Introduction 2

1. Students as a social group.

1.1.The concept of students. 3

1.2. Sources of student recruitment. 5

2.Students during the period of reform of Russian society.

2.1. Moscow students during the period of reform of Russian society. 7

3. Social image of students.

3.1. Social image of customs students in the conditions of transformation 18

Russian society.

4.About the graduate labor market.

4.1. A strategy for effective behavior in the labor market of graduates in conditions of economic instability. 20

4.2. Self-determination of a future employee or how to find yourself. 22

4.3. Analysis of your own capabilities. 25

4.4. Effective ways to find a job. 26

Conclusion 30

Literature 31

Introduction.

Since I myself am a student, and for the second time, the problem of choosing a topic for an essay did not take me much time, especially since 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.

I would like to make a reservation right away that in this work I considered only the problems of students of higher educational institutions, since when studying the characteristics of students of secondary specialized educational institutions, many difficulties would arise when comparing their educational activities, leisure time, worldview and assessing their future role in the life of society as specialist

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.

As a basis for my work, I preferred to take the book by V.T. Lisovsky and A.V. Dmitrieva "Student's Personality". This monograph is devoted to the analysis of factors influencing the formation of a student’s personality and the preparation of a young man for the future responsible activity of a highly qualified specialist.

In my course work, I used the statements of various domestic and foreign sociologists, psychologists and philosophers, whose authorship can be seen in the footnotes.

In the first chapter of my work, I tried to define the terms student and students, using excerpts from various books, including encyclopedias. Here the definition of students as a social group is given. Next, I found it necessary to consider the motivation of applicants when entering a university.

In the second chapter, I talked about Moscow students during the period of reform of Russian society.

You can learn about the social well-being and occupied status of a student from the third chapter of the course work. The political, moral, cultural and leisure interests of young people are also considered here. Young men and women of the new generation expressed their opinions about the present time and about themselves, about social justice in society, about the war, about whether they want to go abroad or whether they are quite satisfied with life in their homeland, etc.

The fourth chapter highlights the problems of choosing a particular specialty by a young person. From this chapter you can also find out the motives for obtaining higher technical education. Moreover, here is an example of a study conducted among technical universities in Bashkortostan, from which it was revealed that not all students intend to work in their specialty in the future. You can also find an answer here regarding the employment of students in the current crisis situation in Russia, about , what qualities should be present in a modern specialist. Here there is a comparison of the opinions of the employer and the student, and their views do not always coincide. Banks and commercial firms place especially high demands on their employees; The state budgetary sphere is less demanding in this regard. But most students still want to work in the private sector, seeing in it more freedom for self-realization of their professional abilities.

So, who are these students?

1. Students as a social group.

1.1.The concept 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.

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 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 in society is increasing.

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.

1.2. Sources of student recruitment

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, 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 are 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 enterprise 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 the past decade, 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.

1. The rapprochement of social groups based on the material conditions of existence.
2. 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.

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.

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.

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 their 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.

2.Students during the period of reform of Russian society.

2.1. Moscow students during the period of reform of Russian society.

Radical socio-economic changes in our society have had a mixed impact on higher education. On the one hand, it received a powerful impetus for modernization and development. The contradictions between the new demands of society and higher education, its content, technological and organizational structures are gradually being overcome. And this certainly has a deep positive meaning. Ideological activity is prohibited in universities, their academic freedom and independence have expanded, specialties and their nomenclature are being modernized (albeit slowly). The production of specialists in critically shortage professions is increasing: economists, lawyers, sociologists, etc. Paid forms of higher education have appeared (which generally encourages healthy competition between universities).

Sometimes these processes are not painless, since this causes restructuring within higher education: the prestige of some universities and specialties increases sharply, while for others it decreases, social stratification increases both within the student body as a whole and between students (which is especially important) of different types of universities, faculties and specialties. And these are the inevitable consequences that accompany the modernization of higher education.

On the other hand, the lack of a clear state policy in the field of education, the necessary investments in it, and unfulfilled hopes for the commercialization of universities lead to devastating dysfunctional consequences for higher education. One might say that it is being “bleded out.” This includes a sharp reduction in the number of teachers and university researchers, caused by catastrophically low salaries, falling living standards, loss of once high social prestige, and aging personnel; gradual destruction of their work motivation, erosion of social status and professional standards of behavior. The material components of the educational process are in unsatisfactory condition: educational buildings, equipment, library funds.

Thus, the contradictory interaction of positive and destructive processes creates a complex and even dramatic situation in Russian higher education.

Revealing the social appearance of students, one should also take into account the profound changes that have occurred in society itself: the transformation of its main institutions, stratification characteristics, and basic meaning-forming values. All these processes (both in society as a whole and in higher education) are refracted in their own way in the life of students. New features are visibly manifested in the lifestyle of students, the value system, and the social origin of students. The relationship between students and the state is changing (lack of demand for many specialties, lack of mandatory placement and “work placements” after graduation, etc.), with teachers, with parents. This leads to the fact that modern students are becoming more and more heterogeneous. Diligent students (“nerds”) coexist peacefully with those who remember studying only before exams; “entrepreneurial” people, whose part-time jobs give them the opportunity to live comfortably already in their student years - with “romantics”, for whom creative self-realization is important; The type of social activist student has almost disappeared.

Therefore, researchers, higher education leaders, and student trade unions face questions: how is the reproduction of student youth carried out, from what strata; What financial opportunities do students have to study? What changes have occurred in students’ educational activities and in their motivation?

The object of our research was the Moscow student population, which is especially interesting because the processes occurring in it, as a rule, are ahead of the Russian average. The study “Moscow Student: Problems and Moods” was conducted in 1995, commissioned by the Department of Family and Youth of the Moscow Government, by a team of teachers from the Department of Sociology and Psychology of the Moscow Aviation Institute.

To show more clearly the depth of changes within the Moscow student body, we will use the results of other studies conducted by the department.

Reproduction of student youth: new trends

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 labor.

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

But there is also a sociocultural aspect to this problem: in what social environment are there optimal material and cultural conditions for the formation of a set of personal qualities required to obtain higher education? After all, in order to successfully pass the competition, develop the academic discipline of students, strive to master the subject being studied well, develop their horizons, etc. a sufficiently high level of individual aspirations, the prestige of intellectual work, the values ​​of professionalism, motivation to achieve academic success, etc. are necessary. 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 are less competitive.

Thus, the higher education system acts as one of the main links in the social mechanism of reproduction, primarily of the “middle” and “higher” classes.

The theory of the reproductive function of education was proposed in the 60s by French sociologists P. Bourdieu and J. Passeron, and then developed within the bosom of the anthroponymic school (D. Berto and others). Then P. Bourdieu came to the conclusion that in France “the son of a high official has 24 times more chances of entering university than the son of an agricultural worker, 40 times more than the son of an industrial worker, and his chances are also twice as high as the son of an average official." True, in the next three decades, higher education in Western countries became widespread and accessible, but, nevertheless, the social structures in them changed little and turned out to be inert. This is evidenced by the results of empirical studies by L. Duberman (USA), J. Goldthorpe and F. Beavin (Great Britain), J. Marceau (France).

Of course, education is one of the means for upward social mobility, a kind of “social elevator” (P. Sorokin), but much less often and to a lesser extent than is commonly believed.

The “slow mobility” of social structures is explained by the fact that the elite uses a more flexible strategy of self-reproduction than before. The decisive role in it belongs to the symbolic capital of the individual, and not just economic, that is, educational and cultural capital, which, according to Bourdieu, includes linguistic and cultural competence. By educating their children in privileged educational institutions, representatives of the elite painlessly carry out social selection there and lead to key positions of control in the economy and politics, first of all, “their own”.

The elite’s “endowment” of their children with symbolic capital and education, rather than simply transferring ownership of economic capital, is due to a number of reasons. This includes the professionalization of management, the separation of ownership from management, the complexity of the latter; this is also the growth of democratic sentiments in society, the demand for equality of educational opportunities.

For the “middle classes” and, especially, for the “new middle classes”, which include representatives of medium and small businesses and knowledge workers, higher education also turns out to be a means of maintaining and passing on their status to their children. That is why the social structure of the student body is, to an incomplete extent, a “cast” of the social structure of society, the latter being asymmetrically represented in the student body. In its structure there are “fluxes” towards people from the upper and middle strata. Unlike secondary education, which is mainly an agent of general civil socialization, higher education performs the functions of professional socialization of the individual. Therefore, universities feel the influence of transformations in the system of market economy institutions more deeply than secondary schools, when, for example, the need for new specialists arises. The desire of the upper classes to provide their children with opportunities for a first-class education is understandable. After all, it is the main condition for them to inherit leading positions in society.

