Introduction

Chapter 1. Theoretical and methodological foundations sociological analysis current problems of student youth

1 Student youth in modern Russia: trends and prospects

2 Student youth through the lens of research

Chapter 2. Problems of student youth at the present stage

1 Sociological study of student problems

2 Factor analysis

Chapter 3. Ways to solve current problems of student youth. State youth policy

1 State youth policy at the present stage

2 Prospects for solving current problems of student youth

Conclusion

List of used literature

Applications

Introduction

The modern development of Russian society is characterized by fundamental changes in all spheres of life, which have a huge impact on all social strata. The construction of civil society, the formation of democratic institutions, the transition to a market economy are those strategic tasks, the solution of which is a necessary condition for ensuring the social stability of the country and its integration into the world civilizational space. All this requires the maximum mobilization of all social resources. Great responsibility lies with young people as the bearer of social energy. All this indicates a high level of scientific developments in the field of youth. At the same time, student youth, who act both as a subject of socio-economic transformations and as an object of socialization, remain poorly studied. The need to deepen research in this direction determined the choice of goals, objectives, object and subject of work.

For the purpose of the study, a number of sources were studied, such as: the works of modern scientists in the field of sociology of youth and sociology of education, publications in periodicals such as “Social Research” (Socis), “Man and Labor”, “Russian Education”, “ Higher education in Russia", as well as statistical collections and Internet materials.

The object of the work is student youth, and the subject is the features of current problems of student youth at the present stage.

The purpose of this course work is to study the characteristics of current problems of student youth.

Research objectives:

1.To determine the theoretical and methodological foundations of the sociological analysis of current problems of student youth, by analyzing the situation of student youth in modern Russia (identifying trends and prospects), as well as studying the degree of knowledge of this topic, that is, considering student youth through the lens of research.

2.Provide an analysis of the results of a sociological study on this topic.

.Determine possible ways to solve current problems of student youth. This task involves analyzing the current state of the state’s youth policy, as well as presenting possible prospects for solving current problems of student youth.

Structure of the work: introduction, 3 main chapters, each of which is divided into 2 paragraphs, the second chapter includes an analysis of the results of the sociological study, conclusion, list of references and applications.

Chapter 1. Theoretical and methodological foundations of sociological analysis of current problems of student youth

In recent years, sociologists have paid much attention to young people in general and students in particular. Various aspects of the life activities of student youth attract special attention from researchers. A special direction of research has very actively declared itself - the sociology of youth, within the framework of which the problems of student youth are studied. The journal Sociological Research has published many materials on youth issues.

Since the beginning of the 90s, associated with the socio-economic transformation of Russian society, the study of the characteristics of the socialization of young people, their position in the labor market, work motivation, social well-being and socio-professional adaptation has been updated.

All this indicates a high level of scientific developments in the field of youth. At the same time, student youth remain poorly studied, acting not only as an object of socialization, but also as a subject of socio-economic transformations. The need to deepen research in this direction determined the choice of goals, objectives, object and subject of work.

1.1 Student youth in modern Russia: trends and prospects

At the beginning of the 21st century, Russia entered a state of protracted reform. We can talk about the absence of noticeable positive changes in the socio-economic sphere, which is largely due to the divergent interests of various social groups (as a result of the complication of the social structure). To harmonize the interests and possibilities of public policy, a deep study of both stratification processes and specifically all groups of society as social subjects is necessary. These include young people and, in particular, students.

In the process of socio-historical development, youth were considered as the successor of social experience. On the one hand, young people are the bearer of trends generated by rejection of the key values ​​of the existing society. On the other hand, it is not burdened by the mistakes of past experience and is capable of innovation and social reconstruction of the world. Student youth with their energy and intellectual potential are a social and strategic resource, a factor in the national development of the country. Students, as a social community, are the most educated, professionally oriented part of youth.

However, despite sequential study young people as an independent socio-demographic group in Russia, according to many researchers, have not developed an effective state policy.

Among the negative consequences of this, a number of trends can be identified.

¾ Firstly, the reduction of youth in the general population, which leads to an aging society and, consequently, a narrowing of creative potential.

¾ Secondly, the deterioration of the physical and moral health of children and young people. According to the State Statistics Committee, on average in Russia only 10% of school graduates can be considered absolutely healthy, 45-50% of them have serious morphofunctional deviations.

¾ Thirdly, the expansion of the process of marginalization and criminalization of youth. The number of young people leading an asocial, immoral lifestyle is increasing. It is no coincidence that more than 50% of crimes are committed by young people.

¾ Fourthly, the narrowing of the participation of young people in the economic sphere. According to Goskomstat, about 40% of the unemployed are young people.

According to the State Statistics Committee of the Russian Federation, 23.2% of the Russian population is the young generation aged 15 to 29 years. Among them are student youth, a specific professionally oriented social group with significant innovative potential. The Russian Federation has a developed network of higher educational institutions (more than 1000), with more than 5.9 million students. In the last decade there has been a rapid increase in this contingent by an average of 10-16%.

However, in modern conditions, the state of this social group does not allow us to talk about the full realization of its social potential, especially in the world of work. Radical reform of the economic sphere without due consideration of socio-psychological, cultural, ideological and other subjective factors created the preconditions for social tension. A change in ideology and value system entails the absence of clear legal and moral criteria for social behavior. There is a process of revaluation of values ​​- people’s value ideas are changing, new life orientations are being formed. Many researchers who study the value orientations of student youth are now talking about this.

The transition to market relations in the sphere of labor and employment has led to the emergence of a fundamentally new situation in social and labor relations. On the one hand, the market economy has significantly expanded the scope of application of the forces and abilities of student youth in the field of work, and on the other, due to the weakening role of the state in the economy, the value and ethical basis of labor, the choice of the field of activity of this group of the population often does not correspond to the specialty they are receiving, goes beyond legal norms.

Young people's disappointment in the social demand for the professions they choose is growing; a persistent stereotype is emerging in the minds of young people about the inability of the state to provide them with social support. The change in forms of ownership and methods of managing it, the rupture of the previously integral economic space of the country, the destruction of the system of compulsory employment gave rise to unemployment and a decline in the standard of living of the entire population, including young people. State funding, which does not fully ensure the accessibility of education for all citizens of the country, guaranteed by the Constitution, gives rise to a kind of “selection” of young people based on social origin.

All this together slows down the process of socialization of the younger generation, manifesting itself, in particular, in the devaluation of value orientations and the growth of deviant behavior: “The social consequences of the transformation processes taking place in our society for the youth environment are diverse. These are difficulties of socialization, low starting opportunities for entering market relationships, problems of adaptation to the increased polarization of the social structure. They lead to a decrease in the quality of health of student youth, a deterioration in their social well-being, and an increase in deviations."

The rapid pace of economic change, with the lagging process of transformation of economic consciousness and the formation of adequate models of economic behavior, identified the problem of adaptation of student youth to new economic conditions, which quickly became acutely social. Young people are independently looking for ways out of this situation. In Russian society, there is a steady trend of spontaneous self-adaptation of young people to modern realities.

Thus, the relevance of the research topic is due to: firstly, the need for a deep theoretical and empirical understanding of the current state of youth, as a special socio-demographic group that has a serious impact on social development; secondly, the social demand for comprehensive knowledge about the level of problems in the lives of students; thirdly, the need to develop recommendations to solve the problems of student youth.

The problems of student youth are studied within the framework of the sociology of youth, so it would be advisable to turn to this area of ​​knowledge in order to familiarize and study the degree of knowledge of this issue.

1.2 Student youth through the lens of research

Interest in youth problems first arose in Russian sociology in turn of XIX-XX centuries. However, it manifested itself especially clearly in the 1920-1980s, when the subject of research became the problems of everyday life and the financial situation of students (A. Kaufman); the situation of teenage workers in production (I. Yanzhul, A. Bernshtein-Kogan); home life of young families (E. Kabo); ideals of peasant children (N. Rybnikov). However, youth issues in domestic social science did not develop for a long time and developed in a spiral direction as the activities of the Komsomol and other youth organizations in (sports, cultural and educational), etc. Soviet society. Research on youth has intensified. In 1960-1970 in Moscow (B.A. Grushin), in Leningrad (V.A. Yadov, V.T. Lisovsky), in Sverdlovsk (M.N. Rutkevich, L.N. Kogan, Yu.E. Volkov), in Perm (Z.I. Fainburg), in Novosibirsk (V.N. Shubkin, V.A. Ustinov). But already in the 1960s. they began to position and develop as a special direction.

In December 1964, the “Sociology Group of the Komsomol Central Committee” was created, which served as an important precedent for the institutionalization of sociological science in the country and the definition of a new branch in its structure - the sociology of youth.

The Group's work identified the following main areas. Firstly, the development of methodological support and conducting sociological research on youth problems. Dozens of studies were conducted on a variety of problems, including the first all-Union study " Social portrait youth" (1966).

In 1967, the laboratory “Research on the Problems of Youth and Students” was created at the Scientific Institute of Concrete Sociological Research of Leningrad State University (headed by V.T. Lisovsky until 2002, now A.A. Kozlov), Scientific and Theoretical Conference “Youth and socialism", carried out by the Komsomol Central Committee, the USSR Academy of Sciences and the Ministry of Higher and Secondary special education The USSR in 1967 became a notable milestone in the development of domestic sociology of youth. Speakers at it were the President of the Soviet Sociological Association G.V. Osipov, as well as L.M. Arkhangelsky, M.T. Iovchuk, L.N. Kogan, N.S. Mansurov, V.G. Podmarkov, M.N. Rutkevich, A.G. Spirkin et al.

The conference made it possible to determine the directions of sociological research, among which were the specific problems of students and young people, as well as the formation of a worldview, the development of a young person’s personality, leisure and physical development, etc. Later they were substantiated in the works of V.N. Boryaz, I.S. Kona, S.N. Ikonnikova, V.T. Lisovsky, F.R. Filippova, V.I. Chuprov.

Mass protests by young people in European countries and the United States in the late 1960s served as an impetus for intensifying research on youth problems in the Soviet Union. In 1969, the Central Clinical School was reorganized into the Higher Komsomol School under the Komsomol Central Committee (rector N.V. Trushchenko) and research units were created on its basis. Transformed in 1976 into a Research Center, which was led over the years by V.K. Krivoruchenko, Yu.E. Volkov, N.M. Blinov, I.M. Ilyinsky, V.A. Rodionov.

During the period of perestroika that began in the country in the mid-1980s. There is a growing awareness of the need for a theoretical understanding of the accumulated empirical material, as well as a transition from scattered studies of particular problems to the implementation of a fundamental sociological study of the problems of youth. This was also the focus of the resolution adopted in 1984 by the Section of Social Sciences of the Presidium of the USSR Academy of Sciences “On the development scientific research problems of youth." In 1985, a sector of "Social problems of youth" was created at the Institute of Sociological Research of the USSR Academy of Sciences (headed by V.I. Chuprov).

By now, Russian sociology of youth has acquired a certain maturity. The knowledge accumulated over the past years, public recognition of a number of scientific schools, and the formation of a professional community of “youth sociologists” have been an important incentive for a broader generalization and further reproduction of this potential. The first textbooks on the sociology of youth appear, and departments of youth sociology are created in the country's leading universities. The first encyclopedic dictionary in the history of world and domestic sociology is being published, reflecting a conceptual approach to the subject of sociology of youth. These are the most significant milestones in the formation of the organizational structure of the sociology of youth over the past decades.

