@book{63673, abstract = {{Unter welchen historischen Bedingungen und mit welchen Auswirkungen wurde der Computer zum Bestandteil des Wohnalltags? Und wie verhält es sich dabei mit Praktiken des Wohnens und Wohnungseinrichtens? Die Beiträger*innen werfen einen Blick auf die Computerisierung des Zuhauses und zeigen, wie sie sich vollzieht. Der Fokus ihrer Analysen liegt einerseits darauf, wie Arbeit und Assistenz das Wohnen im Hinblick auf den Computer prägen. Andererseits denken sie den Computer aus der Perspektive der Wohnumgebungen neu und geben so einen kompakten medienhistorischen Überblick über den Beginn des Smart Homes.}}, editor = {{Bartz, Christina and Cyrkel, Jakob and Hüttemann, Felix and Miggelbrink, Monique}}, isbn = {{978-3-8376-7115-5}}, keywords = {{Mediengeschichte, Digitale Medien, Design, Medien, Medienwissenschaft, Medienästhetik, Mediensoziologie, Medientheorie, Medienphilosophie, Architektur, Technikgeschichte, Technik, Kultur, Kulturwissenschaft, Kulturgeschichte, Kulturtheorie, Popkultur, Geschichte des 20. Jahrhunderts, Geschichtswissenschaft, Kultursoziologie, Gender Studies, Mode, Klang, Cultural Studies, Informatik}}, pages = {{336}}, publisher = {{transcript Verlag}}, title = {{{ComputerWohnen. Zur Geschichte des Computers in Wohnumgebungen zwischen Arbeit und Assistenz}}}, doi = {{10.14361/9783839471159}}, volume = {{66}}, year = {{2026}}, } @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}}, } @inbook{60524, abstract = {{Damit sich Lehramtsstudierende Genderkompetenz im Studium aneignen können, ist es zunächst notwendig, diese zur Reflexion über Gender anzuregen – so die These dieses Beitrags. Kompetenzen entstehen durch die Aneignung von Kenntnissen, Fähigkeiten, Fertigkeiten und Werthaltungen und sind an Sozialisationserfahrungen und damit inkorporierte Handlungsweisen und Normen gebunden Genderkompetenz ist notwendig, um Schülerinnen und Schülern gleiche Entwicklungschancen jenseits geschlechtsspezifischer Zuschreibungen zu ermöglichen und bei angehenden Lehrkräften umfassende Genderkompetenz zu etablieren. Dabei ist Gender sozial konstruiert, was als „doing gender“ bezeichnet wird. Der vorliegende Beitrag stellt ein Seminarkonzept vor, in dem über den Doing-Gender-Ansatz die alltägliche Herstellung von Geschlecht in den Mittelpunkt gerückt wird. Erst wenn – so die Grundannahme des Beitrags – verstanden ist, wie Geschlecht in der Gesellschaft über das Doing Gender (re)produziert wird, kann das Doing durch eigene Verhaltensänderungen verändert werden. Wie dies erreicht werden kann, wird im Folgenden dargestellt. Dazu wird zunächst das Seminarkonzept vorgestellt, in dem durch die Reflexion einer schulischen Situation, in die die Studierenden selbst involviert waren, das Doing Gender aufgedeckt wird. Anschließend wird eine Typologie von Situationen vorgestellt, die auf den Portfolios von fünf Seminaren (WS 21/22bis WS 23/24) basiert. Abschließend wird evaluiert, inwieweit ein Kompetenzerwerb in Bezug auf Gender im Seminar stattgefunden hat.}}, author = {{Steinhardt, Isabel}}, booktitle = {{Förderung von Genderkompetenz in der Ausbildung von Lehrkräften}}, editor = {{Glockentöger, Ilke}}, keywords = {{Doing Gender, Lehramt, Kompetenzen}}, pages = {{203--209}}, publisher = {{wbv}}, title = {{{Doing Gender Reflexionen im Lehramtsstudium}}}, year = {{2025}}, } @article{56935, abstract = {{Der Neologismus ‚MINTfluencer:in‘ beschreibt reichweitenstarke Profile in sozialen Netzwerken von Frauen in technischen und naturwissenschaftlichen Berufen. Die qualitative Inhaltsanalyse untersucht die unterrepräsentierten Gruppen ‚Scientist Mom‘ und ‚Trans* Scientist‘ auf Instagram aus gendermedialer Perspektive. Es werden Erkenntnisse über das Verhältnis von Wissenschaftskommunikation, Berufsrepräsentation sowie Geschlecht generiert und mit dekonstruktivistischen, intersektionalen Theorien und Heteronormativitätskritik verknüpft. Die Betrachtung der Selbstinszenierung berufstätiger Mütter und transsexueller Wissenschaftler:innen als MINTfluencer:innen erforscht, inwiefern ihr Auftreten als feministische Transformation im Kontext weiblicher Berufsausübung und Sichtbarkeit in männlich dominierten Berufen gesehen werden kann. }}, author = {{Pätz, Ricarda}}, journal = {{Gender(ed) thoughts}}, keywords = {{MINTfluencerin, Frauen in MINT, Wissenschaftskommunikation, Instagram, qualitative Inhaltsanalyse, Gender Media Studies, Gender Science Studies}}, publisher = {{University Goettingen}}, title = {{{MINTfluencerinnen auf Instagram. Sozialmediale Sichtbarkeit junger Frauen in MINT-Berufen}}}, year = {{2024}}, } @misc{55196, author = {{Jacke, Christoph}}, booktitle = {{Musiktheorie. Zeitschrift für Musikwissenschaft.}}, issn = {{0177-4182}}, keywords = {{Popmusik, Gender, Schlager, Frauen, Image, Deutschland}}, number = {{2}}, pages = {{181--185}}, publisher = {{Laaber}}, title = {{{Marina Forell (2023): Atemlos zum Erfolg. Gender, Frauenbild und Entwicklungstendenzen im deutschen Schlager.