In the 60s, Soviet sociologists also began to study problems of the social structure of society, the role of higher education in social movements, and the study of the life plans of young people and their implementation. In the works of M.N. Rutkevich, F.R. Filippova, N.A. Aitova, O.I. Shkaratan, based on empirical research, relatively high social mobility was shown, due to the availability of higher education for the general population. Now research on this issue is receiving a deeper theoretical understanding through the prism of the features of the Soviet stratification system and its transformation.

What changes are taking place in the social structure of students at the present time? What are the main social sources of replenishment? Does it remain fairly egalitarian or does it tend towards elitism? Let us consider these questions using the example of Moscow students. 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.). Only 4.6% of the students surveyed included their fathers in this category, and 14.4% - their mothers, i.e. the social structure of students, in comparison with the social structure of society, looks more prosperous, is a structure

Diagram of the social composition of the students surveyed (as a percentage of respondents; belonging to the stratum was determined by the occupation of the father). Selected strata:

ordinary workers in the service sector; 2) workers, support and technical personnel of the public and private sectors; 3) engineering and technical workers, economists, employees of industrial and agricultural production enterprises; 4) specialists from state and non-state scientific, educational, medical, cultural and other institutions; 5) military personnel, law enforcement officers, justice agencies, etc.; 6) specialists: employees of administrative authorities (central and local; ministries, state committees, prefectures, etc.); 7) senior managers of industrial, agricultural enterprises, farms, scientific, cultural, educational, and healthcare institutions; 8) heads of state administrative departments at the federal, regional, city, municipal levels (ministries, committees, prefectures, etc.); 9) farmers; 10) persons engaged in individual entrepreneurial activities (traders, artisans, “individuals” (“shuttle traders”), etc.); 11) owners, co-owners, managers of private production financial, trade, educational, medical and other private centers and firms; 12) others of the "improved" type. Secondly,(see diagram), 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. Third, the dominant group are students who come from families of specialists with higher education (over 60%). And this is natural. The experience of former socialist countries shows that when restrictions on the admission to universities of “persons of non-proletarian origin” were lifted, the share of these strata in the student body increased sharply. Fourthly, among Moscow students the proportion of children of workers and support staff has decreased significantly: it is 19.3%. This, of course, is much less than in the “pre-perestroika” era, when the state maintained a certain balance of layers in the social structure of students. For comparison: by the 80s, children from families of workers and support staff made up approximately 35-45% of the total number of students (data for the USSR)2. Fifthly, the student population of Moscow 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 companies in various fields of business. The share of students whose fathers have their own business is 4.5% (and taking into account “mother-owners” it increases to 6-7%). It seems that this social group is “represented” in the student environment, at least in proportion to its size. The number of entrepreneurs-owners in the active population was 3.2% by 1995, but a number of researchers believe that in reality their share is much higher.

An important feature of the social composition of Moscow students is the high employment of parents in the state or non-state sector of the economy. Let us clarify that when we talk about the non-state sector, we mean individuals engaged in individual entrepreneurial activities; larger owners, (co)owners of their own business, as well as employees of private enterprises. We did not include the parents of students employed at enterprises that were recently state-owned and are just turning into joint-stock partnerships in this sector, since these enterprises, which appear as non-state enterprises from a legal point of view, remain organized as state-owned enterprises according to all social characteristics. According to our data, 29.4% of the respondents’ fathers are employed in the non-state sector (66% in the state sector), and 19.2% of mothers (66.4% in the state sector). In general, the share of students who have at least one parent employed in the non-state sector is 37-38%. This is already a considerable amount. Why do we consider this criterion to be 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 from those of the layers “tied” to the public sector. Another line of stratification of the student body ran between universities: it turned out that different universities “accumulate” students from different strata differently. Of course, in the past there were universities that were distinguished by both prestige (attractiveness) 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.

Among the universities surveyed, along with Moscow State University and the Academy of Law, it included new “favorites”: the Medical Dental Institute and the Commercial Institute. These universities have become more attractive to young people who come from “rising” strata (i.e. those who are increasing their social and material status), while in other universities there are significantly more young people from social groups who have not yet fully adapted to the market economy.

To understand these processes, as the study of correlations has shown, the ratio of the proportion of students whose fathers are workers and support staff and the proportion of students whose fathers are owners of private firms is essential. It is this indicator that differentiates the financial situation and mood of students at different universities to the greatest extent (see Table 1).

2 Calculated according to table 2 given in .

The study also revealed other features of the social stratification of Moscow students. The fact of “hereditary commitment” to the professions of their parents among a noticeable part of students was confirmed. Thus, in technical universities there is a higher proportion of students from families of engineering and technical workers; at the State Law Academy - from families of military personnel and law enforcement officers; etc. and so on. This result clearly demonstrates the role of higher education in the mechanism of reproduction of social strata (which, generally speaking, is one of the conditions for self-organization and ensuring the stability of society).

So, what conclusions follow from the above facts and patterns characterizing the social structure of Moscow students?

1. The rejection of special state regulation of the student structure has led to the fact that it is formed under the influence of self-regulation mechanisms, intensively and extensively replenished by people from the “middle” and “higher” (in our conditions) layers of specialists with higher education, high-level managers , business owners.

2. This leads to their predominance over people from layers of less skilled labor (workers, support staff). So, in some respects, the structure of Moscow students is approaching the “Western” type, i.e. characteristic of industrialized countries.

3. It is still difficult to say what form the higher education system in Russia will take in the 21st century: it will become elitist or will retain its accessibility as it is now. One thing is clear that even in our conditions we cannot refuse various forms of search, selection and support of talented young people from any segment of the population.

4. The criteria of social differentiation that we chose turned out to be closely related to the level of financial situation of students. Therefore, we will move on to a more detailed description of the standard of living of students.

If the analysis of the social structure of students is the first aspect of the problems of reproduction of this social group, then the second aspect is its standard of living, around which so many myths have developed. Table 2 gives a clear picture of the standard of living of students.

As can be seen from the survey results, 52.3% of Moscow students come from families with a satisfactory standard of living, the remaining 16.5% have excellent parental families. Consequently, almost 70% of Moscow students, by the standards of the transition period, are well off. These data also correlate well with indicators of students’ personal consumption in clothing, food, entertainment, summer vacation, etc. And it is this mass of students that largely determines the general appearance and social well-being of students. But the financial situation of 25-30% of students (critically low, plus a low standard of living) can be assessed as unsatisfactory: it is alarming, and for almost 8% the situation is simply catastrophic, they live from hand to mouth, not to mention other needs.

Table 1

Distribution of the share of students whose fathers are workers (in the state and non-state sectors) and, accordingly, owners, directors, entrepreneurs (as a percentage of respondents)

Academician food

Institute of communications,

Commercial ski institute

Overall

1. Fathers are workers

2. Fathers are owners, director, entrepreneur

table 2

Distribution of answers of students and teachers of Moscow universities to the question about their standard of living (in% of respondents)

Characteristics of standard of living	Share of answers among
	students	university teachers
Critically low(Often there is not enough money for the basic necessities, even for normal food)
Short(We manage to eat more or less normally, buy the most necessary clothes, but even repairing household appliances puts us in a difficult situation
Satisfactory(We eat well, buy some fashionable clothes, but we can only afford to buy new furniture if absolutely necessary)
Good(We live prosperously, we manage not only to eat well and dress fashionably, but also to purchase the household appliances of decent quality that we like, other durable goods, to make savings for the purchase of real estate and especially expensive goods like a car)
High(We don’t deny ourselves anything, we usually spend our holidays abroad, we have significant funds invested in securities, a solid bank account)

The following fact turned out to be somewhat unexpected: 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).

What is their social effectiveness? For 14% of respondents they are very important, because... allow you to achieve at least a basic standard of living, for 40% - allow you to have “pocket” money. So, for 54% of Moscow students, part-time jobs stabilize their financial situation. And only for 5% do they provide a high level of well-being (much higher than “necessary”). These students actually turn into “correspondence students”, since their work takes precedence over their studies.

So, today we are witnessing processes of transition from the Soviet social structure to a structure corresponding to market economic relations, therefore, both the “rising strata” and those who have not yet adapted to the new social conditions are significantly represented among students. But as a result of the action of self-regulation mechanisms, the social structure of Moscow students is increasingly becoming a structure of an “improved type.” It confidently represents the non-state sector, company owners, heads of ministries, and no non-working pensioners.

As a result, his financial situation looks more optimal than the consumption structure of many other strata, with the exception of the most prosperous. Replenishing to an increasing extent from the “rising strata,” from strata that were able to effectively adapt to new economic relations, they determine the general appearance and social well-being of Moscow students (optimism, confidence in the future, hopes for personal adaptation).

At the same time, students represent a deeply differentiated mass (by social origin, financial situation, type of university, etc.). It seems to be “split” into separate groups, between which there is often no mutual understanding. What some people care about turns out to be

indifferent to others. This seriously undermines the conditions for the formation of group-wide attitudes and slows down the formation of the “We” feeling. It is no coincidence that most students do not have the desire for collective action. Only 15.4% of respondents agreed with the statement: “whether society will care about creating acceptable conditions for studying - this largely depends on whether students themselves will actively and unitedly defend their own interests.”

