@article{61445,
  abstract     = {{ABSTRACT In recent years, there has been an increasing awareness of the importance of incorporating diversity into research projects, focusing on both how they are conducted and their content. Funding organizations have started to require that research applicants pay attention to inclusion and diversity by considering gender dimensions and other diversity factors in their project plans and ensuring gender equality during execution. Based on an extensive literature research and expert discussions on how to develop and implement diversity strategies in large collaborative research projects, we argue that there is a lack of practical advice in existing literature. Drawing from our own experiences in conceptualizing and implementing a Diversity Program across four universities in Germany, we propose a framework for effectively integrating diversity into collaborative research initiatives across various academic fields.}},
  author       = {{Lorke, Mariya and Amelung, Rena and Kuchling, Peter and Paaßen, Benjamin and Pein-Hackelbusch, Miriam and Schloots, Franziska Margarete and Schulz, Klara and Nauerth, Annette}},
  journal      = {{Diversity & Inclusion Research}},
  keywords     = {{collaborative research projects, diversity strategy, gender equality}},
  number       = {{4}},
  pages        = {{e70040}},
  title        = {{{Development and Implementation of Diversity Programs in Large Collaborative Research Projects: An Example From Germany}}},
  doi          = {{https://doi.org/10.1002/dvr2.70040}},
  volume       = {{2}},
  year         = {{2025}},
}

@article{24462,
  abstract     = {{This article offers new insight into students’ responses to Womens’
and Gender Studies (WGS) classes by overcoming the self-selection
bias hitherto inherent in the field. Exploring the experiences of 1406
students (770 women, 636 men) of a university with a WGS
requirement across all study programmes, we examine the
prevailing discourses on WGS, participants’ (dis)agreement as well
as personal and professional benefits gained through WGS.
Additionally, we evaluate the perceived value of WGS for
themselves, in society, and of WGS opportunities in higher
education. Findings reveal a gender bias regarding discourses,
experience, benefit, and value, with 70.1% women and 32.4% men
supporting the idea of WGS as a mandatory subject. Women’s
support indicates a need for tools to negotiate gender issues,
while men’s resistance serves to defend male privileges. We
conclude that a requirement of WGS classes amplifies the
potential for both – resistance and change.}},
  author       = {{Horwath, Ilona and Diabl, Christian}},
  issn         = {{0954-0253}},
  journal      = {{Gender and Education}},
  keywords     = {{Education policy, equality, higher education, critical pedagogies, gender mainstreaming, curriculum}},
  pages        = {{1109--1126}},
  title        = {{{Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement}}},
  doi          = {{10.1080/09540253.2019.1608355}},
  year         = {{2019}},
}