As for the paradigmatic status of the sociology of youth, for many years a monoparadigmatic approach to youth dominated, that is, the attitude towards youth as an object of education and ideological influence. Most researchers of youth in that period should be credited with their desire to study their real problems in an indispensable connection with the forms and methods of their targeted regulation. This interpretation manifested itself in the development of special sociological

theories in the study of students (V.T. Lisovsky, L.Ya. Rubina, V.I. Chuprov). In line with this approach, in the 1980s, student youth were studied in relation to various life situations (V.I. Dobrynina, T.N. Kukhtevich).

The transformation processes that gained momentum in the early 1990s, driven by new ideological ideas about the social structure, led to profound changes in the entire system of social relations, in the position of various categories of youth, their role and place in society. As an emerging subject of social relations, youth were included in a changing society, finding themselves at the intersection of contradictions, encountering many social problems on the way to their integration into society. The focus of modern sociology of youth is, on the one hand, the study of its characteristics as a subject of social relations, taking into account the deep processes of social transformation in their interrelation and interdependence. On the other hand, youth’s own life world as an individual and group construction. These two views on youth - through the prism of macro-social changes and micro-processes occurring among young people, are implemented in modern approaches, in theoretical concepts and empirical research.

Let's consider what research on the topic of student youth has been carried out in recent years.

· “Social protection of students” (2004) - a sociological study by E. V. Dubinina, author of the article “On the social protection of students: problems and prospects” (Sotsis, 2006, No. 10). According to the results obtained, the need for social protection among student youth is quite high (55.5% of respondents responded that they need social protection). Also, as a result of the study, it was found that in the minds of students, understanding the essence social protection is far from homogeneous, and depending on what is meant by social protection, a student can act both as an object and as a subject of social protection.

· “Paid work in the lives of students” (Moscow, 2005) - a study by O. A. Bolshakova is devoted to the study of trends towards changes in the quality of education received by students due to the transformation of students’ attitudes towards the educational process itself and participation in it; as well as studying the impact of students’ paid work on their studies at university. The study confirmed that paid work is becoming the most important factor determining students' attitude to study. Among the main goals of student employment is concern for post-graduate employment and the need for work as one of the forms of socialization.

“Motives for student employment” - (Saratov, 2007) - an attempt to understand the reasons and motivations that force students to join the labor market.

The following researchers also studied student employment: Kharcheva V. G., Sheregi F. E., Petrova T. E., Merkulova T. P., Gerchikov V. I., Voznesenskaya E. D., Cherednichenko G. A. .etc.

· “Students’ Attitudes to Health and a Healthy Lifestyle” - (2004-2005) - a sociological study by N. I. Belova, conducted among first-year students at Moscow State University for the Humanities, the results of which are presented in the article “Paradoxes of a healthy lifestyle among students.” Purpose of the study: to find out ideas, knowledge about a healthy lifestyle, as well as skills in maintaining it that contribute to maintaining health. During the study, paradoxes were discovered in the orientations and behavior of student youth, which are described in detail in the article.

“Health in the value world of students” - a study by G. Yu. Kozina (2005-2006), aimed at identifying the place given to health in the hierarchy of students’ values. As the study showed, “health is considered one of the main values ​​of life by 68.1% of respondents. However, there is a dissonance between the declared, perceived value of health and real behavior aimed at preserving and strengthening it.” The value of health has become not terminal, but instrumental. A sufficient amount of research has been devoted to this topic.

"Problems of physical and mental health of young people" - General provisions: a) there is a sharp decline in the level of physical and mental health of young people (due to the spread of social diseases, an increase in the number of chronic diseases and neurosis-like reactions, etc.); b) the health of a young person determines the level to which he will reach both as an individual and as a person; c) the state of physical and mental health of young people is a national problem.

· “The problem of adaptation of nonresident students in a metropolis” - sociological research on this topic was carried out in St. Petersburg in 2003-2005. As a result, data were presented on the perception of nonresident students of the “spirit of the city,” its mythology, cultural codes, social values, attitudes and symbols of the urban community.

· “Definition of the degree of citizenship, its manifestation in the structure of consciousness and activity of the individual in modern Russia, using the example of youth” - the study was carried out in 2004-2005. in the Tyumen region. An analysis of the results obtained is presented in the article “Citizenship, patriotism and youth education”, authors - V.V. Gavrilyuk, V.V. Malenkov (Sotsis, 2007, No. 4). This study is especially valuable for this work, since during the study, young people needed to identify the problems that most concern them today.

· "Life Values ​​of Youth" - The Journal "Sociological Research" (Socis) has published many materials on the value orientations of student youth.

· “Social Development of Youth” is an all-Russian sociological monitoring conducted by the Center for Youth Sociology of the ISPI RAS in the period from 1990 to 2002. The sample of youth aged 15-29 years old was 10,412 people in 1990; in 1994 - 2612 people; in 1997 - 2500 people; in 1999 - 2004 people; in 2002 - 2012 people. Head of research - Doctor of Social Sciences, Prof. V.I. Chuprov.

· "Students about adaptation to university life" - a study by Emelyanov V.V. (Moscow, 2001) - the result of an analysis of test papers of first-year students who attended a special course in social psychology, on the topic " Psychological analysis first impressions of a beginning student." In their essays, young people shared the impressions they received from entering a completely new communication environment for them, and described the process of inclusion in student life, which is not similar to the one where they received primary socialization.

These are the main directions of research on the topic of student youth. As you can see, research is being carried out quite actively, in many respects topical issues, such as: social protection of students, value world of students, health and healthy lifestyle, social development, socialization and adaptation of young people, etc.

But, unfortunately, there is not yet a single holistic comprehensive study covering all aspects of the life of student youth, covering all of its problem areas.

Thus, we examined the situation of student youth in modern Russia, that is, in the conditions of a changing, transforming country; and also highlighted the main directions of sociological research on the topic of student youth. Thus, a theoretical and methodological basis was prepared for the sociological analysis of current problems of student youth.

Chapter 2. Problems of student youth at the present stage

2.1 Sociological study of student problems

In the course of conducting a study to identify the problems of student youth, 50 people were interviewed - students of the Novosibirsk State University of Economics and Management (NSUEiU) - from the first to the fifth year, ten people from each year. A total of 12 boys (24%) and 38 girls (76%) were interviewed. IN this study Our goal was to identify the features of current problems of student youth at the present stage (using the example of NSUEU students). To do this, we identified the main categories, after analyzing which we can formulate specific questions for respondents: problems of adaptation, problems of socialization, objective and subjective factors influencing the emergence of problems among students, social activity of students themselves, what transformations are possible on the part of the university management, as well as reform at the state level. Adaptation problems involve, first of all, the emergence of financial problems and problems with housing. In order to find out the student’s financial situation, the question was asked whether he works and if he works, then for what reason. As it turned out, 40% of respondents (20 people) work, and another 40% realize the need to work, but do not work, and only 20% answered that they do not need work. (See Table 1).

Table 1 Distribution of answers to the question “Are you working?”

Answer optionsIn % of the number of respondents I combine work and study20.0 I realize the need to work, but I don’t work40.0 I don’t need work40.0Total100.0 Finding out why students work, we received the following results (no more than three could be chosen from the proposed list of options): the most frequently chosen answer is “need money”, it was chosen by 18 respondents out of 20 workers (which is 90%); in second place is the option “it is necessary to gain experience”, it was noted 14 times (70%); Next - “I like the work itself” - was chosen by 7 respondents (35%); and the options “like the team” and “to somehow occupy free time" were noted 6 and 4 times, respectively (30% and 20%). Let us present the results obtained in the form of a diagram (Fig. 1).

Rice. 1 Reasons for student employment.

As can be seen from the data obtained, the main reason why students work is “lack of money.” It is also important to note the quite often chosen answer “the need to gain experience.” This suggests that students are aware of the need to already have some work experience when finding a job after graduating from university. And this is really important, since one of the main problems of modern student youth is the problem of unemployment.

As noted above, problems of adaptation of students suggest the presence of difficulties with housing. The respondents were asked the question “Where do you live?”, the following data was obtained: 56% of the respondents, that is, more than half, live with their parents; 30% - rent housing; only 4% chose the answer “I live in a dormitory” and 10% chose another answer option, among which, mainly, there were answers such as “I live in my own apartment” (such answers were found among senior students).

Having received such data, we noticed a very low percentage of respondents who answered that they live in a dormitory. The questionnaire asked whether the university provides students with places in a dormitory. The results were obtained as follows: “yes” - 8%, “yes, but there are not enough places” - 78% and “I don’t know” - 14%.

From the above data it is clear that the problem of housing insecurity for students is quite acute. The university cannot provide dormitory space for all its nonresident students, which entails difficulties for students in providing themselves with housing while receiving their education. In search of a solution to this problem, students are forced to look for rented housing, which requires additional funds. And it is not always possible to obtain these funds from parents, therefore, it is necessary to look for a source of income, which leads to such a situation as the need to combine work and study (the phenomenon of “secondary employment” of students), while devoting less time to study than they should.

The category of socialization problems was also highlighted. Speaking about the process of socialization, it would be logical to turn to the analysis of leisure time of student youth. Therefore, in order to find out how students distribute their free time, we asked the question “What do you do in your free time from study and work (if you work)?” Several answer options were offered; you had to choose one of them, or indicate your own option. The respondents answered as follows: the options “Study and work take up all my time”, “I play sports or attend other clubs” and “Meeting with friends” were chosen the same number of times (28% each); 8% of respondents answered that they do nothing , and 8% chose the “other” option, where they mainly indicated that in their free time from their main studies they also receive additional education or study foreign languages. Respondents who indicated the “other” option can be classified in the first group, that is, those who answered that studying (and work) takes up all their time, since in their free time they are engaged in self-development, that is, they continue their studies outside the walls of the university. Let's consider the obtained data in the form of a diagram (See Fig. 2).

Rice. 2 Distribution of free time by students.

The activity of students is quite high, since more than half spend all their time on study, work, additional education, sports and other leisure clubs and events. Only 8% of respondents answered that they do nothing.

Table 2 Students’ assessment of their health status

Answer optionsIn % of the number of respondents I am not sick, in general I am in good health40.0 I have minor health problems42.0 I have chronic diseases 16.0 Did not answer 2.0 Total 100.0

% have minor health problems, 40% are not sick at all, 16% have some kind of chronic disease and 2% are abstinent. In general, we have a positive picture: the vast majority (more than 80%) either do not get sick or have minor health problems. But such a positive assessment of the health status of students was given by the students themselves, and we cannot rely on it when assessing the health status of students in general. That is, we are dealing specifically with an assessment of health, and not with the real state of health of students.

Within the framework of the issue of socialization, the level of problems among student youth in general was also analyzed. We were interested in the students’ assessment of their life situation, so respondents were asked to reflect on their level of problem. in the questionnaire, they were asked to mark their level of problem on the proposed five-point scale, where 1 is the minimum level of problem, 5 is the maximum. The answers were distributed as follows (See Figure 3):

Rice. 3 Level of problems in students' lives.

As we can see, the majority of respondents - 42% - rate their level of problems as “2 points,” that is, below average. The distribution of answers was approximately equal at levels 1 (minimum level) and 3 (average level), 22% and 26%, respectively; 6% of respondents rated their level of problems at 4 points (above average) and 4% - at 5 points, that is, the maximum level of problems.

In general, we can say that students do not assess their lives as problematic. When assessing their lives, the majority of students were distributed on a scale of up to 3 points, which generally creates an optimistic picture. Without completely denying the presence of problems, young people still do not consider their lives to be highly problematic. It can be assumed that such answers to a certain extent indicate the students’ attitude towards life in general. Perhaps students view the problems that arise as temporary difficulties, or as certain steps, steps that need to be taken at this stage of life, and therefore do not evaluate them in a negative light.