These, from our point of view, are the main characteristics of the reproductive processes that characterize Moscow students.

Students' educational activities

The “social portrait” of Moscow students would not be complete if we lost sight of the problems of educational activity. They've recently gotten a new perspective. If in the 80s the interests of Russian sociologists in this area focused primarily on studying the professional socialization of students (the dominant motivations for educational activities were determined, the dependence of academic performance on them, etc.), now the emphasis is placed differently, which is due to a different social context. This is the establishment in the public consciousness of a system of liberal values, the psychology of “self-made”, and the problem of the unpromising nature of many specialties, and the difficult state of public sector enterprises, and much more.

The emergence of private sector organizations has expanded the types of careers available to graduates, not only as employees, but also, for the more ambitious and enterprising, as business owners. But often this involves abandoning the specialty and profession acquired at the university. For example, of the 1993 MAI graduates we surveyed, 6-8 months after receiving their diplomas, out of 89% of those employed, more than half (56%) were employed in the private sector and successfully advanced there, 9% became entrepreneurs; 43% left the engineering profession. Therefore, the problem of educational activity is now acquiring special interest: what influence does the new social situation have on it?

But here we will consider in more detail the impact of only some factors: a) value orientations of students; b) the quality of educational services of the university.

One of the most important regulators of educational activity is the value of higher education, its position in the system of value orientations of the individual, as well as its “conjugation” with professionally significant or intellectual-cognitive motives.

In our research, studying the value orientations of students, we asked them about the factors of success in life. Correlating it with answers about academic performance and preparation for classes, we have repeatedly been convinced that the higher the place in the system of value orientations the value of quality education occupies, the more important it is as a guarantee of success in life, the more effective educational activities are.

Table 3

Distribution of student answers to the question about the most important factors of life success for them*

	Response rate in %
Connections, influencer support
Quality education
Entrepreneurship, resourcefulness
Natural talent, abilities
Hard work, conscientiousness
Promising specialty
Luck, lucky coincidence
The ability to organize your affairs in any way
Financial support for parents

*The sum of the answers exceeds 100%, since when answering, a choice of one to three options was allowed.

However, when we asked questions about the factors of life success in the course of previous studies to students from the CIS countries (1992 N = 1877 people); students of Moscow State University (1992 N = 1075); MAI students (1994 N = 1036); then the 1st and 2nd places in the hierarchy of values ​​were taken by “connections, support of influential persons” and “enterprise”, and “quality education” and “prospects of the specialty”

"fell" to 5th - 6th places. Factors such as “luck, fortunate coincidence” received a high rating. This made us feel pessimistic. But can you blame the students for this? At that time, the “adventuristic” syndrome with its characteristic anticipations of dividends from shares, enrichment... covered wide sections of society. But now, finally, a study of Moscow students has documented a change in priorities (see Table 3). After many years of “oblivion,” Moscow students put “quality education” in second place, although “support of influential persons” remains the leader.

There are other favorable changes: the factors “hard work, conscientiousness” and “promising specialty” have risen to 5-6 places. In general, this speaks in favor of the fact that students, apparently, are gradually beginning to develop a conviction in the need for professionalism and competence to achieve success. This is especially true for students who come from families of top-level executives, military personnel, specialists in education, science, culture, as well as children of entrepreneurs.

What does changing priorities mean in terms of studying? It directly affects the student’s performance of his social role. Thus, among those for whom “quality education” is a priority in life, 46% use additional literature when preparing for classes (in the overall sample 32%; an increase of 1.8 times), among them only 8.2% of such students who do not study at all during the semester (according to the sample, this figure is much higher - 17%). Students with an “adventurous” streak, for whom the most important thing in life is to show “enterprise and resourcefulness” on time, who rely on “luck”, prepare for classes much worse, only 24-25% study with full effort, much more among them those who “serve their number” by studying only during the session. But, despite the increasing prestige of higher education, a “pragmatic” attitude towards educational activities is widespread among students, i.e. fulfilling their educational duties without going beyond what is required by the teacher and the university.

Today in Moscow, only every third (33.2%) student studies in a semester with full dedication, using both mandatory and additional literature. Another 29.3% prepare within the compulsory literature, notes, without resorting to studying additional literature. Thus, 61.5% of respondents are distinguished by full-fledged forms of independent training. The rest, and this is a noticeable proportion of students, do not study in the best way (20.1% look through lecture notes in special subjects, and do not prepare for special subjects in the semester; 17.4% begin studying only during the session). In universities, the picture is generally varied, but not brilliant, especially in technical universities, where the bulk of students are trained according to manuals.

The nature of self-study is also negatively affected by students’ regular additional earnings. Let us remind you: 22% of all respondents have regular part-time jobs. Among these students, the share of those who actually do not study during the semester reaches 23-24%, and among those who do part-time work from time to time - from 12 to 14%, i.e. It is precisely regular forms of part-time work that cause significant harm to studies.

The prevalence of inferior forms of independent preparation of students leads them to corresponding results in terms of academic performance: academic performance with grades of “good” and “satisfactory” prevails, only “satisfactory” (47%) and with grades of “satisfactory (but retakes are not uncommon)” 4- 5%, which totals more than half (52%). 12% achieve “excellent” grades; 35.6% - “good” and “excellent” (48% in total). How to evaluate these results? I think they are generally average. Thus, in a number of universities - Moscow State University, Moscow State Technical University, and the Commercial Institute, the proportion of students with excellent and good academic performance is noticeably higher (56-72%). At the same time, from 22 to 42% of students study at technical universities without C grades; the comparison, as they say, is not in their favor.

To a certain extent, students can be understood: a pragmatic attitude to study is a kind of compromise between the value of higher education, on the one hand, and the fact that many graduates will not be able to take full advantage of the educational potential that they have received.

And it must be said that students react quite sharply to the quality of educational services offered by universities. Thus, Moscow students give a rather critical assessment of the quality of training and the prospects of the specialty in the current conditions (see Table 4). Only 1/3 of respondents expressed satisfaction with these education parameters. The highest assessments of the level of training at their university were given by students of the Agricultural Academy (81.7%); Moscow State University (71%); MAI (65.4%); MSTU (64.1%); the lowest - Commercial Institute (29.9%); Institute of Public Utilities (15.4%). In terms of the prospects of the specialty, the leaders, as one would expect, are the Academy of Law (96.8%); Commercial Institute (95.3%);

Medical Dental Institute (85%); Institute of Public Utilities (75.4%); humanities faculties of Moscow State University (73.6%).

Table 4

Assessment by Moscow students of the level of educational training and the prospects of the specialty being acquired

	Response rate in %
The specialty being acquired (or specialties close to it) is promising today and the level of training in it is generally solid and decent
The specialty... is promising, but the level of training is of serious concern -
Although the specialty does not promise either good employment or decent earnings, kov, the level of training received is solid
And the specialty does not promise anything good, and the level of training is not very good

Let's say a few words about what serious deformations the organization of the educational process in universities, and the “technology” of education itself, is beginning to undergo. This is also one of the aspects of the quality of educational services of universities. More than 2/3 of respondents (71%) expressed the opinion that the educational process is not provided with the necessary equipment and computer technology, and the necessary literature in libraries. 72% noted that the classrooms are dirty and disorderly.

Students of the Medical Dental Institute, the Academy of Law, and the Academy of the Food Industry are extremely dissatisfied with the fact that the educational process is not supported materially and technically; MGK, MSTU, MAI, Pedagogical Institute, and Commercial Institute are more prosperous in this regard. A relatively favorable situation was revealed by such indicators as: 1) the rhythm of the educational process, the absence of disruptions and postponements of classes; 2) the level of professionalism of teachers - how much they command respect from students with their knowledge and ability to clearly express their thoughts. There are negative assessments, but in Moscow as a whole they do not exceed the level of 26%.

The students’ answers about how interested and dedicated the teachers are are alarming. 33% of respondents expressed their dissatisfaction with this factor, and although the situation varies among universities, in general it can be said that there are 1-2 leaders and a large group of “middle peasants” in this indicator. Timiryazevka students consider their majors to be the most unpromising (only 27.1% of the students surveyed consider their major to be promising), followed by the MAI (45.6%) and the Pedagogical University (47.9%) with slightly better grades.

This dissatisfaction of students shows with particular clarity the contradiction between the needs of the emerging labor market and the discrepancy between the structure of universities according to their profile, and it is by no means harmless. Reflecting in the system of value orientations of students, in their professional plans, it gradually “corrodes”, destroys educational activities, and reduces the results of the educational process.

