooted in the cultural and
spiritual traditions of the region. This pragmatic use
reinforces resilience and emotional control.
In English, the equivalent phrase «being patient» is
more universally applicable and less culturally specific.
While the message remains consistent, the contextual
depth tied to Uzbek traditions might be diluted in the
English translation.
O'zbek oilalarida ota-onalar «mehnat qilishning qadri»
haqida ko'p gapiradilar. Ular bolalarni erta yoshdan
boshlab ishlashga va mas'uliyatni tushunishga
undaydilar. Masalan, «Erta turib yer haydagan ekin
o'radi» degan maqol bolalar tarbiyasida ko'p
qo'llaniladi.
Translation in English:
In Uzbek families, parents frequently talk about «the
value of hard work.» They encourage children from an
early age to engage in work and understand
responsibility. For example, the proverb «He who
plows early reaps the harvest» is often used in child-
rearing.
The Uzbek proverb «Erta turib yer haydagan ekin
o'radi» carries a motivational and educational message
specific to the agrarian roots of Uzbek culture. Its use
in family education reflects the value placed on
diligence and planning.
In English, while proverbs like «Early to bed and early
to rise makes a man healthy, wealthy, and wise» could
convey a similar sentiment, the original Uzbek saying
encapsulates a cultural connection to land and labor
that may not fully translate.
«Mehr va oqibat» o'zbek oilaviy terminologiyasining
muhim qismidir. Masalan, onalar bolalarini mehr bilan
ovqatlantirish orqali ularning sog'lom o'sishlariga
g'amxo'rlik ko'rsatadilar. Ota-onalar o'zaro oqibatni
ko'rsatib, bolalarga oilaviy birdamlikni namoyish
qiladilar.
Translation in English:
«Kindness and compassion» are key components of
Uzbek family terminology. For instance, mothers show
care by feeding their children with affection, ensuring
their healthy growth. Parents demonstrate mutual
support, modeling family unity for their children.
The term «mehr va oqibat» in Uzbek goes beyond its
literal translation to convey a sense of emotional depth
and social responsibility. It pragmatically functions to
reinforce family bonds and promote interpersonal
harmony.
In English, «kindness and compassion» convey the core
meaning but lack the culturally specific nuances
associated with these terms in the Uzbek context.
Through these examples, we see how family education
terms in Uzbek and English align in purpose but differ
in cultural expression and pragmatic use. While both
languages emphasize core values like respect, patience,
hard work, and compassion, the Uzbek expressions are
deeply intertwined with local traditions and idiomatic
usage, offering a richer cultural dimension.
CONCLUSION
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American Journal Of Philological Sciences (ISSN
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2771-2273)
In conclusion, family education and gender issues are
intertwined, with parental communication patterns,
gender stereotypes, and cultural factors all playing
crucial roles in shaping children's attitudes and
behaviors. Future research should focus on developing
strategies to promote more balanced and inclusive
family education approaches that address gender
biases and stereotypes while considering the unique
needs of both parents and children.
The pragmatic aspects of educational terms in male and
female speech clarify the linguistic expression of
gender roles in the family discourse. Understanding the
roles of men and women in family education discourse
and analysing their pragmatic strategies is important
not only for linguistic research, but also for more
effective organisation of educational processes.
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