The second research task, after identifying the current problems of student youth, was to determine the factors influencing the emergence of problems among students. For this purpose, all factors were divided into objective and subjective. We included the following objective factors: lack of external resources (finance, housing, friends, necessary acquaintances) and lack of internal resources (age, health, education); to subjective factors - the absence of subjective internal qualities, such as determination, independence, sociability, optimism.

In order to identify the factors, the question was asked: “What factors, in your opinion, influence the occurrence of most problems among students?” Ranking had to be done. Analysis of the results showed that students put objective factors in first place, such as “level of material security” (Rank 1; 44.9%) and “level of housing security” (Rank 2; 30.6%). Along with them, “lack of appropriate education” (Rank 3; 18.4%) and “no friends, no necessary acquaintances” (Rank 4; 14.3%) were also indicated. In last place were subjective factors: “lack of optimism” (Rank 8; 18.4%), “lack of sociability” (Rank 9; 24.5%). (See Appendix 1)

Thus, we can conclude that students attribute mainly objective factors to the main reasons for their problems.

The third research task was to study the vision of students themselves regarding possible solutions to the problems of students at the present stage. The following theoretical concepts were identified: social activity of the students themselves, possible transformations on the part of the university leadership and reform at the state level as a whole.

To clarify the position of students (active, passive) and their attitude regarding the distribution of responsibility for solving existing problems, a number of questions were asked. Conventionally, they can be divided into three groups of questions, each of which reveals: 1) the level of activity of students; 2) students’ assessment of the work of the university; 3) the opinion of students regarding at what level the problems of student youth should be solved.

So, analyzing the answers received to the first group of questions, we can say that in general the level of student activity is quite low. Answers to the question “Do you take part in rallies or strikes organized by students?” were distributed as follows: “I have never participated” - 74%, “I took part once” - 16%, “I regularly participate” - 2%, “Such methods are not used in our university” - 8%.

And answering the second question, “Have you ever put forward any proposals to solve student problems to the leadership of your university or other higher authorities?”, 94% of respondents answered that they had never put forward any proposals. The numbers speak for themselves. The level of student activity is more than low. The results are presented in Tables 3, 4.

Table 3 Participation in rallies and strikes organized by students

Answer options % of the number of respondents Never participated 74.0 Participated once 16.0 Regularly participate in such events 2.0 Such methods are not used at our university 8.0 Total 100.0

Table 4 Proposals for solving student problems

Answer optionsIn % of the number of respondents Never put forward any proposals 94.0 Took part in a similar event 6.0 Total 100.0

The second group of questions concerned student satisfaction regarding the functioning of the university, and it included a number of questions. In addition to the issue already discussed above about providing students with places in a dormitory, we were also interested in how satisfied students were with the work of the medical center. After analyzing the responses received, the following results were obtained (See Fig. 4).

Rice. 4 Satisfaction with the work of the medical center.

The largest percentage of answers was given for the option “Not satisfied” - 34%, 12% - “rather dissatisfied”, 16% - “rather satisfied”, and only 4% - “completely satisfied”. An interesting fact is that 28% found it difficult to answer, and 6% generally answered that there is medical science at the university. there is no point.

To the question “Are there any sports sections, creative or leisure clubs at your university?” We also received not entirely satisfactory answers. 82% of respondents answered that “There are leisure activities at the university, but they do not participate in them,” 12% “attend only the sports section,” and only 4% attend several sections (2% found it difficult to answer).

Further, when considering students’ satisfaction with the work of the university, we were interested in whether the university provides assistance to students in finding employment. Only 16% responded that such assistance is provided to students, 8% said that assistance in finding employment is not provided to students, and 76% (!) responded that they have no information on this matter.

Closing this group of questions, we considered it appropriate to place one open question, which read as follows: “What measures to improve the work of your university could you suggest?” (See Appendix 2). As it turned out, the most acute problem is dissatisfaction with the functioning of such “divisions” of the university as: the library, the canteen, and the medical department. point, dean's office, dormitory - students indicate (16%) the hostility and lack of tolerant attitude on the part of staff towards students. Also, along with this, students drew attention to the need to improve buildings and dormitories; The following proposals were made: make repairs, insulate the buildings, hang mirrors, curtains, organize places for relaxation. In fact, the recommendations listed are nothing more than the minimum necessary conditions for a normal, comfortable stay within the walls of the university.

Another important aspect for improving the work of the university is, according to students, the need for technical equipment (more computers, printers, educational literature, new equipment in classrooms), which would ensure convenience and greater productivity of the educational process.

Along with the above, measures such as:

¾ providing assistance with employment, as well as the inclusion of senior students in the profession. practice;

¾ social payment scholarships for disabled people, increasing scholarships and encouraging “gifted” students;

¾ providing students with housing;

¾ better inform students about what is happening at the university;

¾ improving the level of education and teaching;

¾ improvement of the schedule;

¾ interview students about their problems.

It can be noted that, in general, respondents were active in answering this question. Quite a lot of proposals were made. Apparently students really lack the so-called " feedback"with the leadership of the university, there is a need to speak out (sometimes complain, criticize), make suggestions. This gives reason to believe that students still have their own position, their own opinion, but do not always have the opportunity to express them.

And finally, the third series of questions revealing students’ opinions regarding at what level the problems of student youth should be solved. Let us briefly analyze the data obtained. The first question asked in the questionnaire was: “At what level, in your opinion, should the issue of providing students with housing be resolved?” The results are presented in the form of a diagram (See Fig.5)

Rice. 5 Students’ opinions on the level at which the housing issue should be resolved.

The majority nevertheless expressed the view that responsibility for providing housing for nonresident students falls on the university where the young person is studying (66%). Only 26% of respondents hold the state responsible. And only 4% answered that “this is a problem for the students themselves.” Speaking about the organization of events and leisure clubs for students, the majority of respondents also place responsibility on the university (52%), only 12% believe that this issue needs to be resolved at the state level. However, in this matter there is a high percentage of those who believe that students themselves should organize their leisure time - 32%. In the question regarding responsibility for the health of students, the state again has very low expectations - only 18% answered that “The state should be involved in improving the health care system.” The answer “The university where the student studies” was also chosen by a small number of respondents - 20%. And students consider themselves to a greater extent responsible for maintaining their health (60%).

As we can see, respondents see the state to a lesser extent as the main subject of solving current problems of student youth. What explains this? Perhaps because young people have lost “a sense of faith in their native state” and do not hope to receive any tangible help from it. Much “closer” to the student with his problems is the university and its leadership, which should provide students with satisfactory learning conditions. Ultimately, students today rely more on their own strengths, as well as on the university they entered (which, in turn, needs to improve the work of its structures and new equipment).

2 Factor analysis

Based on the existing analysis of sociological research on current problems of student youth, we will conduct a factor analysis, that is, we will consider the distribution of respondents’ answers to certain questions depending on various factors. IN in this case most important factor, differentiating respondents will be the course. Since the problems of student youth, as a social group, often have temporal dynamics, that is, the specifics of students’ problems may change depending on the course of their studies. For example, the problems and difficulties faced by a student in the 5th year may be completely unfamiliar to a freshman.

So, let's start with the employment of student youth. One of the first questions in the questionnaire was the question “Are you working?” As is already known, 40% of all respondents were working students. Of these 40%, 12% are 3rd and 4th year students, and 10% are 5th year students (See Table 5). The busiest ones were the 3rd and 4th year students.

Table 5 Attitudes of students of different courses towards work

Do you workCourseTotal12345I don’t need work4,014,00,00,02,020,0I realize the need to work, but I don’t work12,04,08,08,08,040,0I combine work and study4,02,012,012,010,040,0Total20,020,020,020,020,01 00.0

What is the level of problems in the lives of students of different courses (See Table 6). The largest range of answers is observed among first-year and fourth-year students. 1st year students assess the level of problems in their lives, starting from the minimum (8%) to the maximum level (4%). By the way, except for first-year students, no one else noted the maximum level of problems. This is obviously due to the fact that in the first year students have to face a lot of difficulties: this includes finding housing, a new circle of friends, adapting to a new way of life, new requirements, unknowns and lack of information about many aspects of student life. It’s not easy for young people to go through all this, so some tend to assess their life as extremely problematic, full of difficulties.

By the second year, some stability has already begun, which allows you to evaluate your life less critically and more positively. Thus, 10% of respondents rated the level of problems in their lives as 2 points (below average). In the third year, 12% of respondents rate their life as 2 points, and by the fifth year this is already 14%.

Table 6 Level of problems in the lives of students of different courses

Level of problems in your life /pointCourseTotal18,06,00,06,02,022,020,010,012,06,014,042,034,04,08,06,04,026,044,00,00,02,00,06,054,00,00,00,00,04,0Total20 ,020,020,020,020,0100 .0

As can be seen from the table, in the 4th year there is also quite a wide range of opinions: the answers “1 point”, “2 points” and “3 points” were equally distributed, that is, from the minimum to the average level of problem, and even 2% chose “4 points” "(above average). How can this be explained? It is possible that in the fourth year there is already an awareness of one’s specialty and an understanding of the need for employment to “prepare the ground” in the future, so that there are no problems with getting a job due to lack of experience. Moreover, as noted above, the largest percentage of working students falls on the 3rd and 4th years. Which, in general, complicates the lives of students. Next, we were interested in the leisure time of students. Let us trace the nature of the distribution of their free time by students of different courses. And we will also try to analyze the reasons for distributing free time in one way or another.

What do you do in your free time? CourseTotal Study and work take up all my time4,06,02,06,010,028,0do nothing0,02,02,04,00,08,0sports, etc.4,08,04,04,08,028,0meet with friends10,04,08,04 ,02,028,0other2,00,04,02,00,08,0Total20,020,020,020,020,0100,0 Let us analyze the nature of the distribution of their free time by students of different courses. First-year students, as one might expect, most often chose the answer “Meeting friends.” Entry into the educational process is not yet so active; young people are in a state of “euphoria”, rejoicing at their successful admission to university. Not surprisingly, most of my free time is spent meeting friends; First-year students need support and discussion of the peculiarities of the student period of their life.

In the second year, we already see that students more often chose the answers “I play sports” and “Study and work take up all my time.” After the adaptation process in the first year, second-year students are already more actively taking up their studies. But in the third year, surprisingly, a “decline” occurs again: the answer most often chosen again is “Meeting friends.” Perhaps this is explained by the disappointment of some students in their chosen specialty, since in the third year they begin to understand the specifics of the profession. Although it should also be noted that it was in the 3rd year that the answer “other” was chosen more often than in other courses, in which students wrote that they were engaged in additional education and attending various courses.

The 2nd and 5th years are again characterized by an “uplift”: the majority are again absorbed in study and work, play sports, and even have time to meet with friends. It is characteristic that it was the fifth-year students who most often chose the answer “Study and work take up all my time.” I can assume that in this case, the fact that by the fifth year almost all students are already working played a role, so when choosing this answer, the students meant that they were busy with work, unlike second-year students who are actively engaged in their studies and are not yet working (from of all working students, only 2% are sophomores).

