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Objective This prospective study explored bidirectional associations between attachment quality towards mother, father, and peers and disordered eating among a large population-based sample of boys and girls in the transition from preadolescence to adolescence. Specifically, we examined whether insecure attachment relationships emerged as a risk factor for or as an outcome of disordered eating. Method A population-based sample of 904 adolescent girls and boys was assessed four times, at baseline (T1; M-age = 10.8 years) and at 2-, 4-, and 6-year follow-up (T2, T3, and T4). Prospective data were analyzed using cross-lagged panel models for each attachment figure (i.e., mother, father, peers) in a multigroup design to compare genders. Results Better attachment to the mother led to less pronounced disturbed eating in girls across the entire age range and in boys across two time periods. In girls, more pronounced disordered eating at T3 predicted worse attachment to the mother at T4 and better attachment to the father at T1 predicted less disturbed eating at T2. In boys, disordered eating at T1 predicted better attachment to the father at T2. Concerning peer attachment, better attachment at T1 predicted disordered eating at T2, in boys only. No other significant cross-lagged effects emerged. Discussion These findings highlight the differential and gender-specific contribution of attachment figures to the development of disordered eating in adolescence. Programs aimed at improving communication and trust in the relationship with parents might be promising in the prevention of disordered eating and the subsequent deterioration of parent-child attachment relationships.
The intangible impacts of floods on welfare are not well investigated, even though they are important aspects of welfare. Moreover, flooding has gender based impacts on welfare. These differing impacts create a gender based flood risk resilience gap. We study the intangible impacts of flood risk on the subjective well-being of residents in central Vietnam. The measurement of intangible impacts through subjective well-being is a growing field within flood risk research. We find an initial drop in welfare through subjective well-being across genders when a flood is experienced. Male respondents tended to recover their welfare losses by around 80% within 5 years while female respondents were associated with a welfare recovery of around 70%. A monetization of the impacts floods have on an individual’s subjective well-being shows that for the average female respondent, between 41% to 86% of annual income would be required to compensate subjective well-being losses after 5 years of experiencing a flood. The corresponding value for males is 30% to 57% of annual income. This shows that the intangible impacts of flood risk are important (across genders) and need to be integrated into flood (or climate) risk assessments to develop more socially appropriate risk management strategies.
Previous research has identified students' personality traits, especially conscientiousness, as highly relevant predictors of academic success. Less is known about the role of Big Five personality traits in students when it comes to teachers' decisions about students' educational trajectories and whether personality traits differentially affect these decisions by teachers in different grade levels. This study examines to what extent students' Big Five personality traits affect teacher decisions on grade retention, looking at two cohorts of 12,146 ninth-grade and 6002 seventh-grade students from the German National Educational Panel Study. In both grade levels, multilevel logistic mediation models show that students' conscientiousness indirectly predicts grade retention through the assignment of grades by teachers. In the ninth-grade sample, students' conscientiousness was additionally a direct predictor of retention, distinct from teacher-assigned grades. We discuss potential underlying mechanisms and explore whether teachers base their decisions on different indicators when retaining seventh-grade students or ninth-grade students.
Do stereotypes strike twice?
(2019)
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.
The intangible impacts of floods on welfare are not well investigated, even though they are important aspects of welfare. Moreover, flooding has gender based impacts on welfare. These differing impacts create a gender based flood risk resilience gap. We study the intangible impacts of flood risk on the subjective well-being of residents in central Vietnam. The measurement of intangible impacts through subjective well-being is a growing field within flood risk research. We find an initial drop in welfare through subjective well-being across genders when a flood is experienced. Male respondents tended to recover their welfare losses by around 80% within 5 years while female respondents were associated with a welfare recovery of around 70%. A monetization of the impacts floods have on an individual’s subjective well-being shows that for the average female respondent, between 41% to 86% of annual income would be required to compensate subjective well-being losses after 5 years of experiencing a flood. The corresponding value for males is 30% to 57% of annual income. This shows that the intangible impacts of flood risk are important (across genders) and need to be integrated into flood (or climate) risk assessments to develop more socially appropriate risk management strategies.
Do stereotypes strike twice?
(2019)
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.
Peer groups are critical socialization agents for the development of social behavior in adolescence, but studies examining peer-group effects on individuals' prosocial behavior are scarce. Using a two-wave, multilevel data set (N = 16,893, 8481 male; 8412 female; mean age at Time 1: 14.0 years) from 1308 classes in 252 secondary schools in Germany, main effects of the classroom level of prosocial behavior, cross-level interactions between the classroom and the individual levels of prosocial behavior at Time 1, and the moderating role of gender were examined. The results showed that adolescents in classrooms with high collective levels of prosocial behavior at Time 1 reported more prosocial behavior at Time 2, about two years later, reflecting a class-level main effect. A significant cross-level interaction indicated that a high classroom level of prosocial behavior particularly affected individuals with lower levels of prosocial behavior at Time 1. The influence of same-gender peers was larger compared with opposite-gender peers. The findings are discussed with respect to social learning mechanisms in the development of prosocial behavior and their implications for interventions to promote prosocial behavior.
