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In 1988 the youth-led movement "Schools without racism, schools with courage" was established in Belgium and quickly spread throughout Europe. German schools adopted this movement in 1995. Decades later, racism is not yet a strong developmental science research topic for studies of youth in Germany and Europe. In this commentary we argue that it should be. With increasing hate crimes and harassment, there is also a need to understand how families are socializing young people to be prepared for, cope with, resist, and disrupt racism. This type of ethnic-racial socialization affects important developmental processes-adolescent ethnic-racial identity development and intergroup and institutional understanding and relations-and requires a more prominent place of study in a migration-diverse Germany. Studying these issues in this particular sociohistorical context will also contribute to a more context-specific understanding of youth experiences of racism.
Germany experienced a unique rise in the level of self-employment in the first two decades following unification. Applying the nonlinear Blinder-Oaxaca decomposition technique, we find that the main factors driving these changes in the overall level of self-employment are demographic developments, the shift towards service sector employment and a larger share of population holding a tertiary degree. While these factors explain most of the development in self-employment with employees and the overall level of self-employment in West Germany, their explanatory power is much lower for the stronger increase in solo self-employment and in self-employment in former socialist East Germany.
Who suffered most?
(2022)
Objective:
This study examines gender and socioeconomic inequalities in parental psychological wellbeing (parenting stress and psychological distress) during the COVID-19 pandemic in Germany.
Background:
The dramatic shift of childcare and schooling responsibility from formal institutions to private households during the pandemic has put families under enormous stress and raised concerns about caregivers' health and wellbeing. Despite the overwhelming media attention to families’ wellbeing, to date limited research has examined parenting stress and parental psychological distress during the COVID-19 pandemic, particularly in Germany.
Method:
We analyzed four waves of panel data (N= 1,771) from an opt-in online survey, which was conducted between March 2020 and April 2021. Multivariable OLS regressions were used to estimate variations in the pandemic's effects on parenting stress and psychological distress by various demographic and socioeconomic characteristics.
Results:
Overall, levels of parenting stress and psychological distress increased during the pandemic. During the first and third wave of the COVID-19 pandemic, mothers, parents with children younger than 11 years, parents with two or more children, parents working from home as well as parents with financial insecurity experienced higher parenting stress than other sociodemographic groups. Moreover, women, respondents with lower incomes, single parents, and parents with younger children experienced higher levels of psychological distress than other groups.
Conclusion:
Gender and socioeconomic inequalities in parents' psychological wellbeing increased among the study participants during the pandemic.
When the "Ostjuden" returned
(2021)
This article examines the dynamics that allowed the derogatory term "Ostjuden" to reappear in academic writing in post-Holocaust Germany. This article focuses on the period between 1980's and 2000's, complementing earlier studies that focused on the emergence of the term "Ostjuden" and on the complex representations of Eastern European Jews in Imperial and later Weimar Germany. It shows that, despite its well-evidenced discriminatory history, the term "Ostjuden" re-appeared in the scholarly writing in German and has also found its way into German-speaking public history and journalism. This article calls for applying the adjectival term "osteuropaische Juden" (Eastern European Jews), using a term that neither essentializes Eastern European Jews nor presents them in an oversimplified and uniform manner.
Ethnic-racial identity (ERI) is an important aspect of youth development and has been well-studied for the last several decades. One issue less discussed is how the construct of ERI translates across different countries and cultures. The purpose of our paper is to describe the sociohistorical context of Germany and implications for the study of ethnic-racial identity in Europe. We discuss the German adaption of the Identity Project, an 8-week school-based ethnic-racial identity exploration intervention developed in the United States. We use this as a concrete example of how we thought through the focal construct of ERI to figure out how and whether it is a salient social identity category for youth in Germany where, in response to the history of racially motivated genocide, discussions of "race" are taboo. Digging into the ways ERI may not be directly transferable to different contexts can help us understand its nature as a socially constructed identity with real-life implications. Our hope with this paper is to further discussion, question our conceptualizations, and acknowledge how a detailed understanding of sociohistorical contexts is needed for the study of ERI.
From the beginning of systematic research on sexual victimization, it has been recognized that a substantial proportion of women report nonconsensual sexual experiences meeting the defining criteria of rape in response to behaviorally specific items, but do not acknowledge their experience as rape in response to broad questions about whether they have ever been raped. Recent studies suggest that rates of unacknowledged rape may be as high or even higher among men than among women. This study examined rates of unacknowledged female and male victims of rape and sexual assault by comparing responses to behaviorally specific items of the Sexual Aggression and Victimization Scale (SAV-S) with responses to broad questions using the labels of sexual assault and rape (SARA) in 593 participants (303 women) in Germany. As predicted, more women and men were classified as rape victims based on behaviorally specific items than on the basis of the broad rape item. The rates of unacknowledged rape were about 60% for women and 75% for men. The gender difference was not significant. Against our prediction, no significant differences in acknowledgement of sexual assault were found in relation to coercive strategy and victim-perpetrator relationship. Few cases of rape and sexual assault identified by the SARA items were missed by the behaviorally specific questions. The implications for establishing prevalence rates of rape and sexual assault and for comparing victims and nonvictims in terms of vulnerability factors and outcomes of sexual victimization are discussed.
Over the last three decades, the German political economy can be characterized by both institutional continuity and change. Understanding the dynamics of institutional change therefore requires an examination of the interplay of changes in formal institutional rules and how organizations respond to these changes by strategic attempts to promote or hinder further change in institutions. The macro-level political story of institutional change shows a number of paradoxes resulting in unexpected and often incomplete forms of market liberalization shaped by continued support for some core features of Germany's social market economy. The resulting erosion of Germany's co-ordinated model of economic organization through networks and business associations has gone hand-in-hand with the attempts to preserve these institutions for core workers and sectors of the economy in the face of changing environments. The result is a more varied institutional landscape characterized by international diffusion of liberal policies and the politics of their variable re-embedding within a long-term path of institutional continuity.
The basic seismic load parameters for the upcoming national design regulation for DIN EN 1998-1/NA result from the reassessment of the seismic hazard supported by the German Institution for Civil Engineering (DIBt). This 2016 version of the national seismic hazard assessment for Germany is based on a comprehensive involvement of all accessible uncertainties in models and parameters and includes the provision of a rational framework for integrating ranges of epistemic uncertainties and aleatory variabilities in a comprehensive and transparent way. The developed seismic hazard model incorporates significant improvements over previous versions. It is based on updated and extended databases, it includes robust methods to evolve sets of models representing epistemic uncertainties, and a selection of the latest generation of ground motion prediction equations. The new earthquake model is presented here, which consists of a logic tree with 4040 end branches and essential innovations employed for a realistic approach. The output specifications were designed according to the user oriented needs as suggested by two review teams supervising the entire project. Seismic load parameters, for rock conditions of nu(S30) = 800 m/s, are calculated for three hazard levels (10, 5 and 2% probability of occurrence or exceedance within 50 years) and delivered in the form of uniform hazard spectra, within the spectral period range 0.02-3 s, and seismic hazard maps for peak ground acceleration, spectral response accelerations and for macroseismic intensities. Results are supplied as the mean, the median and the 84th percentile. A broad analysis of resulting uncertainties of calculated seismic load parameters is included. The stability of the hazard maps with respect to previous versions and the cross-border comparison is emphasized.
We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.
We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.