This is the nature of the distribution of free time by students of different courses. Now let's turn to students' assessment of their health. Let's compare the answers to two questions regarding the health of students: “How do you assess your state of health?” and “Who do you think is most responsible for the health of students?” Let us see how respondents distribute responsibility for the health of students, depending on how much they themselves assess their health (See Table 8).

sociological student youth employment

Table 8 Distribution of responsibility for the health status of students depending on the assessment of the respondents’ health status

Who is largely responsible for the health of students? How do you assess your health? Total Minor problems Chronic diseases Not sick Students themselves 26,06,026,02,060,0 University 10,00,010,00,020,0 State 6,08,04,00,018,0 Difficult to answer 0,02,00 ,00.02.0Total42.016.040.02.0100.0

An interesting fact is that students who assess their health status as good, that is, who chose the answer “I’m not sick” or “I have minor health problems,” when answering the question “Who, in your opinion, is largely responsible for their health students?", more often chose the option "The health of a student is in his own hands." Students with chronic diseases more often answered that the state is responsible for the health of students, since it is it that should be involved in improving the health care system (But everyone is equally dissatisfied with the work of the medical center: both those who are not sick at all and those who have chronic diseases). Thus, those who have already encountered certain difficulties and problems feel more acutely the need for care and protection from the outside, be it a university or the state.

When conducting factor analysis, it also seems interesting to analyze respondents’ answers to an open question, which read as follows: “What measures to improve the work of your university could you propose?” Let us trace the nature of the proposed measures and recommendations depending on the student’s course of study (See Appendix 2).

So, the 1st and 2nd courses can be combined, since we did not receive any special proposals from the students of these courses, only proposals to improve the schedule and increase the scholarship. However, it is worth noting that it is first-year students who suffer most from the lack of housing (there are no places in the dormitory due to a shortage), since in addition to studying they have to deal with this problem. Therefore, the proposal to provide students with housing was received specifically from first-year students.

The third-year students are already making more specific and meaningful proposals. These include measures to improve buildings and dormitories, the need for technical equipment, as well as improving the work of libraries and canteens. It seems that all these wishes were formed among students gradually during the learning process, as they encountered relevant problems.

Among the main proposals, 4th and 5th year students put forward slightly different positions. It is more important for them to resolve issues such as getting a job, applying acquired knowledge in practice, the need to meet the needs and requirements of employers, etc. This was reflected in the responses of senior students to the open-ended question. Students noted the need for the university to provide assistance in finding employment, as well as the inclusion of senior students in professional practice; and also: better inform students about what is happening at the university, improve the level of education and teaching, survey students about their problems (i.e., establish feedback with students).

Students, as a social group, face a number of problems during their life formation and development. Such problems include: lack of money, secondary employment of students, problems with housing, health problems, poor technical equipment of the university in which they study, and lack of normal conditions for spending their leisure time. While generally influencing the entire student body, the listed problems still acquire some specificity regarding groups of students of different courses. For example, the problem of secondary employment of students is less relevant for 1st and 2nd year students, but the problem of housing shortage is becoming more pressing.

Thus, an analysis of the results was presented empirical research current problems of student youth, and a factor analysis was carried out. It should also be noted that the study confirmed two hypotheses, that is, the most pressing problem for modern youth is “lack of money”; and the greatest influence on the formation and development of problems among students, in their opinion, is exerted by “external” factors. The third hypothesis, which reads as follows: “The solution to problems at the present stage, according to students, is an effective youth policy of the state” - has been refuted, because As it turned out, students rely least on the state.

Chapter 3. Ways to solve current problems of student youth. State youth policy

When considering possible ways to solve pressing problems of youth (and students in particular), it makes sense to turn to the analysis of the state’s youth policy. Let us define for ourselves the meaning of the concepts of state policy and youth policy.

State policy - political course, determination of goals and objectives of internal and external political activity and this activity itself, aimed at achieving them and carried out by this state and its bodies in the center and locally, in the country and abroad.

Youth policy is a policy pursued with the aim of creating real conditions, incentives and specific mechanisms for realizing the vital interests and aspirations of young citizens, meeting their needs, and helping young people take their rightful place in society. Youth policy is designed to ensure continuity in the life of a given society.

How is youth policy carried out in the Russian state? Does it create the necessary conditions for solving emerging difficulties and problems of student youth?

1 State youth policy at the present stage

As noted earlier, according to the 2002 All-Russian Population Census, the young generation 15-29 years old amounted to 34.9 million people (23.2% of the total population of the country).

One of the strategic priorities of the country’s socio-economic development is investment in people, and therefore in the younger generation. According to the Decree of the Government of the Russian Federation of June 3, 1993, the main directions of state youth policy in the Russian Federation are:

creation of an all-Russian data bank on youth policy issues;

training of personnel in the field of state youth policy;

development of economic and legal measures aimed at increasing the level of youth employment;

a step-by-step solution to the housing problem of young citizens within the framework of the subprogram “Providing housing for young families.”

A distinctive feature of the existing legislation of Russia is that most of the legal norms regulating the situation of young people: minor adolescents, young people in various spheres of life (students, workers) are scattered across the relevant sectors: Family Code, Labor Code, education legislation, etc. d. The solution of various problems by young Russian citizens is most often associated with various violations of constitutional rights.

Author of the manual "Youth in modern Russia: a strategic resource of the country or a lost generation?" - Plekhanova V.P. - concludes that today the task of updating the current legislation is urgent: “Whether it will be: a law on children’s rights or a juvenile code is a task for the future, but it is necessary to look for ways to solve it now, since The price of the issue is too high."

Also, among the features of the current youth policy, V.P. Plekhanov notes such as: a) The lack of a legislatively secured constitutional and legal status of youth; b) Norms defining the concept of “youth” have not been developed; c) There are no legal acts aimed at developing and strengthening social support for this category of the population.

Summing up, Plekhanov V.P. writes that Russia needs a thoughtful and socially oriented youth social policy. However, V.P. Plekhanov places responsibility for this not only on the state: “Specialists of various profiles, as well as civil society institutions emerging in the country: political parties, public organizations, etc. can make a significant contribution to the development and implementation of such strategies. " .

According to the "Concept of State Youth Policy of the Russian Federation" "State youth policy in the Russian Federation is formed and implemented in complex economic and social conditions. In the modern period, the state direction for the implementation of youth policy is practically the only one."

Youth, student, and other groups also play an insufficient role public associations. Due to organizational weakness, they cannot adequately protect the interests of young citizens and organize effective work among youth. In most cases, the role of trade unions in solving youth and student problems, in the development and implementation of professionally oriented youth policy is low.

Thus, the role of the state in relation to the younger generation becomes dominant.

It is known that the state youth policy is carried out:

¾ government agencies and their officials;

¾ youth groups and their associations;

¾ young citizens.

Particular emphasis must be placed on the fact that the activity of young citizens themselves is of great importance in the state’s youth policy, and in solving youth problems, respectively.

One of the main principles for the implementation of state youth policy is the “principle of participation”. That is, young people are not only the object of upbringing and education, but also a conscious participant in social transformations. Therefore, supporting youth associations is promising direction activities of government bodies pursuing the goals of self-realization of youth in Russian society, which is impossible without their real and active activities. Youth and student public associations are active participants in the formation and implementation of state youth policy in the Russian Federation.

“Strong state policy towards youth should be based on the idea of ​​partnership between state authorities and the individual based on the harmonization of state and personal interests. Partnership between the state and the individual, as is known, is the goal of the social state. The main thing in state youth policy is to increase the subjectivity of young people and youth as a social group in realizing their own, state and public interests."

From all of the above, we can conclude that the state youth policy (GMP) in our country has not yet received proper development; it is not effective enough to solve the problems of youth (and students in particular). The provisions of the GMP emphasize that in order to solve youth problems, the active participation of the youth themselves is necessary. Youth, student associations and unions, which could, in the course of their functioning, serve as a link between youth, students and government bodies, have not yet been properly developed.

2 Prospects for solving current problems of student youth

Ruchkin B. A. (“Youth and the formation of a new Russia”) writes: “The ways to solve the problem of “youth” lie in improving the entire system of state youth policy - both at the level of principles and at the level of specific activities of government bodies. We are talking about clarification of the concept of state youth policy, improvement of its regulatory framework; determination and compliance with the principles of financing this area. At all levels - local, regional and federal - there are opportunities to adjust socio-economic policy taking into account both the general needs of young people and the needs. its various social and age groups (students in particular) and direct them to the revival of Russia as a great power - an idea that is receiving increasing support from the population and youth."

According to O.I. Karpukhin, the author of the article “Youth of Russia: Features of Socialization and Self-Determination,” today the ways to solve youth problems lie not so much in improving the system of state youth policy, as some authors claim, but in solving fundamental issues of the development of Russian society. “Society itself, in essence, has lost the meaning and idea of ​​its own existence. How can we talk about improving state youth policy in these conditions?” .

Dubinina E.V. in her article “On the social protection of students: problems and prospects” connects the solution to the problems of students with the concept of “social protection”. As a result of the study “Social protection of students”, the author analyzes the attitude of students themselves regarding who should provide social protection. According to them, the state occupies first place in the hierarchy of subjects of social protection. This opinion is shared by the absolute majority of respondents (83.4%). However, the answers of students to the question of who can help them in solving the most important problems, among which were named “health status”, “lack of money”, “financial dependence on parents”, “improving the quality of education”, indicate the low role of the state as a guarantor of social protection. (The results of an empirical study conducted by the author of this course work confirm these data).

The data of the authors of other studies are identical to the results obtained. The work of V. Dobrynina and T. Kukhtevich provides the following fact: to the question “Does the state protect the interests of young people?” only 6.3% of respondents gave a positive answer, and 64.4% gave a negative answer.

The majority of respondents (84%) rely on themselves and their own strengths. On social assistance and only 0.6% of respondents hope for government support. It can be assumed that students are ready to take responsibility for shaping their well-being. The data confirms what sociologists have repeatedly noted is the orientation of the majority of young people towards their own strengths and the support of their immediate environment: “It is no coincidence that 56.1% of respondents believe that the activity and organization of student youth will help solve their problems.”

Thus, Dubinina E.V. concludes that it is necessary to improve management: expand the circle of subjects of social protection and change the relationships between these subjects. “Relations in the management of social protection of students can be built not only as subject-object, but also as subject-subject based on the use of social partnership technology between the state as the main subject of social protection and students.”

Other authors adhere to a similar point of view, for example Gritsenko A. (“The problems faced by young people cannot be solved without their participation”) writes: “I am convinced that the problems faced by our youth cannot be solved without taking into account their opinions , and most importantly - without her participation. For me personally, the task of attracting young people to public life, their direct participation in the formation and implementation of state policies and programs that concern society in general, and youth in particular, has always been important."

That is, as we have once again seen, the current situation in the country is characterized by a lack of trust among young people in the state as a guarantor of social protection for student youth, as well as the need for the active development of independence and consciousness of youth, the formation of their active civic position, which contributes to the further self-organization of youth in various associations, the main goal of which would be to identify and solve pressing problems of young people.

We highlighted problems such as lack of money, that is, financial difficulties, and, consequently, the need for secondary employment of students. What can be proposed as a solution to this problem? There is no simple definitive answer to this question. One of the options for possible measures is student groups, which successfully operated in the 1970-1980s, and are now experiencing a new birth. As Levitskaya A. writes in her article “On legislative activity in the field of youth policy,” there is a corresponding bill on the activities of student groups: “The main idea of ​​the bill is the legal establishment and activities of student groups. The approval of a standard regulation on a student group at the federal level will make it possible to establish common goals and objectives of the activities of these teams. Determining the legal status of student teams will facilitate their entry into the labor market and will help regulate relations that arise between employers and student teams."

Also, a possible solution to the problem of student employment may be to combine secondary employment with industrial practice. In this case, the work will coincide with the specialty being acquired, and it will significantly contribute to the professional integration and self-realization of students, since it will expand the spheres of communication and will allow them to accumulate social experience and connections.