}}}, volume = {{39}}, year = {{2024}}, } @techreport{61908, abstract = {{For students, study abroad has its advantages but might also have unwanted adverse ef-fects, such as social isolation and loneliness. We analyze the role of emotional support in understanding loneliness among Chinese international students in Germany, in comparison to local students, from a gender perspective. Based on a representative sample, our findings suggest that Chinese international students feel lonelier than local ones. Female Chinese international students are less lonely compared to male ones, whereas the opposite is true for local students. Contrary to our expectations, a higher number of emotionally supportive ties is associated with higher levels of loneliness for all the students. Our further analysis of the correlation between emotional support and loneliness separately for the four subgroups indicates that while for female local students having more emotionally supportive ties is as-sociated with lower levels of loneliness, for female Chinese international students we find the opposite trend. For all male students, we find no significant effect of emotional support on loneliness. We recommend conducting a longitudinal study for examining the causality of the relationship between networks and loneliness in the future. Results have important implica-tions for universities and higher education research in understanding the role of networks on loneliness.}}, author = {{Bilecen, Basak and Diekmann, Isabell and Faist, Thomas}}, keywords = {{loneliness, personal networks, international student mobility, gender, emotional support}}, pages = {{23}}, publisher = {{Centre on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie}}, title = {{{The Dark Side of International Student Mobility: Which Students Suffer from Loneliness?}}}, volume = {{178}}, year = {{2023}}, } @inbook{33416, author = {{Kißling, Magdalena}}, booktitle = {{Diversitätsorientierte Deutschdidaktik: Theoretisch-konzeptionelle Fundierung und Perspektiven für empirisches Arbeiten. Band 4 SLLD (B) }}, editor = {{Dannecker, Wiebke and Schindler, Kirsten}}, keywords = {{Diversität, Inklusion, Gender, Deutschdidaktik}}, pages = {{35--50}}, publisher = {{Open Access}}, title = {{{Wortkritik als Aufgabenfeld einer diversitätssensiblen Literaturdidaktik. Das Verfahren der Dechiffrierung als ein Weg fachintegrativer Verankerung von Diversitätssensibilität}}}, doi = {{https://doi.org/10.46586/SLLD.223}}, year = {{2022}}, } @book{21276, abstract = {{This collection of essays presents new work on women’s contribution to philosophy between the Renaissance and the mid-eighteenth century. They bring a new perspective to the history of philosophy, by highlighting women’s contributions to philosophy and testifying to the rich history of women’s thought in this period. By showing that women were active in many branches of philosophy (metaphysics, science, political philosophy cosmology, ontology, epistemology) the book testifies to the rich history of women’s thought across Europe in this period. The scope of the collection is international, both in terms of the philosophers represented and the contributors themselves from Britain and North America, but also from continental Europe and from as far afield as Australia and Brazil. The philosophers discussed here include both figures who have recently come to be better known (Elisabeth of Bohemia, Anne Conway, Mary Astell, Catharine Trotter Cockburn, Emilie du Châtelet), and less familiar figures (Moderata Fonte, Lucrezia Marinella Arcangela Tarabotti, Tullia d’Aragona, Madame Deshoulières, Madame de Sablé, Angélique de Saint-Jean Arnauld d’Andilly, Olivia Sabuco, Susanna Newcome). The chapters in this book were originally published as a special issue of the British Journal for the History of Philosophy.}}, editor = {{Hagengruber, Ruth and Hutton, Sarah}}, isbn = {{ISBN 9780367758646}}, keywords = {{History of Women Philosophers, Methodology, History of Philosophy, Women's Studies, Gender History}}, publisher = {{Routledge}}, title = {{{Women Philosophers from the Renaissance to the Enlightenment}}}, year = {{2021}}, } @article{36545, abstract = {{Due to the Corona crisis, German Higher Education Institutions had to close their campuses in March and lecturers had to teach online. To understand how the Corona crisis affected students, first this article explains the structural and social inequalities in the German higher education system, using Tinto's (1975; 1997) student engagement theory. Second, the concept of Bergman-Rosamond et al. (2020) is used to analyze the challenges that Corona has raised for students, including current surveys. We found that the closure of the social space campus (and the Corona crisis as a whole) particularly hit hard those students who had previously been affected by (intersectional) inequality. Therefore, to lessen the specific challenges associated with the ad hoc transition to digital studying, the creation of a digital community of learning can help. We demonstrate how such a community can be created by the example seminar, "Digital practices: an autoethnographic observation". During the seminar, students recorded their digital technology use in a journal, and we analyzed the diary entries using the collaborate autoethnography method. The seminar example shows that this method is well suited for the development of a community of learning as it not only places students in the spotlight but as students work together on a topic they get to know each other, and a basis of trust is created through peer-feedback. Therefore, it was important to have a digital space (in this case Mahara) where the exchange could take place. The continuous insight into the students’ "learning status" enabled the lecturer to promote the learning and provide individual assistance for the students.