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Drawing on the social-ecological perspective, this longitudinal study investigated the potential moderating effect of gender in the relationships among Machiavellianism, popularity goals, and cyberbullying involvement (i.e. victimization, perpetration) among adolescents from China, Cyprus, India, and the United States.
There were 2,452 adolescents (M-age = 14.85; SD = .53; 13-16 years old; 49.1% girls) from China, Cyprus, India, and the United States included in this study.
They completed surveys on Machiavellianism, popularity goals, and cyberbullying victimization and perpetration during the fall of 2014 (Time 1). One year later, during the fall of 2015, adolescents completed surveys on cyberbullying victimization and perpetration.
Findings revealed that Machiavellianism and popularity goals were both associated positively with Time 2 cyberbullying victimization and perpetration for all adolescents. The associations between Machiavellianism and Time 2 cyberbullying perpetration and between popularity goals and Time 2 cyberbullying perpetration were stronger for Chinese and Indian boys than girls.
Opposite patterns were found for popularity goals and Time 2 cyberbullying perpetration for adolescents from the United States.
Gender did not moderate any of the associations for Cypriot adolescents or for Time 2 cyberbullying victimization.
The social-ecological perspective provides a useful understanding of how various contexts influence bullying.
Living alone in the city
(2023)
Over the past decades, the number of single households is constantly rising in metropolitan regions. In addition, they became increasingly heterogeneous. In the media, individuals who live alone are sometimes still presented as deficient. Recent research, however, indicates a way more complex picture. Using the example of Vienna, this paper investigates the quality of life of different groups of single households in the city. Based on five waves of the Viennese Quality of Life Survey covering almost a quarter of a century (1995–2018), we analyse six domains of subjective well-being (satisfaction with the financial situation, the housing situation, the main activity, the family life, social contacts, and leisure time activities). Our analyses reveal that, in most domains, average satisfaction of single households has hardly changed over time. However, among those living alone satisfaction of senior people (60+) increased while satisfaction of younger people (below age 30) decreased. Increasing differences in satisfaction with main activity, housing, or financial situation reflect general societal developments on the Viennese labour and housing markets. The old clichéd images of the “young, reckless, happy single” and the “lonely, poor, dissatisfied senior single” reverse reality.
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.
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.
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.
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.
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.
Pandemic depression
(2022)
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.
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.