GenderOpen - Repositorium für die Geschlechterforschung
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„Prima, Lisa. Richtig“ und „Psst, Max. Hör auf zu stören!“ Eine quantitative Studie zu Unterschieden im Feedbackverhalten von Lehrkräften gegenüber Mädchen und Jungen im Mathematikunterricht des zweiten Schuljahres
No full textFeedback im Unterricht gilt als einer der wichtigsten Faktoren für den Lernerfolg von Schülerinnen und Schülern. Ältere Studien haben gezeigt, dass das Feedbackverhalten der Lehrkräfte gegenüber Jungen und Mädchen unterschiedlich ausfällt und Jungen im Unterricht mehr Einbindung durch die Lehrkraft erfahren als Mädchen. Im Beitrag wird anhand einer Stichprobe von N=28 Klassen mit N=465 Schülerinnen und Schülern untersucht, ob Jungen im Mathematikunterricht des zweiten Schuljahres mehr Feedback erhalten als Mädchen, ob Jungen häufiger getadelt werden und ob es geschlechtsspezifische Unterschiede im inhaltlichen Bezug des Feedbacks gibt, das sich auf die vier Ebenen nach Hattie und Timperley (2007) bezieht. Die Daten stammen aus einem Anschlussprojekt der PERLE-Studie, in dem anhand eines niedrig inferenten Kodiermanuals das Feedbackverhalten der Lehrkräfte erhoben wurde. Die Ergebnisse zeigen, dass Jungen generell häufiger Reaktionen auf ihr Verhalten erhalten als Mädchen, was hauptsächlich mit vermehrtem disziplinarischem Feedback an Jungen zusammenhängt. Lehrkräfte verwenden auch mehr negativ getöntes Feedback für Jungen als für Mädchen. Im Gegensatz zu älteren Studien können keine geschlechtsspezifischen Unterschiede im inhaltlichen Bezug des Feedbacks belegt werden
Eine Frage der Gerechtigkeit
No full textIn diesem Beitrag argumentiere ich, dass die Ermöglichung von Vereinbarkeit zwischen Erwerbsarbeit und Familienleben ein Erfordernis der Gerechtigkeit bildet. Eltern besitzen einen Anspruch auf Vereinbarkeit, der auf zwei Interessen gründet: Dem Interesse am Zugang zur Erwerbstätigkeit und dem Interesse an der Pflege der Eltern-Kind-Beziehung, durch die besondere Güter realisiert werden. Eine staatliche Politik der Vereinbarkeit lässt sich auch gegenüber denjenigen Gruppen rechtfertigen, die kein besonderes Interesse daran haben – gegenüber Erwachsenen, die keine Kinder haben, und gegenüber Eltern, die ein ‚Ernährermodell‘ mit einer klaren Aufgabenteilung zwischen den Partnern bevorzugen. Eine entsprechende Politik muss allerdings die Dimension des Geschlechts beachten, um nicht zu einer Verschärfung der geschlechtsspezifischen Arbeitsteilung zu führen
Angels in the White Cube? : Rhetoriken kuratorischer Unschuld bei der dOCUMENTA (13)
Get PDFTaking curatorial disclaimers of authorship as a starting point, the article calls attention to the convergence of historical scripts of femininity epitomized by the Victorian Angel in the House and contemporary curatorial codes of modesty. Despite Brian O'Doherty's famous deconstruction of the White Cube's purity, self-effacing curatorial statements and normative demands to always put the artists first are still very widespread. Focussing on dOCUMENTA (13) as a case study, the article scrutinizes how Carolyn Christov-Bakargiev's denial of authorship by means of modest rhetorics and a camouflage of display were contradicted by the ways in which authority was nevertheless centered on the curator in more or less subtle ways. It argues that the powers of display and the politicization of the exhibition space were thereby neglected in favour of suggesting unmediated access to artists, objects and realities that speak for themselves, thus presenting the curator as a humble non-interfering hostess
Milena Jesenská und Alice Rühle-Gerstel: Konstruktionen gesellschaftlicher Nichtanerkennung