Another significant problem for student youth is maintaining health. According to T. M. Rezer (author of the article “Applicant 2001 - physical and mental health”), such a problem among student youth, such as “poor health,” is precisely a national problem: “The decline in the level of health of young people must be considered as one of the reasons undermining the security of the country. Currently, it becomes obvious that even reasonably organized moral, mental and physical education, properly organized general and vocational education achieve results only when students are physically and mentally healthy."

As a solution to this problem, the author proposes effective practical cooperation between doctors and teachers (teachers). “It seems that there is a need for the establishment and development of educational institutions as health centers for young people studying in them (including the establishment of psychological services in educational institutions). With this approach, it becomes possible to resolve emerging problems not only from a socio-economic point of view. Individual health of students (and applicants, including), their physical and mental development should become one of the main directions educational activities any types and types of educational institutions."

Let us also pay attention to the problem of leisure time for students. The reform of previous leisure management structures has actualized the need to develop a new system for regulating youth leisure, adequate to the modern socio-cultural situation. Leisure is perceived by young people as the main sphere of life, and the overall satisfaction with the life of a young person depends on satisfaction with it. Therefore, at present, the regulation of youth leisure should be aimed at the formation of a type of leisure behavior that, on the one hand, would meet the needs of society in organizing cultural leisure that promotes the development of the personality of a young person, and on the other, the sociocultural needs of the youth themselves.

The prospect of solving both the above and many other problems of student youth, according to A. Shalamova, author of the article “Student self-government as a factor in the social activity of youth,” can be an increase in the social activity of students, which can be embodied in socially useful and socially significant activities and involve various forms of collective self-organization. “Student self-government is the independence of students in implementing various initiatives, making decisions on vital issues related to education, everyday life, leisure, in the interests of their team, organization and individual.”

The student environment, in turn, should provide support for the initiatives put forward by student government bodies, as A. Shalamova writes. Students will always have the opportunity to speak out about the emergence of any difficulties and problems, and at the same time I will be sure that they will not go unheard. And student government bodies, interacting with the governing bodies of vocational education institutions based on the principles of social partnership, will have the opportunity to provide assistance to students.

Today, student self-government in each specific university has an appropriate form and its own areas of activity, be it a trade union organization of students, public organization, or some kind of public initiative body (student council, student dean's office, student groups, student clubs). Its main functions include:

Protecting the rights of students;

Social protection of students;

Development and implementation of socially significant programs;

Organization of leisure, recreation and health improvement for students;

Formation of a unified information space;

Prevention of antisocial manifestations in the student environment;

Interaction with government agencies. and municipality management;

Assistance in solving problems of secondary employment of students;

“Student self-government is the initiator and organizer of social activity of student youth, as well as a school for the democratic maturation of students.”

As a result, we once again focus on the fact that today, in solving pressing problems of student youth, a lot depends on the students themselves. Realizing the inconsistency of our state's youth policy, students should not passively wait for help from the state or university. It is necessary to take initiative, be active, talk about your problems, and make efforts to solve these problems. The emergence of student self-government is a consequence of awareness of the modern situation and an attempt to adapt to it.

Thus, in search of possible ways to solve the current problems of student youth, we analyzed the current state of state youth policy, found out its unsatisfactory state today, and also became convinced of the need for the active participation of young people themselves in solving existing problems. The prospects for solving student problems were also discussed. And again, the emphasis was placed on the need to form an active life position of students, to take active part in solving emerging problems and difficulties.

Conclusion

The first chapter: “Theoretical and methodological foundations of the sociological analysis of current problems of student youth” makes a great contribution to the theoretical component of the work. In this chapter, the relevance of the problem under consideration was substantiated and the essence of the object, that is, student youth, was characterized. An analysis of the situation of student youth in modern Russia was presented, and some trends and prospects were noted. The degree of study of this topic was also highlighted, and a number of important areas of modern research on student issues were presented. At the same time, we turned to such a field of knowledge as the sociology of youth and, within the framework of this area of ​​sociological knowledge, we examined the “evolution” of research activities on student issues.

The second chapter of this work aims to present the results of the analysis of a sociological study conducted on the topic “Problems of student youth at the present stage”, necessary as an empirical basis (and justification) for the course work. A factor analysis was also carried out, based on identifying such a factor as the student’s course of study. The second chapter allows, based on the identified problems of students and an analysis of their characteristics, to move on to the search for possible prospects for solving these problems.

Our third task was to identify possible ways to solve current problems of student youth. As noted in the introduction, this task involves analyzing the current state of the state’s youth policy and presenting possible prospects for solving current problems of student youth. Therefore, in this chapter, attention was paid to youth state policy: its inconsistency and incomplete legislative design, and as a consequence - ineffectiveness, were noted. Therefore, emphasis was placed on the need to take the active participation of young people themselves (and students in particular) in activities aimed at solving existing problems. Arguing in this direction, we eventually came to the concept of student self-government, which today can be called the main “measure” aimed at solving emerging problems among students. But it must be remembered that this presupposes the presence of an active, active life position of students as a social group.

To summarize, we can say that the work discussed the issues and assigned tasks in sufficient detail. Thus, by solving problems, we achieved the goal of the study: studying the characteristics of current problems of student youth.

List of used literature

1)Averyanov L. Ya. About the problems of youth and not only about them / L. Ya. Averyanov // Sotsis: Sociological studies. - 2008. - No. 10. - pp. 153-157.

2) Avramova E. M. Employers and university graduates in the labor market: mutual expectations / E. M. Avramova, Yu. B. Verpakhovskaya // Socis: Sociological Research. - 2006. - No. 4. - P.37-46.

)Belova N.I. Paradoxes of a healthy lifestyle for students / N.I. Belova // Sotsis: Sociological studies. - 2008. - No. 4. - P.84-86.

)Bolshakova O. A. Paid work in the lives of students / O. A. Bolshakova // Socis: Sociological Research. - 2005. - No. 4. - P.136-139.

)Vishnevsky Yu. R. Paradoxical young man / Yu. R. Vishnevsky, V. T. Shapko // Sotsis: Sociological studies. - 2006. - No. 6. - P.26-36.

)Vorona M.A. Motives of student employment / M.A. Vorona // Sotsis: Sociological studies. - 2008. - No. 8. - P.106-115.

)Vybornova V.V. Actualization of problems of professional self-determination of youth / V.V. Vybornova, E.A. Dunaeva // Sotsis: Sociological studies. - 2006. - No. 10. - P.99-105.

)Gavrilyuk V.V. Citizenship, patriotism and education of youth / V.V. Gavrilyuk, V.V. Malenkov // Socis: Sociological studies. - 2007. - No. 4. - P.44-50.

)Gritsenko A. Problems faced by young people cannot be solved without their participation / A. Gritsenko // Crimean news. - 2007. Access via<#"justify">Appendix 1

Table Ranking of factors influencing the occurrence of problems among students

Rank 1Rank 1Rank 2Rank 3Rank 4Rank 5Lack of finances (44.9)Difficulties with housing (30.6)No appropriate education (18.4)No friends, necessary acquaintances (14.3)Poor health (16.3)Difficulties with housing (14.3) Lack of finances (22.4) Lack of independence (16.3) Lack of independence, sociability, poor health (12.2) Lack of independence (14.3) Not lack of determination, poor health (10.2) No appropriate education (10.2) Difficulties with housing, lack of determination, no friends (12.2) No appropriate education, “wrong” age, lack of optimism (10 ,2) Lack of determination, no friends (12.2)Rank 6Rank 7Rank 8Rank 9Rank 10Lack of determination, independence, sociability (14.3)Lack of determination (18.4)Lack of optimism (18.4)Lack of sociability (24.5) Not the right age, lacks optimism (28.6) Not the right age (12.2) Lacks independence (16.3) Not the right age (16.3) No friends, necessary acquaintances, lack of optimism (16.3) Poor health (12.2) No friends, necessary acquaintances, no appropriate education (10.2) No friends, necessary acquaintances (14.3) No appropriate education, no friends (12.2) No appropriate education (10.2) Difficulties with housing (8.2)

Appendix 2

Students' proposals for improving the work of the university

Proposals for improving the work of the universityValid percentageImproving the work of libraries, canteens, medical. point, hostel, dean's office, as well as a more tolerant attitude of staff towards students 16.0 Improvement of buildings, dormitories: make repairs, insulate buildings, hang mirrors, curtains, organize places for recreation 12.0 Technical equipment: more computers, printers, educational literature, new equipment in classrooms 12.0 Provide assistance with employment, as well as the inclusion of senior students in the profession. practice6.0Scholarships: pay social benefits. scholarships for people with disabilities, increase scholarships and encourage “gifted” students6.0Provide students with housing4.0Better inform students about what is happening at the university4.0Improve the level of education and teaching4.0Improve the schedule2.0Interview students about their problems (i.e., establish feedback with students)2 ,0 Driving into the head the law “survival of the fittest” 2.0 Everything is fine 2.0 Difficult to answer 48.0

Appendix 3

Research program

"Problems of student youth at the present stage"

Relevance of the topic: In the context of the radical social transformation taking place in our country, the problem of social adaptation to change, both of the entire Russian society and the layer of student youth in particular, arises with particular urgency. On the one hand, youth are the most dynamically adapting social group to new conditions. At the same time, due to the fact that young people are only “at the beginning of their life’s journey,” they are least protected from the effects of social dysfunctions of the transformation process. On the other hand, the future state of Russian society as a whole largely depends on the forms and pace in which the current social adaptation of young people occurs. Therefore, it is necessary to study the problems that students have to face at the stage of their formation in life and propose ways and means of solving these problems.

Object of the study: The object of the study is NSUEU students.

Subject of the study: The subject of the study is the social problems of students.

Purpose of the study: to explore the features of current problems of modern students at the present stage (using the example of NSUEM students).

Objectives: The set goal led to the solution of the following research tasks:

) identify current problems of student youth;

) determine what factors influence the emergence of problems in students (objective, subjective);

) study students’ vision of solving problems at the present stage;

Hypotheses:

The most pressing problem for modern youth is “lack of money”;

The greatest influence on the formation and development of problems among students is exerted by “external” factors;

The solution to problems at the present stage, according to students, is an effective youth policy of the state.

General population: student youth.

Sample population: 1st - 5th year students of NSUEM.

Research method: questionnaire.

Instrumentation: the questionnaire includes 21 questions: 14 closed, 5 semi-closed, and 2 open. One question involves ranking. All questions are divided into three blocks, based on the intended tasks.