Drawing on three waves of survey data from a non-probability sample from Germany, this paper examines two opposing expectations about the pandemic's impacts on gender equality: The optimistic view suggests that gender equality has increased, as essential workers in Germany have been predominantly female and as fathers have had more time for childcare. The pessimistic view posits that lockdowns have also negatively affected women's jobs and that mothers had to shoulder the additional care responsibilities. Overall, our exploratory analyses provide more evidence supporting the latter view. Parents were more likely than non-parents to work fewer hours during the pandemic than before, and mothers were more likely than fathers to work fewer hours once lockdowns were lifted. Moreover, even though parents tended to divide childcare more evenly, at least temporarily, mothers still shouldered more childcare work than fathers. The division of housework remained largely unchanged. It is therefore unsurprising that women, in particular mothers, reported lower satisfaction during the observation period. Essential workers experienced fewer changes in their working lives than respondents in other occupations.
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.
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.
The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 females; M age = 13.66, SD = 0.41) from two midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculine and feminine traits, and self-reported cyber victimization through different technologies. The findings revealed main effects of types of cyber victimization for boys and of technology for girls. In particular, boys with feminine traits experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Girls with feminine traits experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For girls with feminine traits, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites, as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, types of victimization, and technologies when examining cyber victimization.
The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 females; M age = 13.66, SD = 0.41) from two midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculine and feminine traits, and self-reported cyber victimization through different technologies. The findings revealed main effects of types of cyber victimization for boys and of technology for girls. In particular, boys with feminine traits experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Girls with feminine traits experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For girls with feminine traits, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites, as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, types of victimization, and technologies when examining cyber victimization.
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.
It’s personal
(2021)
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.
We investigate how the economic consequences of the pandemic, and of 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 35% more likely to experience income losses than their male counterparts. Conversely, 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, i.e. 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.
Previous research has found that comprehenders sometimes predict information that is grammatically unlicensed by sentence constraints. An open question is why such grammatically unlicensed predictions occur. We examined the possibility that unlicensed predictions arise in situations of information conflict, for instance when comprehenders try to predict upcoming words while simultaneously building dependencies with previously encountered elements in memory.
German possessive pronouns are a good testing ground for this hypothesis because they encode two grammatically distinct agreement dependencies: a retrospective one between the possessive and its previously mentioned referent, and a prospective one between the possessive and its following nominal head. In two visual world eye-tracking experiments, we estimated the onset of predictive effects in participants' fixations.
The results showed that the retrospective dependency affected resolution of the prospective dependency by shifting the onset of predictive effects.
We attribute this effect to an interaction between predictive and memory retrieval processes.
Gender at the crossroads
(2021)
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.
Violence in adolescent relationships is a common problem with numerous negative short- and long-term consequences. Because most of the evidence on teen dating violence (TDV) synthesized in reviews comes from North American studies, this review aimed to compile evidence on prevalence rates of TDV based on studies identified for Europe only. Specifically, we considered different forms of TDV victimization and perpetration, gender differences, and its measurement. A systematic literature search of the most popular databases Ebsco and PubMed yielded a total of N = 34 studies, with most of the studies identified for Spain, and only a few studies in other European countries. In sum, the results revealed a great variability in prevalence rates across and within the European countries, a common pattern of gender differences, and a wide range of applied measures, corresponding with the evidence from the North American studies. Implications for future research and policy were discussed.
COVID-19
(2021)
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.
Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy
(2021)
This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions. We focused on students who participated in the data collection in Grades 10 and 12 (N = 911; 56.1% female; M-age = 16.49, SD = .63; 91.2% European American, 4.6% African American, and 2.1% other ethnic groups such as Hispanic, Asian, Native American). Data on subsequent college majors were assessed 2, 6, and 10 years after finishing high school and data on occupational outcomes was assessed up to 22 years after high school. Using Latent Profile Analyses, our findings revealed five profiles in grade 10 and four profiles in grade 12, which were meaningfully related to student gender. Latent Transition Analyses showed that motivational beliefs became more hierarchical over time. Gendered changes in profile membership occurred, with boys experiencing a process of specialization into mathematics domains. We were also able to show that gender-specific intraindividual hierarchies of motivational beliefs were related to gender-specific specialization processes in adolescence and to subsequent gendered choices throughout the life course.