@article{Rothermel2021, author = {Rothermel, Ann-Kathrin}, title = {Gender at the crossroads}, series = {Critical studies on terrorism}, volume = {15}, journal = {Critical studies on terrorism}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {London [u.a.]}, issn = {1753-9153}, doi = {10.1080/17539153.2021.1969061}, pages = {533 -- 558}, year = {2021}, abstract = {Since the early 2000s, the United Nations (UN) global counterterrorism architecture has seen significant changes towards increased multilateralism, a focus on prevention, and inter-institutional coordination across the UN's three pillars of work. Throughout this reform process, gender aspects have increasingly become presented as a "cross-cutting" theme. In this article, I investigate the role of gender in the UN's counterterrorism reform process at the humanitarian-development-peace nexus, or "triple nexus", from a feminist institutionalist perspective. I conduct a feminist discourse analysis of the counterterrorism discourses of three UN entities, which represent the different UN pillars of peace and security (DPO), development (UNDP), and humanitarianism and human rights (OHCHR). The article examines the role of gender in the inter-institutional reform process by focusing on the changes, overlaps and differences in the discursive production of gender in the entities' counterterrorism agendas over time and in two recent UN counterterrorism conferences. I find that gendered dynamics of nested newness and institutional layering have played an essential role both as a justification for the involvement of individual entities in counterterrorism and as a vehicle for inter-institutional cooperation and struggle for discursive power.}, language = {en} } @unpublished{HippLeumannSchober2024, author = {Hipp, Lena and Leumann, Sandra and Schober, Pia S.}, title = {Partnership penalties for working in gender-atypical occupations?}, doi = {10.31235/osf.io/ydurp}, pages = {35}, year = {2024}, abstract = {Does working in a gender-atypical occupation reduce individuals' likelihood of finding a different-sex romantic partner, and do such occupational partnership penalties contribute to occupational gender segregation? To answer this question, we theorized partnership penalties for working in gender-atypical occupations by drawing on insights from evolutionary psychology, social constructivism, and rational choice theory and exploited the stability of occupational pathways in Germany. In Study 1, we analyzed observational data from a national probability sample (N= 1,634,944) to assess whether individuals in gender-atypical occupations were less likely to be partnered than individuals who worked in gender typical occupations. To assess whether the observed partnership gaps found in Study 1 were causally related to the gender typicality of men's and women's occupations, we conducted a field experiment on a dating app (N = 6,778). Because the findings from Study 2 suggested that young women and men indeed experienced penalties for working in a gender-atypical occupation (at least when they were not highly attractive), we employed a choice-experimental design in Study 3 (N = 1,250) to assess whether women and men were aware of occupational partnership penalties and showed that anticipating occupational partnership penalties may keep young and highly educated women from working in gender-atypical occupations. Our main conclusion therefore is that that observed penalties and their anticipation seem to be driven by unconscious rather than conscious processes.}, language = {en} } @misc{SchusterTomaszewska2020, author = {Schuster, Isabell and Tomaszewska, Paulina}, title = {Pathways from child sexual and physical abuse to sexual and physical intimate partner violence victimization through attitudes toward intimate partner violence}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {4}, issn = {1866-8364}, doi = {10.25932/publishup-54339}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-543396}, pages = {13}, year = {2020}, abstract = {Although many studies have shown that victims of child abuse have an increased vulnerability to revictimization in intimate relationships, the underlying mechanisms are not yet sufficiently well understood. Therefore, this study aimed at examining this relationship for both sexual and physical forms of violence as well as investigating the potential mediating role of attitudes toward sexual and physical intimate partner violence (IPV). Also, the potential moderating role of gender was explored. Sexual and physical child abuse and IPV victimization in adulthood as well as attitudes toward the respective form of IPV were assessed among 716 participants (448 female) in an