Appendix 4

Operationalization of concepts

VariablesTheoretical conceptsOperational conceptsIndicator conceptsMeasurement scale1.Students' problems1.1. Adaptation problems1.1.1. Income level1.1.1.1. up to 2000 rub. Nominal 1.1.1.2. 2001-5000 RUR 1.1.1.3. 5001-7000 RUR 1.1.1.4. 7001-10000 RUR1.1.1.5. more than 10,000 rubles 1.1.1. Availability of work 1.1.1.1. I don’t need work Nominal 1.1.1.2. I understand the need to work, but I don’t work 1.1.1.3. I combine work and study 1.1.2. Problems with housing 1.1.2.1. No place to live Nominal 1.1.2.2. I live with my parents 1.1.2.3. I rent a house 1.1.2.4. I live in a hostel 1.1.2.5. Other 1.2. Problems of socialization 1.2.1. Problems of distribution of free time 1.2.1.1. Study (and work, if working) takes up all the time Nominal 1.2.1.2. I don’t do anything in my free time 1.2.1.3. I play sports, or attend other clubs1. 2.1.4.Meeting with friends1.2.1.5.Other1.2.2.Health problems1.2.2.1.I have minor health problems Nominal1.2.2.2.I have chronic diseases1.2.2.3.I am not sick, generally I have good health health 2. Factors influencing the occurrence of problems in students 2.1. Objective2.1.1. Lack of external resources1. level of financial security 2. level of housing security 3. availability of necessary acquaintances Rank 2.1.2. Lack of internal resources 1. Health 2. Age 3. Education Rank 2.2. Subjective2.2.1. Lack of subjective internal qualities1. Decisiveness 2. Independence 3. Sociability 4. Optimism Rank 3. Possible options for solving students' problems 3.1. Social activity of students themselves 3.1.1. Participation in rallies, strikes 3.1.1.1. In our university such methods are not used Rated 3.1.1.2. Never did not participate 3.1.1.3. Participated once 3.1.1.4. Regularly participate in such events 3.1.2. Put forward any proposals to solve problems 3.1.2.1. Never put forward any proposals Nominal 3.1.2.2. Participated in similar event 3.2. Transformations on the part of the university management 3.2.1. Providing students with places in dormitories 3.2.1.1. I don’t need this Nominal 3.2.1.2. I was provided with a place in a dormitory 3.2.1.3. There are not enough places in a dormitory 3.2.2 .Creation of sports, creative, leisure clubs 3.2.2.1. There are no clubs or sections at our university Nominal 3.2.2.2. There are leisure activities at the university, but I don’t participate in them 3.2.2.3. I attend the sports section 3.2.2. 4. I attend several sections and clubs 3.2.3. Organization of satisfactory work of medical stations 3.2.3.1. There is no medical center in our university. point Nominal 3.2.3.2. Not satisfied with the work of the medical specialist. point 3.2.3.3. I’m happy with the work of the medical center 3.2.4. Assistance to students in finding employment 3.2.4.1. I don’t need this Nominal 3.2.4.2. I have no information about the availability of such a service in our university 3.2.4.3. Assistance in students are not provided with employment 3.2.4.4. Such assistance is provided to students at our university. the issue should be resolved by the management of the university 3.3.2. Organization of leisure activities for students 3.3.2.1. The student himself must organize his own leisure time Nominal 3.3.2.2. These problems should be resolved by the management of universities 3.3.2.3. Organization of events and leisure clubs for students should deal with the state 3.3.3.Increasing scholarships 3.3.3.1.Increasing scholarships will not change the student’s financial situation Nominal 3.3.3.2.Increasing the scholarship entails a slight improvement in the student’s financial situation 3.3.3.3.A student who lives only on a scholarship will be happy with even a slight its improvement 3.3.4.Improving the healthcare system 3.3.4.1.Improving the healthcare system should be carried out at the state levelNominal 3.3.4.2.For your own medical. points, each university must monitor independently 3.3.4.3. The student’s health is in his own hands

Appendix 5

Dear students!

We invite you to answer questions regarding the problems of student youth in modern Russia. Before answering a question, consider all the proposed answer options and circle the option that seems acceptable to you. If you are not satisfied with the proposed answer options, add your own to the questionnaire.

The survey is conducted anonymously. There is no need to indicate your last name. Survey results will be used in aggregate form only.

Thank you in advance for participating in the survey.

Survey questions

1. What is your income level?

Up to 2000 rub.

2001-5000 rub.

5001-7000 rub.

7001-10000 rub.

More than 10,000 rub.

Are you working?

I don't need a job.

I realize the need to work, but I don’t work.

I combine work and study.

If you work, then for what reason? (select no more than three reasons, or indicate another reason)

Need money

I like the team

I like the work itself

To occupy some free time somehow

It is necessary to gain experience in advance

For company

Other (please specify)_________________________________

Where do you live?

I live with my parents

I'm renting a house

I live in a hostel

Other _____________________________________________________

What do you do in your free time from study and work (if you work)?

Study and work (if you work) take up all your time.

I don't do anything in my free time.

I go in for sports, or attend other clubs.

Meeting with friends.

Other_________________________________

6. How do you assess your health?

I have minor health problems.

I have chronic diseases.

I’m not sick and in general I’m in good health.

What factors, in your opinion, influence the occurrence of most problems among students? In the table below, next to each factor, give a score based on the degree of its influence (1 is the highest degree of influence, 10 is the lowest degree of influence). Points must not be repeated.

FactorsScore1. level of financial security2. level of housing provision3. availability of friends, necessary acquaintances4. health status5. age 6. level of education7. determination8. independence9. sociability10. optimism

9. Do you take part in rallies or strikes organized by students?

Never participated.

Participated once.

I regularly participate in such events.

Such methods are not used at our university.

Have you ever put forward any proposals to solve student problems to the leadership of your university or other higher authorities? If yes, then indicate to whom you addressed your proposals.

Never made any proposals

Participated in a similar event _____________

11.Does your university provide students with places in a dormitory?

Yes, everyone has a seat

Yes, but there are not enough places

Do you attend any sports sections, creative or leisure clubs operating at your university?

There are no clubs or sections at our university.

There are leisure activities at the university, but I do not participate in them.

I attend the sports section.

I attend several sections and clubs.

Are you satisfied with the work of the medical center of your university?

Completely satisfied

Rather satisfied

Rather dissatisfied

Not satisfied

I find it difficult to answer

There is no honey in our university. point

Does your university provide assistance to students in finding employment?

Such assistance is provided to students at our university.

There is no assistance in finding employment for students.

I have no information about the availability of such a service at our university.

What measures could you suggest to improve the work of your university?

At what level, in your opinion, should the issue of providing students with housing be resolved?

I think this is a problem for the students themselves.

The state must provide housing for nonresident students.

This issue should be resolved by the leadership of the university.

I find it difficult to answer.

Do you agree with the statement that the state should organize events and leisure clubs for students?

Yes, I completely agree

No, I don’t agree, these issues should be dealt with by the university management

The student must organize his own leisure time

Other ______________________

18. Which of the following statements do you agree with most? Select one option.

Increasing scholarships will not change the student's financial situation.

An increase in scholarship entails a slight improvement in the student’s financial situation.

A student who lives only on a scholarship will be happy with even a slight increase.

I don't agree with any statement.

Who do you think is most responsible for the health of students?

The student’s health is in his own hands

The university where the student is studying. The management of the university is obliged to monitor the satisfactory operation of its medical stations.

The state, since it is they who should be involved in improving the healthcare system.

20. Your gender

1. male 2. female

Well ____________________

Thank you for participating in the survey!

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North Eastern Federal University named after M.K. Amosova

nutrition problems of modern student youth

Gerasimova V.I., student

4th year, Financial and Economic Institute

Russia, Yakutsk

The article discusses a study on the nutrition of students using the example of NEFU named after. M.K. Ammosova. Nutrition is the basis of a healthy lifestyle. The problem of quality nutrition for students is recognized as a key factor in improving the quality of life. The sociological study was conducted in February 2015.

Key words: nutrition, student, health, food, disease.

The article deals with the study of nutrition of students on an example NEFU them. Ammosov. Nutrition is the foundation of a healthy lifestyle. The problem of quality supply of students recognized the key factor to improve the quality of life. A sociological study conducted in February 2015.

Keywords: nutrition, student, health, nutrition, disease.

Relevance of the research topic. One of the most important components of a healthy lifestyle is balanced nutrition. The majority of the population neglects their health. We are concerned about the growing popularity among students of fast food products containing large quantities of various flavors, dyes, and modified components. Therefore, poor nutrition becomes a serious risk factor for the development of many diseases. Unfortunately, statistics in recent years show a sharp increase in cardiovascular diseases among young people suffering from obesity, diabetes mellitus etc.

Such diseases can be prevented by leading a healthy lifestyle and, first of all, eating right.

The sociological problem of the study is that the majority of modern students do not eat properly and because of this they have health problems. The problem of quality nutrition for students in general is also recognized as a key factor in improving the quality of life.

This educational sociological study was conducted in February 2015. The questionnaire was compiled to study the problem of nutrition among students using the example of students from the North-Eastern Federal University. A total of 100 respondents from 1st to 5th courses took part, of which 45 were boys and 55 girls, aged 16 years and older.

By gender, respondents were divided into 45 boys and 55 girls. Of these, there are 22 boys and 16 girls in the age group of 16-20 years, and 23 boys and 39 girls in the age group of 20 years and older.

The distribution by rate is presented in Table 2

eating disorder student disease

Analysis by course of respondents shows that the predominant share of the 3rd course is 50%, followed by the 2nd course - 20%, 1st course - 15%, 4th course - 12% and the smallest share of the 5th course - 3%.

Based on the results of the survey, we found that the majority of respondents (73%) believe that they are not eating properly. Only 27% of respondents believe that they eat properly.

The majority of students generally prefer home-cooked food, which is very pleasing - this is as much as 65%. 18% prefer to eat in a cafeteria or cafe. It's also like homemade food anyway. Only 7% of respondents prefer fast food.

The good news is that 48% of our students rarely drink beer, low-alcohol drinks and energy cocktails (the survey was anonymous, so we tend to believe our students); 35% of students stated that they never drink beer, low-alcohol drinks, etc., 15% claim that they drink often and only 2% of students admitted that they drink constantly.

Also, 48% of students rarely drink Coke, Pepsi, Sprite and other carbonated drinks. 29% of respondents drink carbonated drinks often, 12% of respondents abstain from carbonated drinks and 11% of students abuse carbonated drinks.

Another encouraging fact is that the majority of respondents rarely eat shawarma and fried pies, cheburek, belyashi, etc. products. More than half of our students rarely eat fast food, although the trend in recent years suggests that establishments of this type are very popular.

There are also sad facts - almost half of student youth often eat fried, fatty, spicy foods. Only 1 to 6% of students abstain from such foods. From 11 to 18% stated that they constantly eat fried, fatty, and spicy foods.

Another important question in our questionnaire is “The ratio of your weight to height” - half of the respondents considered that their weight to height ratio was within the normal range, below the norm for 22% of respondents, above the norm for 17%, 2% of respondents considered the ratio of their weight to growth is much higher than normal and they do not hide it. And 9% of respondents do not know the ratio of weight to height.

As it turned out, more than half of the students do not have chronic diseases (62%), which is very pleasing, only 10% of respondents have chronic diseases such as: chronic gastritis, anemia, bronchitis, cardiovascular PIC, sinusitis, tonsillitis, ARVI, pancreatitis and tonsillitis.

And so the conclusion from all our work: students aged 16 years and older, fortunately, mostly do not suffer from chronic diseases associated with poor nutrition, but time flies insatiably quickly in the future if we do not reconsider our nutritional culture and draw certain conclusions for ourselves may threaten: gastritis, cardiovascular diseases, diabetes, stress, depression...

In conclusion, we can say that nutrition is the basis of a healthy lifestyle. IN at a young age According to statistics, eating disorders are visible, especially among students. They can be caused by a number of reasons. Damage to your own kidney tissue, nephrosis and nephritis, can be caused by drunkenness, drug addiction, substance abuse, or excessive consumption of spicy, smoked and pickled foods. Fortunately, our students do not abuse alcohol.

Based on the results of the study, we can conclude that the majority of students confirmed that they do not eat properly. Students of our university prefer to eat at home, i.e. prefer home-cooked food to fast food. Fortunately, most students have good digestion and do not have chronic diseases.

In order to avoid serious health problems in middle and adulthood, you should take care of this from a young age, so as not to create problems for yourself and the future generation.