We have established that both the nature of students’ independent preparation and their academic performance strongly depend on assessments of the prospects of the specialty. Thus, among those who recognized it as promising, the share of students with excellent and good academic performance (passes exams without C grades) is 54%. Among those who were disappointed by both the quality of education and the specialty, the share of such students is 32.6%. The number of students who generally “study only during the session” increases from 13 to 42%. It is quite natural that by connecting their future lives, their hopes for success with activities in their specialty, students study much more seriously, more responsibly, and more purposefully.

These and other data convincingly show, as an external contradiction of higher education, its “inconsistency” with the needs of society.

1. Social image of students.

3.1. Social image of customs students in the context of transformation of Russian society.

The study of the social appearance of modern youth is one of the most important tasks of Russian sociology. Youth and students determine the fundamental characteristics of the future Russian society. Going through the stage of socialization, this social community is distributed among various status and prestigious groups. With each new generation, the process of social differentiation is renewed. The desire of some to maintain their status at all costs clashes with the desire of others to break into the upper reaches of the social pyramid. On this path there are serious collisions: social mobility is limited by the isolation of the main social groups; deepening differentiation negates the former homogeneity of society. Not all financially secure students are distinguished by their talents and hard work. If you do not study and remove the real contradictions that have accumulated in the student environment, then you can expect either serious upheavals or a repetition of the so-called “stagnation phenomena” that demoralized the students of the 60-80s of the 20th century.
Since 2002, the St. Petersburg branch of the Russian Customs Academy has operated a research program to study the sociocultural image of a modern customs student.
The specific objectives of the study are determined in the direction of identifying the characteristics of the social appearance of modern students, trends in its change in the conditions of establishing new social relations. It is obvious that our problem is not only regional, but also nationwide. It belongs to the so-called systemic ones. Students come from certain social groups. At the same time, students are also an independent social group. Specific youth problems include socialization, starting a family, acquiring a profession, and acquiring social status.
It is known that social and stratification structure is understood as a multidimensional, hierarchically organized social space in which social groups and layers differ from each other in the degree of possession of power, property and social status. By social layers (strata) we mean all socio-economic groups that have different places in the structure of the global social system, between which there is inequality.
Social stratification can also be defined as a structured system of social inequality in which individuals and social groups are ranked according to their social status in society. The study was also based on textbook provisions on social mobility, which has two types: vertical and horizontal. Vertical mobility is a change in the social position of an individual, accompanied by an increase or decrease in his status. A person's transition to a higher class position is called upward social mobility. Horizontal mobility is a change in an individual's social position that does not lead to an increase or decrease in his status. In society there is individual and group mobility. Prescribed status is related to inherited factors such as family background, age, gender, race, place of birth. The prescribed status is different from the achieved one.
An important role in the study is played by the operational definition of concepts, that is, the identification of their totality into which the main concept is “decomposed”. Such a category as “social image of students” can be differentiated according to the following criteria: citizenship; nationality; occupation; economic status; religious affiliation. In other words, the social appearance of a student is not limited to purely property characteristics. The concept of “economic status” of a student includes a set of such components as: sources, amount and structure of income; amount and structure of expenses; social status of parents and so on. To reveal each of these concepts in detail, it is necessary to highlight the corresponding indicators. Thus, the amount of student income can be determined using such characteristics as: salary, parents’ income, investments and dividends on them, the student’s real estate, income from commercial activities, scholarship amount, dean’s bonuses.
Even greater specification of the picture of the financial situation of students is provided by the use of such markers as: average per capita income, material environment, debts and savings, type of housing, size of housing, degree of dependence on parents, types of parental assistance, assessment of one’s financial situation, comparative assessment of one’s material provisions, desired amount of cash receipts, desired items, and so on. The indicator systems developed by us do not repeat the generally accepted ones in their specifics.
In the case where we analyzed the social status of the students of the Branch through the social status of their parents - fathers and mothers, the indicators were such answer options as: employee of a state, joint-stock enterprise, employee of the state, municipal government system, employee of a private enterprise, employee of the education system, health care, culture, businessman (“has his own business”), unemployed. We understand that the listed markers will not provide information about the position of parents on the career ladder or the positions they occupy. But, in our opinion, they allow us to address the problem of changes in the social system of modern Russian society and their reflection in students.
Information about the financial situation of parents was given to us by such indicators as: the presence of a state, privatized, cooperative apartment, private house, cottage, dacha, garden plot, computer, car. During the study, an incorrectness we made was revealed, which is very indicative of the transitional state of Russian society: our respondents did not understand the difference between a dacha and a garden plot. The structure of students' expenses in general was revealed by such items as food and housing, attendance at entertainment events, foreign tours, purchase of modern information materials, and fashionable clothing. Our respondents deciphered some of these articles by answering questions such as: what countries of the world have you traveled to, what sports do you play, do you have enough time and money for entertainment... and the like.
Data from a sociological survey of students at the Branch lead us to a number of conclusions.
The social inequality of students is obvious. 14% of students, according to their estimates, have enough money only for the bare necessities, while 40.2% note that they can afford a lot.
Most students have the funds necessary to study.
The results of the survey give, in our opinion, reason to assume that students, who come from the basic and middle class of society, constitute the majority in the Branch. Since our questionnaires did not contain questions about the positions held by the students’ parents or the type of their professional activities, the assumption follows from indirect data, in particular, from student assessments of their financial situation. These estimates, with all their relativity, indicate, in our opinion, that it is above the subsistence level. If our assumption is correct, then it should be recognized that the level of vertical mobility in society is low, and therefore, we can make a prediction about the presence in society of a tendency towards the formation of closed social groups.
The survey confirmed the well-known observation: among senior students, the desire for self-sufficiency is intensifying, and the percentage of working students in all faculties of the Branch is high.
The comparison we made gives grounds to conclude that the social appearance of the students of the Branch in modern conditions fits well into the all-Russian picture. The same processes unfold in customs students as in society. Our research confirms the process of transformation of the social structure unfolding in Russian society, the emergence of new social elements and groups, primarily entrepreneurs-owners.

4.About the graduate labor market.

4.1. A strategy for effective behavior in the labor market of graduates in conditions of economic instability.

In the current conditions in the labor market, specialists over 35 years of age have begun to be in great demand. The time of the young is gone, if not forever, then for several years for sure.

Before the crisis, companies purposefully worked on programs employment of university students and graduates. People under 25 were seen as promising for the company, and they could be paid less than experienced specialists. It was impossible to predict the crisis, so just a year ago this age group was literally spoiled by the attention of employers.

What is happening now can be called the process of natural selection. Companies are primarily focused not on the future, but on surviving today. Therefore, experienced people are needed - those who will benefit the organization right now. At the same time, it is important that a person adequately evaluates himself and does not have illusions about the high payment for his work.

Therefore, modern senior students and graduates need an understanding of changes in the market situation and the ability to adapt to them. Reduce your ambitions. It is also important to look around and monitor changes in the labor market. In other words, flexibility and willingness to work, for example, in a related profession, and sometimes not in your specialty at all, are important. If there is no work in your profession, look for yourself in more in-demand industries.

But about half of university graduates in June 2009 will join the growing camp of the unemployed, predicts HSE Rector Yaroslav Kuzminov. The government has adopted a program to support the employment of graduates, but experts consider it ineffective.

The situation on the labor market does not bode well for former students. By the beginning of February 2009. The total number of unemployed in the country amounted to 6.1 million people, or 8.1% of the economically active population, as calculated by Rostrud. This is higher than in the European Union (7.6%) and the United States (7.6%), although lower than, say, in Spain (14.8%) and Latvia (12.3%). According to Igor Nikolaev from the consulting company FBK, the level of real unemployment in Russia by the end of the year will be 11.2-12%, or 8.5-9 million people, and Russia risks being in first place in this indicator.

According to recruitment agencies, most client companies have suspended recruiting, including Coca-Cola, Procter & Gamble, Mars, Philips, Severstal Resources, etc. “It is more important for us to retain our employees,” explains a member of the board of directors of Wimm- bill-dann” Marina Kagan. About 53% of employers plan to reduce staff, according to a survey of 50 large companies by Human Capital Solutions.

“It will be difficult for a graduate without work experience to compete with dismissed specialists,” says NES Rector Sergei Guriev. An employer in Russia spends an average of 1-1.5 months on retraining a graduate, so in 2007, companies spent more than 500 billion rubles on personnel training, adds Kuzminov.

The government knows that current graduates will have problems finding employment. About 100,000 graduates across Russia will not be able to find work, says Vladimir Miklushevsky, deputy minister of education and science. Kuzminov is more pessimistic - about 50% of all graduates will be like this. According to calculations by the Ministry of Education, the hardest time will be for graduates of economic faculties (30% of the total number of unemployed), humanities majors (11%) and teachers (7%). And the director of the Institute for Educational Development of the State University Higher School of Economics, Irina Abankina, believes that graduates of regional universities will find themselves in a more difficult situation - in Moscow and St. Petersburg there are more opportunities to apply their efforts.

