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Social institutions
(2024)
Social institutions are a system of behavioral and relationship patterns that are densely interwoven and enduring and function across an entire society. They order and structure the behavior of individuals in core areas of society and thus have a strong impact on the quality of life of individuals. Institutions regulate the following: (a) family and relationship networks carry out social reproduction and socialization; (b) institutions in the realm of education and training ensure the transmission and cultivation of knowledge, abilities, and specialized skills; (c) institutions in the labor market and economy provide for the production and distribution of goods and services; (d) institutions in the realm of law, governance, and politics provide for the maintenance of the social order; (e) while cultural, media, and religious institutions further the development of contexts of meaning, value orientations, and symbolic codes.
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.
Das Dokument "Forschungsdatenmanagement bei personenbezogenen Daten - eine Handreichung" versammelt zentrale Inhalte, Verweise und Vorgehensweisen für Forscher*innen, die in einer Studie personenbezogene Daten erheben und diese verarbeiten, archivieren oder veröffentlichen wollen. Die Handreichung verweist an den entsprechenden Abschnitten auf weiterführende Materialien wie insbesondere die Handreichung „Datenschutz“ des Rats für die Sozial-, Verhaltens-, Bildungs- und Wirtschaftswissenschaften (RatSWD).
In this paper, we show how socialist planning can be based on input-output data. We argue that the information required for this can be obtained by a central planning agency and thus dismiss Hayek’s information argument against socialism. We further show how economic planning can be made responsive to consumer demand through a feedback control mechanism. Output targets of products would be adjusted in response to observed consumer demand or based on predictions about future demand. Planners can use machine learning to make more accurate forecasts. The valuation of goods plays an important role in the feedback control mechanism. The values of goods can either be measured by the labour time necessary for their production (labour values) or through shadow prices based on linear programming.
Competence development must change at all didactic levels to meet the new requirements triggered by digitization. Unlike classic learning theories and the resulting popular approaches (e.g., sender-receiver model), future-oriented vocational training must include new learning theory impulses in the discussion about competence acquisition. On the one hand, these impulses are often very well elaborated on the theoretical side, but the transfer into innovative learning environments - such as learning factories - is often still missing. On the other hand, actual learning factory (design) approaches often concentrate primarily on the technical side. Subject-oriented learning theory enables the design of competence development-oriented vocational training projectsin learning factories in which persons can obtain relevant competencies for digitization. At the same time, such learning theory approaches assume a potentially infinite number of learning interests and reasons. Following this, competence development is always located in an institutional or organizational context. The paper conceptionally answers how this theoryimmanent challenge is synthesizable with the reality of organizationally competence development requirements.
Bei der Festsetzung des Gefahrtarifs steht den Unfallversicherungsträgern nach § 157 SGB VII ein weiter Gestaltungsspielraum zu. An Grenzen stößt er bei der Zusammenfassung verschiedener Gewerbezweige in einer Tarifstelle. Unternehmensarten, die ein vom Durchschnitt der Tarifstelle erheblich abweichendes Gefährdungsrisiko haben, steht ein Anspruch auf Verselbstständigung als eigene Tarifstelle oder auf Neuzuordnung zu einer anderen, passenderen Tarifstelle zu. Ein fester Grenzwert für eine nicht mehr zulässige Abweichung der Belastungsziffer von Unternehmen von der Belastungsziffer des Tarifstellendurchschnitts hat sich aber bislang nicht herausgebildet. Der vorliegende Teil I befasst sich mit dem rechtlichen Rahmen für die Tarifstellenbildung im Gefahrtarif. Teil II (abgedruckt in einem der nächsten Hefte der SGb 2023) geht auf den aktuellen Fall des 4. Gefahrtarifs der BG BAU ein.
Der Beitrag hat sich in Teil 1 (abgedruckt in SGb 2023, 461 ff.) dem rechtlichen Rahmen und den offenen Rechtsfragen bei der Gliederung des Gefahrtarifs nach Tarifstellen gewidmet. Teil 2 zeigt anhand des aktuellen Falls des 4. Gefahrtarifs der BG BAU, welche Rechtsfehler zur Rechtswidrigkeit von Gefahrtarifen führen.
Über kaum ein Thema werden so hitzige Debatten geführt wie über Geschlechtsidentität. Das Wissen darum, dass Gender sozial konstruiert ist, wird von Anti-Gender Aktivist*innen häufig als ‚Gender-Ideologie‘ bezeichnet und ruft heftige Gegenreaktionen hervor. Dies gilt nicht nur in Deutschland – sondern länderübergreifend. Auffällig viele der transnationalen Anti- Gender Mobilisierungen der letzten 20 Jahre finden bezogen auf Bildungseinrichtungen statt. Dieser Beitrag widmet sich der besonderen Rolle der Universität und der Wissenschaft für transnationale Anti-Gender Diskurse. Anhand verschiedener Beispiele zeige ich auf, dass das Verhältnis zwischen Anti-Gender Bewegungen und Wissenschaft geprägt ist von widersprüchlichen Dynamiken, von Abgrenzung aber auch Imitation. In ihrem Zusammenspiel wirken beide Dynamiken mobilisierend und tragen zum Erstarken regressiver Rollenbilder und antidemokratischer rechter Bewegungen in der breiteren Gesellschaft bei. Der letzte Teil des Beitrags ruft daher zu mehr Selbstreflexion der wissenschaftlichen Praxis auf Grundlage feministischer und intersektionaler Ansätze auf.
This essay takes an Anglophone Cultural Studies approach to reflect on the interdependence among as well as the individual (implicit) impact of the elements constituting our (embodied) power structures. These are, e.g., bodily experience/s such as shame and fear, everyday and institutional discourses and practices, but also manifestations of differences and particularities that we transform into phenomena such as “norms”, “binary systems” and “binary organisations”. The analysis of seemingly cyclic “Othering processes” and patterns of violence shows how people who identify as trans*, inter*, or non-binary have to live through and embody epistemological, emotional, and/or physical violence. At the same time, the descriptions illustrate numberless potential forms of resistance and change.
This study analyses the impact of managers’ risk preferences on their training allocation decisions. We begin by providing nationally representative evidence that managers’ risk-aversion is negatively correlated with the likelihood that their firms engage in any worker training. Using a novel vignette study, we then demonstrate that risk-tolerant and risk-averse decision makers have significantly different training preferences. Risk aversion results in increased sensitivity to turnover risk. Managers who are risk-averse offer less general training and are more reluctant to train workers with a history of job mobility. Adopting a weighting approach to flexibly control for observed differences in the characteristics of risk-averse and risk-tolerant managers, we show that our findings cannot be explained by heterogeneity in either managers’ observed characteristics or the type of firms where they work. All managers, irrespective of their risk preferences, are sensitive to the investment risk associated with training, avoiding training that is more costly or that targets those with less occupational expertise or nearing retirement. This provides suggestive evidence that the risks of training are primarily due to the risk that trained workers will leave the firm (turnover risk) rather than the risk that the benefits of training do not outweigh the costs (investment risk).