}}, author = {{Steinhardt, Isabel}}, journal = {{ISA Pedagogy Series}}, keywords = {{Intersectionality, inequality, gender, diversity, higher-education, crisis}}, number = {{1}}, pages = {{42--59}}, publisher = {{International Sociology Association}}, title = {{{Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis}}}, volume = {{1}}, year = {{2021}}, } @article{32558, abstract = {{With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students’ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated. Families’ cultural capital, parents’ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education.}}, author = {{Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{1387-1579}}, journal = {{Learning Environments Research}}, keywords = {{Digital media use, Gender, Home learning environment, ICT self-efcacy, Motivation, Parental involvement}}, number = {{2}}, pages = {{485--505}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{The digital home learning environment and its relation to children’s ICT self-efficacy}}}, doi = {{10.1007/s10984-021-09377-8}}, volume = {{25}}, year = {{2021}}, } @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}}, } @article{32542, abstract = {{This study investigates how different factors in regard to intergenerational relationships are associated with emotional support given by adults to their parents. The analysis focuses on adult children and their parents in a representative German sample. Data were obtained from the second wave of the German Family Panel (pairfam) consisting of 2064 women and 1841 men. Results show that transfer of emotional support by the adult children was especially associated not only with received emotional support from parents, but also with affection, conflicts, and expectations concerning parents. A moderator analysis focuses on gender and showed differences for the association between given support by adults and conflicts between mothers and fathers. For the offspring, no gender effects were found.}}, author = {{Sommer, Sabrina and Buhl, Heike M.}}, issn = {{1068-0667}}, journal = {{Journal of Adult Development}}, keywords = {{Intergenerational relationships, Emotional support, Solidarity, Adult children, Gender}}, number = {{4}}, pages = {{286--296}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}}, doi = {{10.1007/s10804-018-9296-y}}, volume = {{25}}, year = {{2018}}, } @book{48967, editor = {{Schulze, Max and Lange-Berndt, Petra and Rübel, Dietmar and Jansen, Gregor}}, isbn = {{978-3-86442-223-2}}, keywords = {{Kollaborationen, Rheinland, Szene, Drogen, Freaks, Musik, Gender, Nationalsozialismus, Tabu, Provokation, Subkultur, Malerei, Comic, Fotografie, Film}}, publisher = {{Snoeck Verlagsgesellschaft mbH}}, title = {{{Singular/Plural. Kollaborationen in der Post-Pop-Polit Arena, 1969-1980}}}, year = {{2017}}, } @article{4690, author = {{Gorbacheva, Elena and Stein, Armin and Schmiedel, Theresa and Müller, Oliver}}, issn = {{18670202}}, journal = {{Business and Information Systems Engineering}}, keywords = {{BPM workforce, Business process management, Competences, Gender diversity, Latent semantic analysis, Skills, Text mining}}, number = {{3}}, pages = {{213----231}}, title = {{{The Role of Gender in Business Process Management Competence Supply}}}, doi = {{10.1007/s12599-016-0428-2}}, year = {{2016}}, } @article{5617, abstract = {{CAPTCHAs are challenge-response tests that aim at preventing unwanted machines, including bots, from accessing web services while providing easy access for humans. Recent advances in artificial-intelligence based attacks show that the level of security provided by many state-of-the-art text-based CAPTCHAs is declining. At the same time, techniques for distorting and obscuring the text, which are used to maintain the level of security, make text-based CAPTCHAs diffcult to solve for humans, and thereby further degrade usability. The need for developing alternative types of CAPTCHAs which improve both, the current security and usability levels, has been emphasized by several researchers. With this study, we contribute to research through (1) the development of two new face recognition CAPTCHAs (Farett-Gender and Farett-Gender&Age), (2) the security analysis of both procedures, and (3) the provision of empirical evidence that one of the suggested CAPTCHAs (Farett-Gender) is similar to Google's reCAPTCHA and better than KCAPTCHA concerning effectiveness (error rates), superior to both regarding learnability and satisfaction but not effciency.}}, author = {{Schryen, Guido and Wagner, Gerit and Schlegel, Alexander}}, journal = {{Computers & Security}}, keywords = {{CAPTCHA, Usability, Facial features, Gender classiffcation, Age classification, Face recognition reverse Turing test}}, number = {{July}}, pages = {{95--116}}, publisher = {{Elsevier}}, title = {{{Development of two novel face-recognition CAPTCHAs: a security and usability study}}}, volume = {{60}}, year = {{2016}}, }