In the current situation, the labor market places particularly stringent demands on graduates. And in order to meet them and find “your place,” you need to actively work on making plans for the development of your career while still a university student.

Despite the obviousness of the answer like “Now even specialists with work experience can’t get a job, let alone me,” there are employment options for students. There are not as many of them as before, but the need of employers for young personnel has not disappeared completely. Moreover, a crisis is the best period to start and build your career. The best - because the situation is constantly changing and you need to keep your nose to the wind so as not to miss your chance. Right now we need to look for opportunities to prove ourselves and get out of the crisis in a new status. Even if the search process may seem difficult at first.

4.2. Self-determination of a future employee or how to find yourself.

The issue of professional self-determination is the most important and decisive in the future prospects of finding a job. Given that work is such a big part of a person's life, the realization that you're doing something that's not your job can have devastating consequences.

In many of the human resources motivational studies conducted by organizations, the issue of career choice is largely avoided: this is not surprising, since it reveals some complex and controversial issues for both employees and employers. According to our research, the majority of graduates, when choosing a specialty, were guided by the prestige of the chosen specialty or university

Thus, it is obvious that there are a large number of people who believe that they have chosen the wrong type of activity in life. Others have doubts about the choices they have made. Many people feel that their education—both in school and after graduation—has not been useful in preparing them for professional careers.

It is believed that employees who receive positive emotions from their work are more motivated and their work is more productive. Others find it difficult to show enthusiasm and may be less productive. This survey explored issues related to education, training, career choice, and career change. They are the result of a comprehensive worldwide study conducted by Kelly Services in early 2008.

The Kelly Global Workforce Survises survey included the views of approximately 115,000 people in 33 countries in Europe, Asia Pacific and North America, working in a variety of industries including engineering, information technology, science and finance.

Survey results

The main results of the survey are as follows:

• On average across 33 countries, 49% of respondents said their school education prepared them well for work.
• About two-thirds, or 65%, of respondents said the education they received after leaving school prepared them well for work.
• The vast majority of respondents (69%) expressed the opinion that their post-school/vocational education should be “more practice-oriented rather than theory-oriented.”
• Some 69% of respondents worldwide said they should study more.
• About 63% of respondents expressed the opinion that they should study more intensively.
• About 45% of respondents said they needed to study something completely different.
• About 18% of respondents worldwide said they had chosen the wrong career.

We conducted a sociological study of senior students and university graduates in the Rostov region. The research took place at the university and through the social network vkontakte. Interviewers were asked to answer a series of questions about self-determination, activity in relation to building a career and ambitions regarding the desired place of work. Below and further in the work the results of this study will be presented.

Figure 1. What guided you when choosing your specialty or university?

At the same time, 86% of respondents believe that full-time education is of great importance and 14% do not pay attention to it.

How to make the right choice

Personal inclinations and goals, the state of affairs in the industry, brand recognition, corporate culture, the company’s training system - experts advise taking these factors into account when choosing a place to work. But how can yesterday’s student do this?

1. Listen to yourself

Most students don't know what they want. A coaching session or conversation with a successful person in your career can help. Listen to yourself during the interview. It can be helpful to ask yourself how sincere you are in this conversation. If a person cannot openly tell the employer about his professional expectations and intentions, he has a serious reason to wonder whether he really needs this job.

2. Stepping into “fast water”

A typical recommendation from recruitment agency consultants is that it is better for ambitious young people to look for a job in a company operating in a dynamically developing market, where there are more opportunities for growth.
In general this is true, but a lot depends on the specialty. If it is tied to the specifics of a particular industry, then the choice is generally small. To find out which industry is developing dynamically, you need to read the forecasts of professional analysts that are published in the business media.

3. Outside and inside the brand

Many graduates are attracted by the brands of well-known employers. But if you do not have “highly leading” connections in a large structure, then you will have to start from the very bottom.
This is why a young, fast-growing company may be more suitable for healthy adventurers. The employer's reputation won't tell you anything about your prospects.

4. Rules of the game

Even a great specialist may not fit into a company due to a mismatch with its corporate culture. Everyone claims great working conditions, but to find out if this is actually true for you, look to other sources. It is best to contact people who are currently working or have worked in the company before. You can try to find them using Yandex, the website odnoklassniki.ru or through friends. But to fully know a company, you need to work in it yourself. And here, of course, it is difficult to overestimate the importance of internships.

5. What you can grow on

Does the company have training programs for young professionals? Do rotations happen often? Don’t be shy about asking your employer these and other similar questions. Correlate the answers to these questions with the fact that there are two ways to grow professionally: participation in complex projects and work under the guidance of a professional manager

6. About the main thing without illusions

The main thing is to give up the illusion that there is an ideal place to work. No employer is able to satisfy all the desires of the applicant. There will be pros and cons to any choice. For example, some agree to work for less money in order to gain valuable experience, others move to a distant region, wanting to accelerate their career growth. It is necessary to decide on the most significant criteria and act.

7. Salary

One of the most common mistakes made by students without work experience or with experience but not in their specialty is inflated salary expectations that are not supported by market offers.

In the city of Rostov-on-Don, salary expectations for graduates are as follows:

Based on the results of the study, we can conclude that respondents in the Rostov region, when choosing a location, give preference to the following criteria:

4.3. Analysis of your own capabilities.

For many students and future graduates, especially those who closely study the effects of the global financial crisis in the business media, there may be a feeling that the time of youth is over. Not only analytical publications, but also government officials speak about this, but there is a polar opinion that many employers, after reducing staff, in order to minimize costs, replace fired people with new ones - they invite graduates with low salaries compared to experienced specialists to take starting positions requests. In this situation, the position of graduates is very advantageous.

But whatever the opinions of analysts, one fact remains - the labor market needs strong, active, competitive young employees who are ready to develop themselves from their student days. Since the current situation in the labor market can be given a name - “The strongest will win!”

An important stage in building a future career for a graduate should be a real and sober analysis of their capabilities, potential, as well as areas in which they can advantageously present themselves to an employer. The time of dry resumes listing the facts of the work biography has passed and now the employee needs nothing more than to “sell himself profitably.” But supply is falling, and employers are being picky. That is why it is necessary to realize the value of the education received and the theoretical foundations that are given at the university, as well as the practical skills that a student can obtain by undergoing all kinds of trainings, consultations, and internships in companies. By participating in open round tables and public speeches, a future potential employee will learn much more information not only about the specifics of the work of a particular organization, but also about its policy regarding the labor market for young specialists, special programs and conditions. Anyone can find out information about these types of events on the Internet.

Summing up the results of the first two stages can be reflected in the results of graduates’ answers to the question: Have you decided on the choice of profession (area of ​​labor knowledge)?

4.4. Effective ways to find a job.

Currently, there is a difficult situation in the graduate labor market. If just a year ago many companies were ready to invest resources in the development of a promising employee, now everything has changed dramatically. All responsibility for the effectiveness of the job search strategy falls on the shoulders of the young specialist and directly depends not only on knowledge, resume, work experience, but also on the activity, awareness and focus of the graduate.

According to the study, graduates are practically unaware of the situation on the labor market and have not outlined a possible way to find a job.

Figure 5. How often do you look at websites, newspapers, job advertisements?

1. Career center at the university

The university career service can be very helpful. She has a database of vacancies and internships, where there are interesting options. In addition, some centers help you create a resume, test for professional preferences, and simulate interviews.

2. Company presentations and job fairs

Job fairs are held at Russian universities in the fall and spring. First, company representatives give presentations or conduct business games, and then you can personally communicate with them in the lobby. Business games are especially useful in terms of employment - often after one day of working in a team, you are immediately offered an interview.

A similar opportunity exists at company presentations. Try to attract the attention of company representatives with your interest, fill out an application for company vacancies - and then you will have a better chance of getting a job.

3. Acquaintances and classmates

The most effective way to find a job is to ask people you know, according to research from Kelly Services. Periodically ask friends and classmates about job openings. With the help of friends and acquaintances, about a third of Russians find work, and some companies (both large and small) hire people only on the recommendation of an employee or partner of the company. Searching for a job through acquaintances, Kelly Services found out, is more effective than through print media and direct contact with the company; searching for advertisements on the Internet is still in fourth place in terms of efficiency. It is also interesting that there are professional specifics: for example, with the help of friends and acquaintances, lawyers (36.59%) and financiers (32%) are mainly looking for work.

4. Media

The second place in job search efficiency is occupied by the media. Business newspapers and magazines (“Vedomosti”, The Moscow Times, “Elite Personnel”, SmartMoney, “Finance”, “Expert”) publish vacancies in each issue or on special days, including for young professionals and students. Most newspapers and magazines have online versions, where not only editorial materials are posted, but also information about vacancies. By looking through them, you can understand the “seasonality” of recruitment by the most attractive companies and assess what you need to get hired. Many business newspapers have a section dedicated to building a career. It explains the intricacies of working in various companies. And of course, business media are an indispensable source of information about various companies and markets - by reading newspapers and magazines, you can find out who is who in the market and choose the company you want to work for.
In newspapers with large circulations (“Work for you”, “Work and Salary”) the bulk of offers relate to the HoReCa (leisure and entertainment industry) or retail trade. Basically, they do not require special training from applicants.