Sources used

1. Kalyuzhny E.A., Kuzmichev Yu.G., Mikhailova S.V., Maslova V.Yu. Results of monitoring the physical health of students based on active self-assessment // Scientific opinion: scientific journal/ St. Petersburg University Consortium. - St. Petersburg, 2012. - No. 4. - pp. 133-137.

2. http: //www. medinform. su/healthy_feed/others/s013

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2.1 Sociological study of student problems

In the course of conducting a study to identify the problems of student youth, 50 people were interviewed - students of the Novosibirsk State University of Economics and Management (NSUEiU) - from the first to the fifth year, ten people from each year. A total of 12 boys (24%) and 38 girls (76%) were interviewed. In this study, we aimed to identify the features of current problems of student youth at the present stage (using the example of NSUEM students). To do this, we identified the main categories, after analyzing which we can formulate specific questions for respondents: problems of adaptation, problems of socialization, objective and subjective factors influencing the emergence of problems among students, social activity of students themselves, what transformations are possible on the part of the university management, as well as reform at the state level. Adaptation problems involve, first of all, the emergence of financial problems and problems with housing. In order to find out the student’s financial situation, the question was asked whether he works and if he works, then for what reason. As it turned out, 40% of respondents (20 people) work, and another 40% realize the need to work, but do not work, and only 20% answered that they do not need work. (See Table 1).

Table 1 Distribution of answers to the question “Are you working?”

Finding out why students work, we received the following results (no more than three could be chosen from the proposed list of options): the most frequently chosen answer is “need money”, it was chosen by 18 respondents out of 20 workers (which is 90%); in second place is the option “it is necessary to gain experience”, it was noted 14 times (70%); Next - “I like the work itself” - was chosen by 7 respondents (35%); and the options “I like the team” and “to somehow occupy my free time” were noted 6 and 4 times, respectively (30% and 20%). Let us present the results obtained in the form of a diagram (Fig. 1).

Rice. 1 Reasons for student employment.

As can be seen from the data obtained, the main reason why students work is “lack of money.” It is also important to note the quite often chosen answer “the need to gain experience.” This suggests that students are aware of the need to already have some work experience when finding a job after graduating from university. And this is really important, since one of the main problems of modern student youth is the problem of unemployment.

As noted above, problems of adaptation of students suggest the presence of difficulties with housing. The respondents were asked the question “Where do you live?”, the following data was obtained: 56% of the respondents, that is, more than half, live with their parents; 30% - rent housing; only 4% chose the answer “I live in a dormitory” and 10% chose another answer option, among which, mainly, there were answers such as “I live in my own apartment” (such answers were found among senior students).

Having received such data, we noticed a very low percentage of respondents who answered that they live in a dormitory. The questionnaire asked whether the university provides students with places in a dormitory. The results were obtained as follows: “yes” - 8%, “yes, but there are not enough places” - 78% and “I don’t know” - 14%.

From the above data it is clear that the problem of housing insecurity for students is quite acute. The university cannot provide dormitory space for all its nonresident students, which entails difficulties for students in providing themselves with housing while receiving their education. In search of a solution to this problem, students are forced to look for rented housing, which requires additional funds. And it is not always possible to obtain these funds from parents, therefore, it is necessary to look for a source of income, which leads to such a situation as the need to combine work and study (the phenomenon of “secondary employment” of students), while devoting less time to study than they should.

The category of socialization problems was also highlighted. Speaking about the process of socialization, it would be logical to turn to the analysis of leisure time of student youth. Therefore, in order to find out how students distribute their free time, we asked the question “What do you do in your free time from study and work (if you work)?” Several answer options were offered; you had to choose one of them, or indicate your own option. The respondents answered as follows: the options “Study and work take up all my time”, “I play sports or attend other clubs” and “Meeting with friends” were chosen the same number of times (28% each); 8% of respondents answered that they do nothing , and 8% chose the “other” option, where they mainly indicated that in their free time from their main studies they also receive additional education or study foreign languages. Respondents who indicated the “other” option can be classified in the first group, that is, those who answered that studying (and work) takes up all their time, since in their free time they are engaged in self-development, that is, they continue their studies outside the walls of the university. Let's consider the obtained data in the form of a diagram (See Fig. 2).

Rice. 2 Distribution of free time by students.

The activity of students is quite high, since more than half spend all their time on study, work, additional education, sports and other leisure clubs and events. Only 8% of respondents answered that they do nothing.

Table 2 Students’ assessment of their health status

42% have minor health problems, 40% are not sick at all, 16% have some kind of chronic disease and 2% are abstinent. In general, we have a positive picture: the vast majority (more than 80%) either do not get sick or have minor health problems. But such a positive assessment of the health status of students was given by the students themselves, and we cannot rely on it when assessing the health status of students in general. That is, we are dealing specifically with an assessment of health, and not with the real state of health of students.

Within the framework of the issue of socialization, the level of problems among student youth in general was also analyzed. We were interested in the students’ assessment of their life situation, so respondents were asked to reflect on their level of problem. in the questionnaire, they were asked to mark their level of problem on the proposed five-point scale, where 1 is the minimum level of problem, 5 is the maximum. The answers were distributed as follows (See Figure 3):

Rice. 3 Level of problems in students' lives.

As we can see, the majority of respondents - 42% - rate their level of problems as “2 points,” that is, below average. The distribution of answers was approximately equal at levels 1 (minimum level) and 3 (average level), 22% and 26%, respectively; 6% of respondents rated their level of problems at 4 points (above average) and 4% - at 5 points, that is, the maximum level of problems.

In general, we can say that students do not assess their lives as problematic. When assessing their lives, the majority of students were distributed on a scale of up to 3 points, which generally creates an optimistic picture. Without completely denying the presence of problems, young people still do not consider their lives to be highly problematic. It can be assumed that such answers to a certain extent indicate the students’ attitude towards life in general. Perhaps students view the problems that arise as temporary difficulties, or as certain steps, steps that need to be taken at this stage of life, and therefore do not evaluate them in a negative light.

The second research task, after identifying the current problems of student youth, was to determine the factors influencing the emergence of problems among students. For this purpose, all factors were divided into objective and subjective. We included the following objective factors: lack of external resources (finance, housing, friends, necessary acquaintances) and lack of internal resources (age, health, education); to subjective factors - the absence of subjective internal qualities, such as determination, independence, sociability, optimism.

In order to identify the factors, the question was asked: “What factors, in your opinion, influence the occurrence of most problems among students?” Ranking had to be done. Analysis of the results showed that students put objective factors in first place, such as “level of material security” (Rank 1; 44.9%) and “level of housing security” (Rank 2; 30.6%). Along with them, “lack of appropriate education” (Rank 3; 18.4%) and “no friends, no necessary acquaintances” (Rank 4; 14.3%) were also indicated. In last place were subjective factors: “lack of optimism” (Rank 8; 18.4%), “lack of sociability” (Rank 9; 24.5%). (See Appendix 1)

Thus, we can conclude that students attribute mainly objective factors to the main reasons for their problems.

The third research task was to study the vision of students themselves regarding possible solutions to the problems of students at the present stage. The following theoretical concepts were identified: social activity of the students themselves, possible transformations on the part of the university leadership and reform at the state level as a whole.

To clarify the position of students (active, passive) and their attitude regarding the distribution of responsibility for solving existing problems, a number of questions were asked. Conventionally, they can be divided into three groups of questions, each of which reveals: 1) the level of activity of students; 2) students’ assessment of the work of the university; 3) the opinion of students regarding at what level the problems of student youth should be solved.

So, analyzing the answers received to the first group of questions, we can say that in general the level of student activity is quite low. Answers to the question “Do you take part in rallies or strikes organized by students?” were distributed as follows: “I have never participated” - 74%, “I took part once” - 16%, “I regularly participate” - 2%, “Such methods are not used in our university” - 8%.

And answering the second question, “Have you ever put forward any proposals to solve student problems to the leadership of your university or other higher authorities?”, 94% of respondents answered that they had never put forward any proposals. The numbers speak for themselves. The level of student activity is more than low. The results are presented in Tables 3, 4.

Table 3 Participation in rallies and strikes organized by students

Table 4 Proposals for solving student problems

The second group of questions concerned student satisfaction regarding the functioning of the university, and it included a number of questions. In addition to the issue already discussed above about providing students with places in a dormitory, we were also interested in how satisfied students were with the work of the medical center. After analyzing the responses received, the following results were obtained (See Fig. 4).

Rice. 4 Satisfaction with the work of the medical center.

The largest percentage of answers was given for the option “Not satisfied” - 34%, 12% - “rather dissatisfied”, 16% - “rather satisfied”, and only 4% - “completely satisfied”. An interesting fact is that 28% found it difficult to answer, and 6% generally answered that there is medical science at the university. there is no point.

To the question “Are there any sports sections, creative or leisure clubs at your university?” We also received not entirely satisfactory answers. 82% of respondents answered that “There are leisure activities at the university, but they do not participate in them,” 12% “attend only the sports section,” and only 4% attend several sections (2% found it difficult to answer).

Further, when considering students’ satisfaction with the work of the university, we were interested in whether the university provides assistance to students in finding employment. Only 16% responded that such assistance is provided to students, 8% said that assistance in finding employment is not provided to students, and 76% (!) responded that they have no information on this matter.

Closing this group of questions, we considered it appropriate to place one open question, which read as follows: “What measures to improve the work of your university could you suggest?” (See Appendix 2). As it turned out, the most acute problem is dissatisfaction with the functioning of such “divisions” of the university as: the library, the canteen, and the medical department. point, dean's office, dormitory - students indicate (16%) the hostility and lack of tolerant attitude on the part of staff towards students. Also, along with this, students drew attention to the need to improve buildings and dormitories; The following proposals were made: make repairs, insulate the buildings, hang mirrors, curtains, organize places for relaxation. In fact, the recommendations listed are nothing more than the minimum necessary conditions for a normal, comfortable stay within the walls of the university.

Another important aspect for improving the work of the university is, according to students, the need for technical equipment (more computers, printers, educational literature, new equipment in classrooms), which would ensure convenience and greater productivity of the educational process.

Along with the above, measures such as:

* providing assistance in finding employment, as well as the inclusion of senior students in the profession. practice;

* social benefits scholarships for disabled people, increasing scholarships and encouraging “gifted” students;

* providing students with housing;

* better inform students about what is happening at the university;

* improving the level of education and teaching;

* improvement of the schedule;

* interview students about their problems.

It can be noted that, in general, respondents were active in answering this question. Quite a lot of proposals were made. Apparently, students really do not have enough so-called “feedback” from the leadership of the university; there is a need to speak out (sometimes complain, criticize), and make suggestions. This gives reason to believe that students still have their own position, their own opinion, but do not always have the opportunity to express them.

And finally, the third series of questions revealing students’ opinions regarding at what level the problems of student youth should be solved. Let us briefly analyze the data obtained. The first question asked in the questionnaire was: “At what level, in your opinion, should the issue of providing students with housing be resolved?” The results are presented in the form of a diagram (See Fig.5)

Rice. 5 Students’ opinions on the level at which the housing issue should be resolved.

The majority nevertheless expressed the view that responsibility for providing housing for nonresident students falls on the university where the young person is studying (66%). Only 26% of respondents hold the state responsible. And only 4% answered that “this is a problem for the students themselves.” Speaking about the organization of events and leisure clubs for students, the majority of respondents also place responsibility on the university (52%), only 12% believe that this issue needs to be resolved at the state level. However, in this matter there is a high percentage of those who believe that students themselves should organize their leisure time - 32%. In the question regarding responsibility for the health of students, the state again has very low expectations - only 18% answered that “The state should be involved in improving the health care system.” The answer “The university where the student studies” was also chosen by a small number of respondents - 20%. And students consider themselves to a greater extent responsible for maintaining their health (60%).

