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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.
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.
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.
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.
La heráldica amazónica
(2023)
Nowadays, we know about 4,475 iconographic representations dedicated to the Amazonian universe in Antiquity. Most of them belong to vase painting pieces (3,448). This current work analyze the Amazonian emblems that appear in a high percentage of these representations (725), together with the few examples associated with other artistic supports. In that way, we will study the chosen designs, which of them achieved greater popularity and the possible reasons why some of them were more popular in certain contexts. According to the results, we can discover that the Amazons present a type of emblem very similar to that used by the hoplites who fought against them in the same representation of the Amazonomachy. It is true that we appreciate a greater interest in certain models within a broad group of options that became traditional for Amazonian representations, but the results of this study suggest that the artists freely chose between them. However, his decision could be influenced by aspects such as the predominant trends in each period, the tastes of the export markets or the influence generated by other types of works (mainly paintings, reliefs or sculptures) whose popularity made them models.
Der französische Autor Michel Houellebecq und sein literarisches Werk sorgen in der medialen Öffentlichkeit regelmäßig für Skandale, die Vorwürfe reichen von bewusster Provokation bis hin zu diversen Diskriminierungen. Dabei unterstützt Houellebecq durch seine mediale Selbstinszenierung die Verwischung zwischen sich selbst als realer Person und den Erzählstimmen seiner Texte. Dies führt auch in der Literaturwissenschaft zu wiederholten Versuchen, dem Schriftsteller und seinen Romanen eine politische Position zuzuschreiben.
Im Gegensatz dazu ist das Ziel dieser Abschlussarbeit, am Beispiel des 2015 bei Flammarion publizierten Romans Soumission – welchem neben Misogynie auch Islam- und Homofeindlichkeit vorgeworfen wurde –, herauszustellen, wie der Text Widerstände gegen konkrete politische Positionierungen und starre Bedeutungszuschreibungen aufweist. Über eine Analyse der Männlichkeits- und Weiblichkeitsentwürfe im Sinne dekonstruktiver Gendertheorien sowie über eine intertextuelle und postkoloniale Perspektivierung werden die Ambivalenz und das provokative Potential des Textes herausgearbeitet. Das intertextuelle Verweisspiel des Romans und die Systemreferenz zur Décadence, besonders durch Bezüge zu Einzeltexten und zur Biografie des Autors Joris-Karl Huysmans, bilden eine wichtige Grundlage sowohl für das zentrale Thema der religiösen Konversion, die textimmanente Bedeutung der Literatur, als auch für die Geschlechterkonstruktionen. Trotz der Stereotypisierung von Frauenfiguren, deren gesellschaftlicher Wert vom sexuellen Begehren eines Mannes abhängt, oder der orientalistischen Darstellung des Islams entwirft Soumission eine komplexe Inszenierung von Männlichkeitsvorstellungen. Dies zeigt sich in der verunsicherten männlichen Identität des Protagonisten François, die zwischen universalem Anspruch und individueller Einzigartigkeit changiert und gleichzeitig, wie auch jene von anderen männlichen Figuren, eine strikte, stereotype Geschlechterbinarität unterläuft. Die Verunsicherung der Identität des Protagonisten spiegelt die der französischen Gesellschaft wider, dabei verfügen nur der fiktive Islam und dessen Genderpolitik über ausreichend Stärke, dem kulturellen Verfall des Westens etwas entgegenzusetzen. Der religiösen Konversion zum Islam wird eine korrektive und erlösende Funktion zugeschrieben, die in dem Akt der Unterwerfung ihren Höhepunkt findet.
In den Translationsprozessen von französischer, christlich geprägter in eine muslimisch fundierte Kultur offenbart sich nicht nur ein Angriff auf die akademische Bildungselite Frankreichs, sondern auch auf das Wissen der Literatur. Indem eine Re- und Uminterpretation literarischer Texte durch den Protagonisten und weitere Figuren für die neue fundamentalistische Gesellschaftsordnung vorgenommen wird, offenbart sich neben binären Geschlechterkonstruktionen und diversen politischen Positionierungen auch das nationale Narrativ der französischen Literatur als labile Fiktion.
