TY  - INPR
A1  - Hipp, Lena
A1  - Leumann, Sandra
A1  - Schober, Pia S.
T1  - Partnership penalties for working in gender-atypical occupations?
BT  - observational and experimental evidence from Germany
N2  - 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.
KW  - gender
KW  - occupational gender segregation
KW  - marriage
KW  - partnership
KW  - mating
KW  - dating
KW  - stereotypes
KW  - observational data
KW  - experiment
Y1  - 2024
U6  - https://doi.org/10.31235/osf.io/ydurp
ER  - 
TY  - GEN
A1  - Matheis, Svenja
A1  - Keller, Lena
A1  - Kronborg, Leonie
A1  - Schmitt, Manfred
A1  - Preckel, Franzis
T1  - Do stereotypes strike twice?
BT  - Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - 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.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 863 
KW  - teacher beliefs
KW  - stereotypes
KW  - giftedness
KW  - gender
KW  - teacher education
KW  - Australian culture
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-513701
SN  - 1866-8364
IS  - 2
ER  - 
TY  - JOUR
A1  - Matheis, Svenja
A1  - Keller, Lena
A1  - Kronborg, Leonie
A1  - Schmitt, Manfred
A1  - Preckel, Franzis
T1  - Do stereotypes strike twice?
BT  - giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia
JF  - Asia-Pacific journal of teacher education
N2  - 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.
KW  - teacher beliefs
KW  - stereotypes
KW  - giftedness
KW  - gender
KW  - teacher education
KW  - Australian culture
Y1  - 2019
U6  - https://doi.org/10.1080/1359866X.2019.1576029
SN  - 1469-2945
SN  - 1359-866X
VL  - 48
IS  - 2
SP  - 213
EP  - 232
PB  - Routledge Journals, Taylor & Francis
CY  - Abingdon
ER  -