As we can see, respondents see the state to a lesser extent as the main subject of solving current problems of student youth. What explains this? Perhaps because young people have lost “a sense of faith in their native state” and do not hope to receive any tangible help from it. Much “closer” to the student with his problems is the university and its leadership, which should provide students with satisfactory learning conditions. Ultimately, students today rely more on their own strengths, as well as on the university they entered (which, in turn, needs to improve the work of its structures and new equipment).

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Sociology has formed its own theoretical approach to the study of nutrition, which has three main areas of social research on nutrition. Functionalism explains that nutrition not only ensures people’s livelihoods, but is the most important social institution, ensuring the socialization of the individual in the group; food is socially rationed and shapes the boundaries of social classes. Structuralism reveals that the process of eating and products are filled with meanings and meanings; food is a social communication system; food marks typical social situations. Materialism connects food and production into a single socio-economic system and shows how a modern industrial food system is being formed, based on the global division of labor and world trade.

Nutrition practices are always socially stratified and reflect existing inequalities in society. Dietary practices, which include where a person prefers to eat, social environment, favorite foods and cuisines, etc., are an important source of sociological information, especially if the principles of phenomenological sociology are used in the study.

Due to interest in this topic, a one-time local pilot sociological study was conducted in December 2016, which made it possible to identify the relationship between the social status of young people in terms of income level and the specifics of their nutritional practices and attitudes towards food consumption.

The survey involved young people aged 14 to 33 years. The structure of respondents according to the criterion of self-assessment of financial situation is as follows: 13% of respondents considered themselves to have a low financial situation; to the middle class – 59%, people with high material income – 28%. To describe their financial situation, a nominal school containing descriptive characteristics of the family's condition was used.

To begin with, respondents answered a question about whether they had a certain diet. As a result, more than half of the respondents noted that they do not adhere to any particular regimen (“rather not” was chosen by 49%, “no” by 11%). It is worth noting that wealthy people develop a better diet than respondents with low incomes or representatives of the middle class. The lack of a clear diet or adherence to the rules of proper nutrition is also evidenced by the fact that 63% of respondents eat 3-4 times a day, but 69% of the poor people eat only 1-2 times a day, which indicates that they do not comply with what is recommended by the majority doctors standard nutrition time.

As the study showed, for Tver youth, financial status plays a fundamental role in choosing nutritional practices. The majority of respondents are guided precisely by financial capabilities when choosing their diet (33%). Young people's monthly food expenses range from 2,500 to 5,000 thousand rubles, which means that most families tend to buy cheaper products or refuse to purchase some food products. Such nutrition involves a significant narrowing of the range of products. The survey results showed that insolvent people often consume foods such as: fast food, canned foods, dairy products, baked goods, vegetables and fruits, and poultry. While people with high incomes consume the entire list of foods listed in the study, with the exception of canned foods and instant foods, which they try to eliminate from their diet altogether.

Thus, people with low incomes do not have a developed diet, and they are also forced to reduce the range of food raw materials and simplify their diet, while the wealthy, on the contrary, expand it. Here you can turn to the established status food tradition - in most societies, a good appetite, the amount of food consumed, and the range of available products symbolized a high social position. Thus, the food range consumed can be considered as an indicator of social status, a marker of success and wealth.

The attitude towards food restrictions is also indicative. The study showed that insolvent people limit themselves because of their financial capabilities (77% of the poor and 34% of the middle class chose this option). But wealthy people try to eat without restrictions, but if restrictions are still present, the reasons are largely due to the desire to change their weight (38% among wealthy people and 28% among the rich), because in our time it is very important for young people to monitor with his appearance. However, in addition to external beauty, young people from wealthy and wealthy families with high incomes also try to monitor their health through dietary restrictions. Thus, 67% of young people from families with high material income and 58% of young people from rich families noted that they try to eat only what is necessary for proper nutrition.

The difference in the perception of nutrition and attitude towards it as an element of a healthy lifestyle is also emphasized by the difference in attitude towards the composition of products. The majority of respondents with low financial status (92%) do not pay attention to the composition of the product, the presence of GMOs, preservatives and food additives in it. At the same time, among middle-class people and representatives of wealthy categories, more than half of the respondents seek to avoid eating such products. In addition, only representatives of the highest income category noted the option “I never buy products containing GMOs, preservatives, or food additives.” It should be noted that organic products currently represent the most expensive segment of the food market. As N.N. Zarubina emphasizes in her article: “the wealthy social groups the traditional habitus is being transformed under the influence of greater economic opportunities against the backdrop of a growing range of products in high price ranges and quality levels.” It is the quality of products - their “naturalness”, “ecological purity” that becomes the main marker that distinguishes the practices of wealthy groups. These practices are implemented in a wide range from attention to the composition of the product, avoidance of dyes, preservatives, GMOs, to the desire to completely abandon “non-ecological” products and goods. As the researchers emphasize, it is the wealthy groups that are experiencing the phenomenon of “medicalization” of nutrition practices.

Thus, it can be noted that the nutritional practices of young people are characterized by cheapness. There is a decrease in the attention of the low-income group to the “healthiness”, environmental friendliness of products, the absence of preservatives, food additives, etc. It is the poor who do not worry about the composition of food and support the traditional practice of perceiving food only as what is necessary to satisfy needs, preferring to fill themselves with cheap but high-calorie foods.

Despite the significant influence of the material factor on the regulation of food consumption, nevertheless, the majority of respondents eat out quite often - 34% of respondents noted that they do this a couple of times a week. This is mainly due to their lifestyle (50%) and by visiting various establishments, respondents thus spend time with friends (34%). The most frequently visited establishments are fast food restaurants (33%), cafes and bars (28%), canteens (27%). At the same time, when choosing places to visit, differentiation also occurs based on income. People with low incomes mainly eat in canteens (70%), people from the middle class category in fast food restaurants (47%), people with high material income in cafes and bars (63%), but the rich prefer restaurants and pubs (72%).

When choosing an establishment, insolvent people rely on their financial capabilities, while wealthy people are guided by more complex motives and choice factors: the opportunity to have a good time, delicious food and drinks, a pleasant atmosphere, the status of the establishment. In addition, for people with high incomes, cafes and restaurants often become a communicative space where they spend time with friends. A visit to a restaurant becomes socially multifunctional, involving, along with food, communication, enjoying the interior and original atmosphere in thematic establishments, watching shows and concert programs, etc. As R. Oldenburg notes, for young people visiting restaurants becomes an attribute of everyday culture and a symbol not only of status, but also simply of involvement in the modern way of life.

In one question, respondents were asked to choose the expression with which they most agree. Each of these statements reflected a certain position in the perception of the phenomenon of “food” and “nutrition”. “Food” as a physiological element in a person’s life is viewed to a greater extent by respondents with low incomes; “food” as a social element is viewed to a greater extent by people with high incomes. However, in the general population, the majority of respondents chose the option “food is an important element of a person’s lifestyle, both physiological and social.”

Thus, according to wealthy people, we do not eat in order to satisfy our physiological needs, that is, nutrition does not just ensure people’s livelihoods, but is an important element of lifestyle, reflecting social status and social position. It can be noted that nutrition today forms the boundaries of social classes. Food is gradually losing its original meaning as a resource to satisfy basic needs; it is increasingly transformed into social situation, endowed by society with a specific symbolic meaning.

References:

1. Veselov Yu.V. Everyday nutrition practices // Sociological studies. - 2015. - No. 1. - P. 95–104.
2. Zarubina N.N. Nutrition practices as a marker and factor of social inequality in Russia: history and modernity // Historical psychology and sociology of history. - 2014. - No. 2. - P.46-62.
3. Noskova A.V. Nutrition: methodological approaches to research and everyday practices // MGIMO Bulletin. -2014.- No. 6 (39) - P.209-218.
4. Oldenburg R. Third place: cafes, coffee shops, bookstores, bars, beauty salons and other “hangout” places as the foundation of the community; lane from English A. Shirokanova. – M.: New Literary Review, 2014. – 456 p.

Keywords

NUTRITION / SOCIOLOGY OF NUTRITION / NUTRITIONAL MEDICINE / ETHNOGRAPHY OF NUTRITION / METHODOLOGICAL APPROACHES TO NUTRITION STUDY / NUTRITION PRACTICES FOR YOUTH / FOOD DIARIES/FOOD/ SOCIOLOGY OF FOOD AND NUTRITION/ MEDICINE OF FOOD / ETHNOGRAPHY OF FOOD / METHODOLOGICAL APPROACHES IN NUTRITION PROBLEM/ FOOD PRACTICES OF YOUTH / FOOD DIARIES

Annotation scientific article on sociological sciences, author of the scientific work - Noskova Antonina Vyacheslavovna

The article reveals scientific approaches to nutrition research and analyzes modern nutrition practices of students at two Moscow universities. The author notes that the need for a scientific study of nutrition was realized at the end of the 19th and beginning of the 20th centuries. He analyzed the social context of three areas of research into the problem of nutrition - natural science, ethnographic and sociological - and answered the question of why proper nutrition is an urgent problem for modern society. The work shows how social transformations have changed the sociocultural regulation of the process of food consumption. The article reveals the variety of scientific approaches to defining food: food as a factor of physical health, food as an ethnocultural tradition, food as a social habit and a marker of an individual’s social status. Particular emphasis is placed on European sociology of nutrition. Over the past thirty years, several special sociological theories have emerged in this area: the sociology of food, sociology of nutrition, sociology of menus, etc. Consumer abundance in modern Western society has changed the point of view of sociologists on the essence and functions of nutrition. Nutritional practices are increasingly subject to new social factors influence. An essay on the nutrition of 60 Moscow students shows some peculiarities youth nutrition practitioner. An analysis of attitudes towards the choice of food products (dishes) has been made, the influence of social/dietary/religious norms on eating behavior students. The meaning of “healthy eating” in the interpretation of young people is revealed. The article concludes with a conclusion about the dialectic of freedom/social pressure for modern youth nutrition practitioner.

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Research of the Nutrition Problem: Methodological Approaches and Daily Practices

The article analyzes some scientific approaches to nutrition research and current nutrition practices for students of two Moscow Universities. The author notes that the necessity for scientific studying of food has been understood at the end of the XIX the beginning of the XX centuries. In the article the social context of three directions of researches of a nutrition problem is analyzed: natural-scientific, ethnographic and sociological. The answer to a question why the healthy nutrition for modern society is an actual problem is given. It is shown that modern social transformations have changed sociocultural regulation of nutrition consumption. The variety of scientific approaches to food is revealed: a food as a factor of physical health, a food as an ethnocultural tradition, a food as a social habit and marker of the social status of the individual. The special emphasis is made on the European sociology of food. In the last thirty years in this area, some special sociological theories were formed: sociology of nutrition, sociology of food, sociology of menu, etc. Consumer abundance in modern western society has changed a view of sociologists on the essence and functions of food. New social factors give now more pressure on the nutrition practices. Based on food diaries and essays of 60 Moscow students, the author's project shows and analyzes the current nutrition practices of youth. The analysis of some peculiarities in the youth choice of food is made. The influence of social/dietary/religious norms on food behavior of students is shown. Value of "healthy food" in youth interpretation is shown. In the end of the article, the author notes the dialectics of freedom / social pressure for nutrition practices of modern youth.