Introduction
(2022)
Several global governance initiatives launched in recent years have explicitly sought to integrate concern for gender equality and gendered harms into efforts to counter terrorism and violent extremism (CT/CVE). As a result, commitments to gender-sensitivity and gender equality in international and regional CT/CVE initiatives, in national action plans, and at the level of civil society programming, have become a common aspect of the multilevel governance of terrorism and violent extremism. In light of these developments, aspects of our own research have turned in the past years to explore how concerns about gender are being incorporated in the governance of (counter-)terrorism and violent extremism, and how this development has affected (gendered) practices and power relations in counterterrorism policymaking and implementation. We were inspired by the growing literature on gender and CT/CVE, and critical scholarship on terrorism and political violence, to bring together a collection of new research addressing these questions.
We collect a network dataset of tenured economics faculty in Austria, Germany and Switzerland. We rank the 100 institutions included with a minimum violation ranking. This ranking is positively and significantly correlated with the Times Higher Education ranking of economics institutions. According to the network ranking, individuals on average go down about 23 ranks from their doctoral institution to their employing institution. While the share of females in our dataset is only 15%, we do not observe a significant gender hiring gap (a difference in rank changes between male and female faculty). We conduct a robustness check with the Handelsblatt and the Times Higher Education ranking. According to these rankings, individuals on average go down only about two ranks. We do not observe a significant gender hiring gap using these two rankings (although the dataset underlying this analysis is small and these estimates are likely to be noisy). Finally, we discuss the limitations of the network ranking in our context.
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.
Objective: This article analyzed gender differences in professional advancement following the outbreak of the Covid-19 pandemic based on data from open-source software developers in 37 countries. Background: Men and women may have been affected differently from the social distancing measures implemented to contain the Covid-19 pandemic. Given that men and women tend to work in different jobs and that they have been unequally involved in childcare duties, school and workplace closings may have impacted men's and women's professional lives unequally. Method: We analyzed original data from the world's largest social coding community, GitHub. We first estimated a Holt-Winters forecast model to compare the predicted and the observed average weekly productivity of a random sample of male and female developers (N=177,480) during the first lockdown period in 2020. To explain the crosscountry variation in the gendered effects of the Covid-19 pandemic on software developers' productivity, we estimated two-way fixed effects models with different lockdown measures as predictors - school and workplace closures, in particular. Results: In most countries, both male and female developers were, on average, more productive than predicted, and productivity increased for both genders with increasing lockdown stringency. When examining the effects of the most relevant types of lockdown measures separately, we found that stay-at-home restrictions increased both men's and women's productivity and that workplace closures also increased the number of weekly contributions on average - but for women, only when schools were open. Conclusion: Having found gender differences in the effect of workplace closures contingent on school and daycare closures within a population that is relatively young and unlikely to have children (software developers), we conclude that the Covid-19 pandemic may indeed have contributed to increased gender inequalities in professional advancement.
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.
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.
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.
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.
“Broadcast your gender.”
(2022)
Social media platforms provide a large array of behavioral data relevant to social scientific research. However, key information such as sociodemographic characteristics of agents are often missing. This paper aims to compare four methods of classifying social attributes from text. Specifically, we are interested in estimating the gender of German social media creators. By using the example of a random sample of 200 YouTube channels, we compare several classification methods, namely (1) a survey among university staff, (2) a name dictionary method with the World Gender Name Dictionary as a reference list, (3) an algorithmic approach using the website gender-api.com, and (4) a Multinomial Naïve Bayes (MNB) machine learning technique. These different methods identify gender attributes based on YouTube channel names and descriptions in German but are adaptable to other languages. Our contribution will evaluate the share of identifiable channels, accuracy and meaningfulness of classification, as well as limits and benefits of each approach. We aim to address methodological challenges connected to classifying gender attributes for YouTube channels as well as related to reinforcing stereotypes and ethical implications.
“Broadcast your gender.”
(2022)
Social media platforms provide a large array of behavioral data relevant to social scientific research. However, key information such as sociodemographic characteristics of agents are often missing. This paper aims to compare four methods of classifying social attributes from text. Specifically, we are interested in estimating the gender of German social media creators. By using the example of a random sample of 200 YouTube channels, we compare several classification methods, namely (1) a survey among university staff, (2) a name dictionary method with the World Gender Name Dictionary as a reference list, (3) an algorithmic approach using the website gender-api.com, and (4) a Multinomial Naïve Bayes (MNB) machine learning technique. These different methods identify gender attributes based on YouTube channel names and descriptions in German but are adaptable to other languages. Our contribution will evaluate the share of identifiable channels, accuracy and meaningfulness of classification, as well as limits and benefits of each approach. We aim to address methodological challenges connected to classifying gender attributes for YouTube channels as well as related to reinforcing stereotypes and ethical implications.