online survey. The path analyses showed that child sexual abuse was positively linked to sexual IPV victimization among both women and men, whereas child physical abuse was positively associated with physical IPV victimization among women only. Furthermore, the relationship between both forms of child abuse and IPV victimization was mediated through more supportive attitudes toward the respective forms of IPV, but only among men. This study provides novel insights regarding the links between sexual and physical child abuse and revictimization in adulthood, suggesting that supporting attitudes toward IPV may be seen as vulnerability factor for revictimization. The moderating role of gender is especially discussed.}, language = {en} } @misc{MatheisKellerKronborgetal.2019, author = {Matheis, Svenja and Keller, Lena and Kronborg, Leonie and Schmitt, Manfred and Preckel, Franzis}, title = {Do stereotypes strike twice?}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {2}, issn = {1866-8364}, doi = {10.25932/publishup-51370}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-513701}, pages = {22}, year = {2019}, abstract = {Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.}, language = {en} } @article{MatheisKellerKronborgetal.2019, author = {Matheis, Svenja and Keller, Lena and Kronborg, Leonie and Schmitt, Manfred and Preckel, Franzis}, title = {Do stereotypes strike twice?}, series = {Asia-Pacific journal of teacher education}, volume = {48}, journal = {Asia-Pacific journal of teacher education}, number = {2}, publisher = {Routledge Journals, Taylor \& Francis}, address = {Abingdon}, issn = {1469-2945}, doi = {10.1080/1359866X.2019.1576029}, pages = {213 -- 232}, year = {2019}, abstract = {Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.}, language = {en} } @article{GraeberKritikosSeebauer2021, author = {Graeber, Daniel and Kritikos, Alexander and Seebauer, Johannes}, title = {COVID-19}, series = {Journal of population economics}, volume = {34}, journal = {Journal of population economics}, number = {4}, publisher = {Springer}, address = {Berlin}, issn = {0933-1433}, doi = {10.1007/s00148-021-00849-y}, pages = {1141 -- 1187}, year = {2021}, abstract = {We investigate how the economic consequences of the pandemic and the government-mandated measures to contain its spread affect the self-employed — particularly women — in Germany. For our analysis, we use representative, real-time survey data in which respondents were asked about their situation during the COVID-19 pandemic. Our findings indicate that among the self-employed, who generally face a higher likelihood of income losses due to COVID-19 than employees, women are about one-third more likely to experience income losses than their male counterparts. We do not find a comparable gender gap among employees. Our results further suggest that the gender gap among the self-employed is largely explained by the fact that women disproportionately work in industries that are more severely affected by the COVID-19 pandemic. Our analysis of potential mechanisms reveals that women are significantly more likely to be impacted by government-imposed restrictions, e.g., the regulation of opening hours. We conclude that future policy measures intending to mitigate the consequences of such shocks should account for this considerable variation in economic hardship.}, language = {en} } @incollection{MishraVladova2021, author = {Mishra, Vidisha and Vladova, Gergana}, title = {It's personal}, series = {The fourth industrial revolution and its impact on ethics}, booktitle = {The fourth industrial revolution and its impact on ethics}, editor = {Miller, Katharina and Wendt, Karen}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-57019-4}, doi = {10.1007/978-3-030-57020-0_12}, pages = {151 -- 158}, year = {2021}, abstract = {The new technologies of the Fourth Industrial Revolution (4IR) are disrupting traditional models of work and learning. While the impact of digitalization on education was already a point of serious deliberation, the COVID-19 pandemic has expedited ongoing transitions. With 90\% of the world's student population having been impacted by national lockdowns—online learning has gone from being a luxury to a necessity, in a context where around 3.6 billion people are offline. As the impacts of the 4IR unfold alongside the current crisis, it is not enough for future policy pathways to prioritize educational attainment in the traditional sense; it is essential to reimagine education itself as well as its delivery entirely. Future policy narratives will need to evaluate the very process of learning and identify the ways in which technology can help reduce existing disparities and enhance digital access, literacy and fluency in a scalable manner. In this context, this chapter analyses the status quo of online learning in India and Germany. Drawing on the experiences of these two economies with distinct trajectories of digitalization, the chapter explores how new technologies intersect with traditional education and local sociocultural conditions. Further, the limitations and opportunities presented by dominant ed-tech models is critically analyzed against the ongoing COVID-19 pandemic.