5. Employer websites

Many companies' websites contain the latest job listings, internship or GRP application forms. After sending your resume and cover letter (why you want to work for this particular company in this position) by email, call the company’s HR department to check whether your letter has been received. True, not everywhere you will be happy to answer this question - the competition for vacancies in large well-known companies reaches 100-500 people per place.
The companies' websites also contain information about their presentations and other recruitment events; you can register for them immediately.

6. Internet

About 78% of job seekers do this via the Internet, but in terms of effectiveness this tool is still inferior to friends, the media, and company websites. The most popular resources for finding a job are headhunter.ru, job.ru and superjob.ru, according to a study by the recruiting company Avanta Personnel.

Internet search is most often used by sales professionals, and newspaper advertisements are most effective for attracting candidates in the service sector, manufacturing and finance, HeadHunter shows. In England, according to a study by The Times newspaper, 98% of university graduates use the Internet during employment. Our Internet efficiency is not so high yet.
For university graduates and young professionals with a good education, the websites www.hh.ru, e-Graduate.ru, career.ru, jobfair.ru, www.staffwell.ru, as well as industry resources www.bankjobs.ru (for bank employees) are suitable. , www.adverto.ru (for advertisers), etc. (for more details, see the table). On some sites you can find not only a list of vacancies, but also a description of the job descriptions of a particular specialist (www.vedomostivuz.ru). For those who would like to work remotely, there are several freelance vacancy sites: www.kadrof.ru, www.free-lance.ru, www.weblancer.net. Social networks, such as odnoklassniki.ru or vkontakte.ru, despite their high popularity, are not yet very effective for finding a job. It is much better to do this in professional online communities (www.moikrug.ru, www.linkedin.com). They can also find former and current employees of your dream company who can reveal important details about working for that company.

7. Recruitment agencies

The employment of young specialists (along with the selection of more highly qualified employees) is carried out by such agencies as “Anchor”, GRP-Service, FutureToday, e-Graduate, “Agency Contact”. At the same time, having at least a year of work experience and completed higher education, you become attractive to other recruitment agencies.

8. Virtual company management

This path is not the shortest and not the easiest, but one of the most exciting for sure. Virtual company management is a competition between teams from all over the world, which is organized by some companies (Danone, L’Oreal, Shell or the Academy of National Economy with the support of the Russian government - the Business Battle game). Teams of students compete with each other in remote control of the company. Typically, the final of the regional round of the competition is held at the company's office or production site. Players have the opportunity to get acquainted with the technological process (tour of the plant) and even with one of the top managers. The best players are offered work - but only a few.

Social networks in Russia are actively developing. In "Odnoklassniki" people look for acquaintances, in "My Circle" they establish business contacts. But such a function as job search did not take root in them, despite the numerous efforts of the creators. This is especially true for top personnel, who, as a rule, do not visit such sites at all. Therefore, on social networks, especially those that are only entertaining in nature, it makes sense to look for summer part-time or part-time work. In addition, participation in social networks can play a cruel joke on an employee if he writes something “unnecessary”, believing that his profile is his personal space.

10. Emergency exits

If you don't need to look for a job right now, you can try qualifying for a graduate recruitment program - often called a Graduate Recruitment Program (GRP). Some companies continue to recruit for these special programs, in which the graduate works for six months or two, depending on the company, in turns in several departments and by the end of the program takes a managerial position. But now the conditions for participation in them have changed - the young man will not be paid a salary during his studies. “The employer will make the most of the situation,” warns Zuev. His fears are confirmed by mailings from career sites and university employment centers, in which companies specify as a separate condition “willingness to work overtime” and “no remuneration provided.”

Thus, it is possible to rank the most effective ways to find a job according to experts.

1st place - friends and classmates

2nd place - mass media 3rd place - employer websites

4th place - Internet

Results of a survey of graduates of Rostov universities:

Figure 6. The most popular methods of finding a job among graduates of the Rostov region

Conclusion

In a market economy, even at the stage of crisis, which can be viewed not only from a negative side, but also as an opening up of new opportunities in the economy, there are distribution mechanisms through which labor resources are consumed in the reproduction process. The Soviet graduate distribution system, which has proven to be ineffective, is not acceptable in modern conditions. Therefore, it makes no sense for graduates to hope for the help of a “good uncle” - in the person of local authorities or the state, but need to “row” in the direction of their career peak.

In conclusion, I would like to once again provide a brief description of the behavior strategy of a modern graduate in the labor market:

Ask yourself: what do you want? Self-determination is a particularly important step in developing a career.

The world opens up for those who know where they are going! Be active, don’t give in to difficulties and look for all kinds of ways to gain knowledge and experience, this will benefit your resume and give you some basic knowledge. And also explore all the resources offered that contain databases of vacancies.

Determine your real cost. Soberly assessed skills, abilities, knowledge will give a real picture of your capabilities, as well as prices and values ​​as a future specialist.

Don't be afraid to do something you haven't done before. In this time of limited supply, there is no room for excessive ambitions for rapid career growth and high position. You need to start with the basics!

And again, work on building your career!

To summarize, we can say the following: Firstly, changes in the composition of the student body by social origin and standard of living (and they are quite closely related) indicate increasing differentiation, heterogeneity, and differences in the student body among 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 been preserved, which is also reflected in the “rise” of its value in the hierarchy of instrumental values ​​of students. 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 most importantly- there is a steady decline in the main result of the functioning of higher education - the education of students, the level of their professional competence.

In addressing issues of employment of graduates, emphasis should be placed on increasing the self-activity and initiative of young professionals so that they can become real subjects in the labor market. The task of the university in this regard is to ensure their earlier and more thorough inclusion in this system. Interaction between enterprises and organizations interested in qualified specialists, on the one hand, and universities, on the other, should become closer and less formal, and university education should become more differentiated and adapted to the interests of organizations.

Unfortunately, the problem of obtaining a humanities education is not covered much now. The self-determination of young people and their inclusion in economic life has always been a serious social problem. The importance of its study will increase even more with the development of market relations, the spread of unemployment, and the growing level of economic differentiation of the population. Perhaps both lawyers and economists will always be in value, but we should not forget the spiritual and moral heritage of society.

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 used literature

1. Lisovsky V. T., Dmitriev A. V. - Student personality. - L.: Publishing house Leningr. University, 1974.
2. Students // Osipov G.V. Russian sociological encyclopedia. - M.: 1998, p. 544.
3. Rutkevich M.N. Sociology of education and youth: Selected (1965 - 2002). - M.: Gardariki, 2002.
4. Boyko L.I. Transformation of the functions of higher education and social positions of students // Sociological studies. - 2002. -№3.
5. 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, etc.). - Samara: SGEA, 2002.
6. Alma Mater, 1993, No. 3, p. 20.
7. Scientific potential of higher education in Russia: problems of preservation and development. M, 1994.
8. Efendiev A.G. Teacher at Moscow university. M., 1996, p. 26-27.
9. Kovaleva L.I. The crisis of the education system. Sociol. research 1994, no. 3, p. 29-35.
10. Bourdieu P. L "ecole conservatrise. // Rev. fr. de sociol. 1996.
11. Bourdieu P. Sociology of politics. M. "Socio-Logos", 1993, p. 75.
12. Rutkevich M.N., Filippov F.R. Sociological movements. M., 1970.
13. Shubkin V.N. Sociological experiments (Methodological issues of social research). M., 1970.
14. Radaev V.V., Shkaratan O.I. Social stratification. M., 1996.
15. Chernysh M.F. Social mobility 1986-1993 Sociological Journal, 1994, No. 2, p. 131.
16. Soviet intelligentsia and its role in the construction of communism. M., 1983, p. 200.
17. Graduate of MAI-93 in the conditions of transition to the market. Research report. Team of authors. M., MAI, 1993.
18. Open library of scientific collections (socio-humanitarian building). www.utopiya.spb.ru

1. L.S. Surayegina, Yu.E. Chernysheva, Southern Federal University, Faculty of Economics, Department of Personnel Management, 3rd year

Rutkevich M.N. Sociology of education and youth: Selected (1965 - 2002). - M.: Gardariki, 2002, pp. 138 - 145.

Boyko L.I. Transformation of the functions of higher education and social positions of students // Sociological studies. 2002. No. 3. Page 81.

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. 104 - 105.