Get PDFDen Ausgangspunkt des Artikels bildet die These, dass zwei bedeutende weibliche Intellektuelle des 20. Jahrhunderts, Milena Jesenská und Alice Rühle-Gerstel, bis heute im Verhältnis zu ihren Leistungen nur bescheidene Anerkennung erfahren haben. Nach der Darstellung der beachtlichen Leistungen der beiden Autorinnen und Aktivistinnen folgt eine Analyse der Rezeption. Insbesondere werden Momente identifiziert, die Fehlinterpretationen verursacht bzw. die Rezeption blockiert haben. Für diese Untersuchung werden theoretische Ansätze aus den Bereichen der politischen und Sprachphilosophie und der politischen Soziologie herangezogen. Neben den geschichtlichen und politischen Ursachen hat auch die asymmetrische Geschlechterordnung wesentlich zu einseitiger und zum Teil verfehlter Rezeption beigetragen. Die Mechanismen, durch die sich üblicherweise der Ruf einer Person bildet und stabilisiert, wie z. B. Präsenz in der Öffentlichkeit und Kontakt mit dem Publikum, waren nach dem frühen Tod beider Frauen nicht wirksam. Der Artikel zeigt die Notwendigkeit einer intensiveren Auseinandersetzung mit dem OEuvre und den Biografien Milena Jesenskás und Alice Rühle-Gerstels – auch innerhalb der feministischen Forschung – und will diesen Diskurs anregen
Inhibited Intentionality and Cultural work : Reconsidering Gender and Female Success
No full textIn this paper we suggest ways to reconsider the question regarding the relationship gender and creativity. First, we review the theoretical literature on gender and creativity, concluding that the dominant thought is that men are prevalent in making creative achievements, particularly when connected to the notion of ‘genius.’ Second, we review the empirical studies on gender and creativity, a body of literature that comes to the same overall conclusion. Third, we present an empirical case, a Scandinavian design school in which the relationship between gender and creativity is more nuanced, complex, and more dependent on context than both the theoretical and empirical literature would suggest. Based on this case, traits that are often described as hindrances for female agency and creativity are reconsidered. We conclude by suggesting that in certain creative contexts women use their ‘hindrances’ to produce fruitful strategies for overcoming historical gender inequalities, thus turning Iris Young’s classical argument--that women embody limitations--to give a productive and positive account of how women may become successful in creative work
(Zu: "Das Vaterland braucht Eure Kraft …". Zur Geschichte weiblicher Erwerbsarbeit in Dresden im 20. Jahrhundert)
No full textVon der Überwindung des generischen Maskulinums hin zum kreativen antidiskriminierenden Sprachhandeln im Deutschen und im Französischen
No full textAspects of Gender, Parenting, and Culture
Get PDFScholars from multiple disciplines claim that self-regulation is an essential skill and motivation for positive developmental outcomes (e.g., Mischel, 2014; Moffitt et al., 2011; Tangney, Baumeister, & Boone, 2004). More specifically, self-regulation might play a central role for children’s school achievement (e.g., Blair, Ursache, Greenberg, Vernon-Feagans, & Investigators, 2015; McClelland et al., 2007; McClelland & Cameron, 2011; Suchodoletz, Trommsdorff, Heikamp, Wieber, & Gollwitzer, 2009). In spite of numerous studies on self-regulation in North America and Europe, relations between self-regulation and school achievement rarely have been studied in diverse contexts, taking into account the aspects of gender, parenting, and culture. Specifically, past research mostly neglected to study the development of self-regulation in diverse cultural contexts (Trommsdorff, 2012; Trommsdorff & Cole, 2011). In Latin American contexts, relations between self-regulation and school achievement have rarely been studied. Moreover, there is a lack of studies on socialization conditions for children's self-regulation and school achievement by taking into account the role of cultural and intra-cultural contexts. Further, past research mostly investigated behavior regulation as predictor for school achievement without considering a wider conceptualization of self-regulation including the aspects behavior and emotion regulation.