}, language = {en} } @article{CaliendoGraeberKritikosetal.2022, author = {Caliendo, Marco and Graeber, Daniel and Kritikos, Alexander and Seebauer, Johannes}, title = {Pandemic depression}, series = {Entrepreneurship theory and practice}, volume = {47}, journal = {Entrepreneurship theory and practice}, number = {3}, publisher = {SAGE Publishing}, address = {Thousand Oaks}, issn = {1042-2587}, doi = {10.1177/10422587221102106}, pages = {788 -- 830}, year = {2022}, abstract = {We investigate the effect of the COVID-19 pandemic on self-employed people's mental health. Using representative longitudinal survey data from Germany, we reveal differential effects by gender: whereas self-employed women experienced a substantial deterioration in their mental health, self-employed men displayed no significant changes up to early 2021. Financial losses are important in explaining these differences. In addition, we find larger mental health responses among self-employed women who were directly affected by government-imposed restrictions and bore an increased childcare burden due to school and daycare closures. We also find that self-employed individuals who are more resilient coped better with the crisis.}, language = {en} } @article{AndresLauterbachJongbloedetal.2021, author = {Andres, Lesley and Lauterbach, Wolfgang and Jongbloed, Janine and H{\"u}mme, Hartwig}, title = {Gender, education, and labour market participation across the life course}, series = {International journal of lifelong education}, volume = {40}, journal = {International journal of lifelong education}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0260-1370}, doi = {10.1080/02601370.2021.1924302}, pages = {170 -- 189}, year = {2021}, abstract = {In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and disorder,' and 'discontinuities' are used to inform the analyses. Data from the Paths on Life's Way (Paths) project in British Columbia, Canada and the German Pathways from Late Childhood to Adulthood (LifE) which span 28 and 33 years, respectively, are employed to examine life trajectories from leaving school to around age 45. Sequence analysis and cluster analyses portray both within and between country differences - and in particular gender differences - in educational attainment, employment, and other activities across the life course which has an impact on ultimate labour market participation and income levels. 'Normative' life courses that follow a traditional order correspond with higher levels of full-time work and higher incomes; in Germany more so than Canada, these clusters are male dominated. Clusters characterised by 'disordered' and 'discontinuous' life courses in both countries are female dominated and associated with lower income levels.}, language = {en} } @techreport{SpaethGoller2023, type = {Working Paper}, author = {Sp{\"a}th, Maximilian and Goller, Daniel}, title = {Gender differences in investment reactions to irrelevant information}, series = {CEPA Discussion Papers}, journal = {CEPA Discussion Papers}, number = {67}, issn = {2628-653X}, doi = {10.25932/publishup-60635}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-606351}, pages = {25, 4}, year = {2023}, abstract = {Economic agents often irrationally base their decision-making on irrelevant information. This research analyzes whether men and women react to futile information about past outcomes. For this purpose, we run a laboratory experiment (Study 1) and use field data (Study 2). In both studies, the behavior of men is consistent with falsely assumed negative autocorrelation, often referred to as gambler's fallacy Women's behavior aligns with falsely assumed positive autocorrelation, a notion of the hot hand fallacy. On the aggregate, the two fallacies cancel out. Even when individuals are, on average, rational, the biases in the decision-making of subgroups might cause inefficient outcomes. In a mediation analysis, we find that a) the agents stated perceived probabilities of future outcomes are not blurred by irrelevant information and b) about 40 \% of the observed biases are driven by differences in the perceived attractiveness of available choices caused by the irrelevant information.}, language = {en} }