5N = 1286 2nd and 4th year students from various universities in Moscow. Sampling is two-stage, quota. At the first stage, 12 most typical Moscow universities were selected: classical universities (MSU); technical universities (MSTU, MAI, Moscow Civil Engineering University, Moscow Academy of Food Industry. Moscow Institute of Public Utilities); medical universities (Moscow Dental Institute), economic institutes (Moscow Commercial Institute), law universities (Moscow State Law Academy), pedagogical universities (Moscow Pedagogical State University), cultural institutes (Moscow Art and Industrial Institute), agricultural universities (Agricultural Academy Timiryazev). Then, at each university, such a number of students were surveyed that their share in the sample corresponded to the share in the general population.

Analysis of automated literature supply management systems using the Saaty method

Social technologies in the field of organizing youth leisure

Youth is a certain phase of the life cycle, biologically universal, but its specific age framework, associated social status and socio-psychological characteristics are of a socio-historical nature and depend on the social system, culture and the patterns of socialization inherent in a given society.

The most homogeneous part of young people both in terms of age and social characteristics are students, whose main activity, which determines all the existing features of their lifestyle, is study and preparation for future working life.

In the scientific literature there is no unambiguous definition of the concept of “students”. Translated from Latin, the word “student” means “working hard, studying, i.e. mastering knowledge."

Student age (17-25 years) is the most important period in the development of a person as an individual and an active member of society. But it is society, in turn, that requires great effort from a person to survive in our difficult conditions. Student youth are the basis of social development, as well as the reproductive potential of the nation.

When young people go to university, a new world opens up to them. Of course, the construction of this world is somewhat similar to school time, but this similarity is erroneous and deceptive.

The fact is that the school course is designed for children who develop quickly, which leads to the fact that in the end they must gradually receive basic information about the world. But at university, the child must already take the path of an adult, gradually developing and learning. The university years give you a lot.

Let's first remember September 1st of the first year: with what mood did we enter the lobby of the educational institution? Some with caution, some with hope, and some with courage, calling on their luck, expecting only stellar moments from their studies. Whatever the initial mood, the mode of the educational process was the same for everyone. But everyone reacted to it differently. In the same way, in different ways, the characteristics of student age manifested themselves in each person.

The experience of the first year... Not always confident, unsteady, promising. From a psychological perspective, this age is characterized by the active development of moral and aesthetic feelings and the formation of character. Indeed, a student’s morality is always severely tested. After all, how many temptations are there around him! The hostel alone is worth it! For those who went through the school of life in a hostel, student age characteristics were certainly manifested in full. The complex of all the feelings provided by nature regularly declared itself through its manifestations. Aesthetic preferences, moral beliefs, character traits - everything changed, came back and became different again.

They develop both the mental and moral foundation of the child. After five years of study, the young man is simply unrecognizable. And the point is not only that in five years almost a child turns into a young man, but also that this man must clearly understand what he wants to do in life, and what priorities he has.

The Institute of Education provides socialization, inculturation, and professional training of individuals adapted to today’s realities, but at the same time focusing on possible future changes that determine the “tomorrow’s” needs of society, based on the trends of developing production and social life.

Education has enormous potential for modern youth to want to define their civic identity as Russians, while maintaining their belonging to one or more cultures, depending on their origin and place of residence.

One of the promising options for studying this problem and solving the problem of social stabilization of society may be a policy of mutual recognition, tolerance and equality of all cultures and peoples of the country. It is in this regard that the role and influence of the ethnocultural component of education in general, as well as the ideas of multiculturalism, increases; the development of these ideas leads to openness and understanding of the contribution of all cultures to the development of humanity.

Forming a culture of interethnic communication at a university requires solving problems at the ideological and behavioral level. Studying at a university forms the basis of a person’s spiritual development, acting as the most important condition for his mastery of human culture. Therefore, a huge role in it belongs to the organization of educational work on the development of an appropriate worldview, the development of tolerant relations, the formation of a multinational team and the creation of conditions for the self-realization of the individual in it.

The university gives young people the opportunity to get involved in learning, gives them the opportunity to learn and enjoy their studies, and also to get involved in science in the future. Of course, an extremely small number of people are engaged in science, but getting a good profession and being realized in the future is the main task of university education.

And all these principles of higher education and the rapid development of the student’s body make it possible to say that this system is very positive and has a high degree of success. It should also be noted that the process of education and the development of a young person’s personality move in parallel, and one cannot be distinguished from the other, which ultimately gives the positive effect of higher education that we have now. Education is based on the well-known and practiced principle of competition.

The student lifestyle contributes to the formation of a student as an individual. Hardly anyone would dare to argue with this. Well, is it possible to resist the temptation to sleep longer, being late, or even successfully missing the first couple? This, by the way, is how responsibility is born. Its degree is different for everyone, and it manifests itself in literally everything: in timely passing of tests, in high-quality preparation of seminars, in regular attendance of lectures... But how can you follow all the rules established by the institution for so many years? Moreover, these were wonderful years, full of bright events and interesting acquaintances. Is it always here before school? Hardly.

But the notorious student lifestyle is not only known for studies. For many students, living in a dormitory becomes one of the first steps in independent and adult life. Of course, the “dorm” is an unforgettable range of different emotions: from the most memorable pranks and parties with roommates to sharing the last food supplies brought from home. A student dormitory is a kind of school of life, here the first independent repairs and inept cooking take place, and here all the personal qualities of a person are manifested in the best possible way. And finally, it is here that many people find their soulmate, with whom they subsequently repeatedly remember all the joys and difficulties that the life of a student is so rich in...

Almost a person’s entire life is a competition with other competitors, and it doesn’t matter what it is about, about work and career, or about winning the heart of a girl. The main thing is that we compete all our lives. It is the process of education that allows a young person to develop, compete with other students, and comprehend complex science through competition with other colleagues.

Bibliography

1. Danilova, E. A. Youth in regional society: theoretical aspect // News of higher educational institutions. Social Sciences. - 2010. - No. 1 (13) - P. 62-69.
2. Sokhan, L. V. Lifestyle of youth / L. V. Sokhan // Sociology of youth: encyclopedic dictionary / Yu. A. Zubok, V. I. Chuprov: Academia, 2008.
3. Borisova U.S. Features of ethnocultural identification of Sakha students // Social and humanitarian sciences in the Far East. - 2012.- No. 1 (33). - P. 101-108.

Living in society, one cannot be free from it. Throughout life, a person comes into contact with a large number of other individuals and groups to which they belong. Moreover, in each of them he occupies his specific place. To analyze a person’s position in each group and society as a whole, they use concepts such as social status and Let’s take a closer look at what it is.

Meaning of the term and general characteristics

The word “status” itself dates back to Ancient Rome. Then it had more of a legal connotation, rather than a sociological one, and denoted the legal status of an organization.

Nowadays, social status is a person’s position in a particular group and society as a whole, giving him certain rights, privileges, as well as responsibilities in relation to other members.

It helps people interact better with each other. If a person of a certain social status does not fulfill his duties, then he will be held responsible for it. Thus, an entrepreneur who sews clothes to order will pay a penalty if the deadlines are missed. In addition, his reputation will be ruined.

Examples of the social status of one person are a schoolboy, son, grandson, brother, member of a sports club, citizen, and so on.

This is determined by his professional qualities, material and age, education and other criteria.

A person can simultaneously belong to several groups at once and, accordingly, play not one, but many different roles. That's why they talk about status sets. It is unique and individual for each person.

Types of social statuses, examples

Their range is quite wide. There are statuses received at birth, and others acquired during life. Those that society ascribes to a person, or those that he achieves through his own efforts.

The basic and passing social status of a person is distinguished. Examples: the main and universal one, in fact, is the person himself, then comes the second - this is the citizen. The list of main statuses also includes consanguinity, economic, political, and religious. The list goes on.

Episodic - a passerby, a patient, a strike participant, a buyer, an exhibition visitor. That is, such statuses for the same person can change quite quickly and repeat periodically.

Prescribed social status: examples

This is what a person receives from birth, biologically and geographically given characteristics. Until recently, it was impossible to influence them in any way and change the situation. Examples of social status: gender, nationality, race. These set parameters remain with a person for life. Although in our progressive society they have already taken aim at changing gender. So one of the listed statuses to some extent ceases to be prescribed.

Most of what is related to kinship relationships will also be considered as prescribed father, mother, sister, brother. And husband and wife are already acquired statuses.

Achieved status

This is what a person achieves himself. By making efforts, making choices, working, studying, each individual ultimately comes to certain results. His successes or failures are reflected in the way society assigns him the status he deserves. Doctor, director, company president, professor, thief, homeless person, tramp.

Almost everyone who achieves has their own insignia. Examples:

• for the military, security forces, internal troops - uniform and shoulder straps;
• doctors wear white coats;
• people who have broken the law have tattoos on their bodies.

Roles in society

A person’s social status will help to understand how this or that object will behave. We constantly find examples and confirmation of this. Expectations in the behavior and appearance of an individual depending on his membership in a certain class are called social role.