In three studies, the present dissertation investigated relations between different aspects of self-regulation (i.e., behavior regulation, emotion regulation) and school achievement in contexts by taking into consideration the aspects gender, parenting, and culture. While the first study focused on the role of gender for self-regulation and school achievement, the second study included socialization conditions (i.e., parenting) for children's development of self-regulation and adaptation to the school context in diverse cultural contexts (Germany, Chile). The third study examined effects of intra-cultural differences in mothers’ level of education on children's self-regulation and school achievement in Chile.
The first study of the present dissertation addressed gender differences in self-regulation and school achievement by taking into account different aspects of self-regulation, namely behavior and emotion regulation. This study examined whether gender differences in school achievement favoring girls can be explained by self-regulation. Self-regulation (i.e., behavior and emotion regulation) of 53 German fifth grade students was assessed by teachers’ and children’s ratings. School achievement (i.e., language and mathematics achievement) was measured using formal academic performance tests as well as grades for language and mathematics. Results revealed that girls’ higher language achievement was partly explained by gender differences in behavior regulation. Regarding mathematics achievement, the results showed a suppression effect of behavior regulation. Thus, boys’ mathematics achievement was underestimated when the analyses did not control for behavior regulation.
The second study expanded the research question of the first study by examining relations between parenting, children’s self-regulation and school achievement in two diverse cultural contexts. Specifically, this study investigated relations between maternal restrictive control, children’s self-regulation (i.e., behavior and emotion regulation), and school achievement in Germany and Chile. The samples consisted of 76 German and 167 Chilean fourth grade students, their mothers, and their teachers. While maternal restrictive control was rated by mothers, self-regulation was rated by children, mothers, and teachers. School achievement was measured by grades for language and mathematics. This study showed that behavior regulation and anger-oriented emotion regulation were higher for German children than for Chilean children. Chilean mothers were found to use more restrictive control than German mothers. Further, results revealed positive relations between children’s behavior regulation and school achievement as well as negative relations between maternal restrictive control and children’s self-regulation in both cultural contexts. Thus, the second study showed cultural mean differences in parenting and children’s self-regulation but no cultural differences in the relations among the variables.
The third study took a closer look on intra-cultural differences in Chile by examining the relation between mothers’ level of education and children’s school achievement. The study investigated whether this relation can be explained by socialization conditions (mothers’ values, parenting) and children’s behavior regulation. The behavior regulation of 167 Chilean fourth grade students was measured by mothers’, teachers’, and children’s ratings. Mothers’ values (self-transcendence values) and parenting practices (maternal restrictive control) were evaluated by mothers. School achievement was measured by grades for language and mathematics. Results revealed positive relations between mothers’ level of education and children’s school achievement. Further, the study showed that these relations were partly explained by mothers’ values (self-transcendence values), parenting practices (maternal restrictive control), and children’s behavior regulation. Moreover, children’s behavior regulation was shown to be of central importance to explain relations between mothers’ level of education and children’s school achievement.
In sum, the present dissertation contributes to the understanding of developmental conditions and outcomes of self-regulation in contexts. By showing positive relations between children’s behavior regulation and school achievement, when taking into account gender, parenting practices as well as diverse cultural contexts, this dissertation highlights the central function of behavior regulation for school achievement in contexts. Moreover, the dissertation underlines the importance of considering the roles of gender, parenting, intra-cultural differences, and diverse cultural contexts when studying developmental conditions and outcomes of self-regulation. The results of this dissertation are discussed within the theoretical framework of developmental conditions and outcomes of self-regulation in diverse contexts. Moreover, implications for the development of context adapted intervention programs to promote self-regulation are addressed