Thus, the status of a parent obliges him to be strict but fair to his child, to bear responsibility for him, to teach, to give advice, to prompt, to help in difficult situations. The status of a son or daughter is, on the contrary, a certain subordination to parents, legal and material dependence on them.

But, despite some patterns of behavior, every person has a choice of what to do. Examples of social status and its use by an individual do not fit one hundred percent into the proposed framework. There is only a scheme, a certain template, which each individual implements according to his abilities and ideas.

It often happens that it is difficult for one person to combine several social roles. For example, a woman’s first role is a mother, wife, and her second role is a successful businesswoman. Both roles require an investment of effort, time, and full dedication. A conflict arises.

An analysis of the social status of an individual and an example of his actions in life allow us to conclude that it reflects not only the internal position of a person, but also affects his appearance, manner of dressing and speaking.

Let's look at examples of social status and the standards associated with it in appearance. Thus, the director of a bank or the founder of a reputable company cannot appear at work in sweatpants or rubber boots. And the priest should come to church in jeans.

The status that a person has achieved forces him to pay attention not only to appearance and behavior, but also to choose his social circle, place of residence, and education.

Prestige

Not the least role in the destinies of people is played by such a concept as prestige (and positive, from the point of view of the majority, social status). We can easily find examples in the questionnaire that all students write before entering higher education institutions. They often make their choice based on the prestige of a particular profession. Nowadays, few boys dream of becoming an astronaut or pilot. And once upon a time it was a very popular profession. They choose between lawyers and financiers. This is how time dictates.

Conclusion: a person develops as an individual in the process of mastering different social statuses and roles. The brighter the dynamics, the more adapted to life the individual will become.

Page 1

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.

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.

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. In the studies, one characteristic was taken - education, the connection of which with the factor of choosing a university was always strong.

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. It is clear that traditional and new layers of Russian society are already being reproduced with the participation of these youth.

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).

The influence of sports on student life

2.1. Characteristics of the lifestyle of student youth.

A student is not a social status, not a category of student, it is a way of life. Not everyone becomes a student, but almost everyone would like to be one. However, when the conversation turns to student life, almost everyone shrugs their shoulders. Where are the stories about hikes, songs around the fire, baked potatoes, or about various student parties, group trips to the theater? Of course, among the student fraternity there are also regular participants in student parties, but mostly the guys miss these events.

Now, when the life of Russian society is influenced by a huge number of external and internal factors, how do young people react to this, how do they spend their free time, what values ​​are their spiritual lives filled with, what is their lifestyle? Youth, as the most dynamic, more susceptible to changing conditions, socio-demographic group adapts more easily to qualitatively new circumstances, and therefore is the leader of this process. The multidirectionality, diversification of patterns of behavior in the youth group, passivity, indifference, apathy noted in public opinion, behind which the basic values, orientations and behavior strategies of young people remain unclear, certainly require scientific understanding.

Young people aged 18-25 are mostly students, the most intellectual part of it.

As L.S. says Shchennikov, students are characterized by a desire for cultural innovation, sometimes to the detriment of tradition. The cultural values ​​and aesthetic preferences of elders, which they try to convey to young people, are usually met with a critical attitude from students. At the same time, due to the characteristics of the age, which is characterized by maximalism and suggestibility, students, like other young people, are often confused about the criteria for their assessments and sometimes cannot explain what they actually want.

The abrupt breakdown of the socio-political system led to significant changes in the sociocultural continuity of generations. Such important components of the continuity mechanism as education and upbringing have recently been noticeably crowded out in the system of socialization of youth by the institutions and cultural values ​​of mass society. In the system of life values, notes K. Myalo, “a phenomenon has emerged of an exaggerated desire to have material benefits that are not backed by an equivalent desire to create these benefits.” This phenomenon had a decisive influence on the main vector of value changes among generations who grew up under conditions of market reforms. This has been convincingly demonstrated in recent years by numerous sociological surveys of various categories of youth. Many of them revealed a general value and normative crisis, expressed among a certain part of young people in dehumanization and immoralism of life attitudes.

Modern youth have not formed a common value field: there are no areas of life that are clearly significant or insignificant for the majority. There were no clear differences in orientation depending on gender, age, or education. The structure of youth preferences can be divided into three subgroups: spheres of life that are highly significant - work, leisure, communication with peers, relationships with parents; significant or average level - studies; health, family, marriage, love, sex; significant to a low degree - religion, society, country, city, environment. Significant differences were found between young people and adults regarding the importance of various spheres of life.

Most young people are satisfied with life in general and its individual aspects.

Regarding the value orientations of young people, it is important to emphasize: the unformed value field, the polarity of judgments, the vagueness of moral positions, a greater focus on material wealth than on spiritual values; weak interest in the problems of society and the country.

The bulk of modern youth prefers entertainment, often passive, less often active. Only a small part devotes their free time to education, knowledge and self-development.

The life of a student is very busy. He spends 7-8 hours a day studying. The rest of the time is completely at his disposal. As a rule, a student spends most of his free time on various types of entertainment. As the students themselves say, “We are relaxing!”

How do students spend their free time? Student leisure can be divided into two categories: passive and active pastime. Passive time can include activities such as reading books, magazines, watching TV shows, videos, listening to radio programs, and music. Passive “rest” can also include non-traditional activities of young people at the moment: knitting, sewing, weaving, embroidery, carpentry, drawing, modeling and other types of folk crafts. Some students are engaged in writing poetry, prose and other creative works. But basically, scientific and technological progress has left its mark on the student’s free time. Most of the “progressive youth” are occupied with the computer. As a rule, it is used as an area of ​​entertainment - computer games.

About half of all students still prefer to use their free time actively. This includes playing sports, attending various kinds of public events, such as folk festivals, discos, and concerts. Communication within the family also plays an important role.

After all, that’s what a student is all about: to get out, invent, and ultimately remain the most carefree person in the world. What else does an ordinary student do with his free time? Paradoxical as it may seem, all the hobbies named during the survey turned out to be very practical and necessary in everyday life. In first place in popularity is the study of foreign languages. Then - a second education, usually a technical school. Mostly, students master the professions of hairdresser and cook; “techies” and musicians are less common. But this is also easy to explain - after all, the first two professions, even if they don’t bring money, will at least serve the benefit of the family. Studying the possibilities of a computer network occupies a huge place in the lives of senior students, and the inability to work on the Internet is considered bad manners. Then, with a small gap, follow the study of literature, history, art history and sports.

The student’s time, of course, is not completely absorbed by direct work; part of it is free for pleasure and leisure, as a result of which space opens up for creative activity and development. The problem of how to use free time is especially acute among young people, because it is this part of society, having significant free time (according to statistics, a young person has an average of 5 hours of free time daily), suffers from the inability to rationally use it, and how the consequence of this is dissatisfaction - sociological research confirms that only 48.7% of young people are completely satisfied with their needs in the field of spiritual culture.

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A healthy lifestyle (HLS) is the process of a person’s compliance with certain norms, rules and restrictions in everyday life that contribute to the preservation of health, optimal adaptation of the body to environmental conditions...

We choose sports as an alternative to addictions

We often start talking about health when we lose it. And we often lose through our own fault, and a big role in this is played by bad habits that humanity acquired over the centuries, and then fought against them. But it's better to prevent trouble...

Health-improving physical culture

Health is the first and most important need of a person, determining his ability to work and ensuring the harmonious development of the individual. It is the most important prerequisite for understanding the world around us...

Sports in the life of young people

Sports and youth

Sports and health tourism

Sports and health tourism is an effective means of physical and moral improvement of a person. We can talk about its uniqueness both in terms of resolving the pressing problems of an individual...

Education is the process of external energy influencing the internal energy (entelechy) of a person. As a result of the interaction of two (internal and external) energy systems, excitation, movement occurs...

Physical culture in ensuring health

A healthy lifestyle includes the following basic elements: fruitful work, a rational regime of work and rest, eradication of bad habits, optimal motor mode, personal hygiene, hardening, balanced nutrition, etc. 1...

Physical culture in social and professional training of students

Young people should regularly engage in physical education, sports, and tourism. This poses an important task for everyone - to purposefully form healthy interests among the younger generation...

Currently, many teachers are talking about increasing the role of healthy lifestyle in the education system of schoolchildren and preschoolers. However, educational programs provide an insufficient number of hours in subjects related to a healthy lifestyle...

Physical culture and healthy lifestyle

The development of a desire for a healthy lifestyle among young people must be stimulated through educational influence and propaganda...

Physical culture and healthy lifestyle

Currently, prevention of a healthy lifestyle plays a very important role. Important to remember...

Formation of a healthy lifestyle for ninth grade schoolchildren during physical education lessons

During the study, a methodology was developed for developing a healthy lifestyle for students of grade 9 “B” of secondary school No. 22 in Yuzhno-Sakhalinsk. When developing the content of the methodology, the magazines “Fundamentals of Life Safety” were used...