Intersektionalität im Hochschulbereich: In welchen Bildungsphasen bestehen soziale Ungleichheiten nach Migrationshintergrund, Geschlecht und sozialer Herkunft – und inwieweit zeigen sich Interaktionseffekte?
Autor/in:
Lörz, Markus
Quelle: Z Erziehungswiss (Zeitschrift für Erziehungswissenschaft), 22 (2019) 1, S 101–124
Inhalt: Der vorliegende Beitrag beschäftigt sich mit der Frage, inwieweit zwischen Abitur und Hochschulabschluss soziale Ungleichheiten bestehen und inwieweit sich Interaktionseffekte nach Geschlecht, sozialer Herkunft und Migrationshintergrund zeigen? Hierbei wird eine intersektionale Perspektive eingenommen und zwischen additiven und multiplikativen Effekten unterschieden. Die theoretischen Erwartungen werden auf Basis des Studienberechtigtenpanels 2010 (2015) getestet. Anhand logistischer Regression wird ersichtlich, dass sowohl additive als auch multiplikative Effekte sozialer Ungleichheit im Hochschulbereich bestehen. Diese sozialen Ungleichheiten unterscheiden sich jedoch erheblich in ihrem Ausmaß und bezüglich der Bildungsphase, in der diese zur Geltung kommen.
Wieviel zählt Leistung bei Berufungen, und wieviel Herkunft? : Ein Überblick zu jüngsten Forschungen
Autor/in:
Krempkow, René
Quelle: Qualität in der Wissenschaft (QiW). Zeitschrift für Qualitätsentwicklung in Forschung, Studium und Administration, 13 (2019) 1, S 28–31
Inhalt: Career perspectives for younger scientists are an often-discussed topic at universities and scientific institutions in Germany. Nevertheless, seldom-lighted aspects exist and recent studies, to which in this article I will give an overview, to arrange it in former studies and discuss its relevance. The newer studies suggest an utmost urgency of the topic meritocracy vs. social selectivity, because such a seldom-lighted aspect is the question: How much do we have a calculable meritocracy by the appointment of tenured professors and what a role plays private contacts and social selectivity? For career paths in Science the 1000-Tenure-Track-Professors-Programm of the Federal Government and the federal states of Germany could be a very important sign for more calculability and meritocracy. However, the positive effect only can arise, if the signals in the future will differ from the results in recent studies. Otherwise, it could be very disillusioning.
Hochschulabsolvent/innen mit Migrationshintergrund am Übergang in die Promotion
Autor/in:
Neumeyer, Sebastian; Pietrzyk, Irena
Quelle: Soziale Welt, 70 (2019) 4, S 435–473
Inhalt: Bislang wurden Fragen nach dem Bildungserfolg von Lernenden mit Migrationshintergrund vor allem für niedrigere und mittlere Bildungsabschnitte untersucht. Vor dem Hintergrund einer gestiegenen soziostrukturellen Relevanz von migrationsbezogenen Disparitäten innerhalb der Hochschulbildung untersuchen wir erstmalig, ob und aufgrund welcher Mechanismen Besonderheiten von Absolvent/innen mit Migrationshintergrund in der Aufnahme einer Promotion bestehen. Die Analysen basieren auf Befragungen (KOAB) von 54 578 Absolvent/innen der Prüfungsjahrgänge 2011 bis 2014 an deutschen Hochschulen. Als mögliche erklärende Faktoren werden niedrigere akademische Leistungen (migrationsbezogene primäre Effekte), die wissenschaftliche Integration und die Studienfach- und Hochschultypwahl untersucht. Unter Kontrolle der Bildungsherkunft nehmen Absolvent/innen mit Hintergrund aus der Türkei, aus anderen Anwerbestaaten, aus der ehemaligen Sowjetunion und aus Polen seltener eine Promotion auf als Absolvent/innen ohne Migrationshintergrund. Dekompositionen, bei denen die Bildungsherkunft berücksichtigt wird, zeigen, dass diese niedrigere Aufnahmerate einer Promotion vor allem durch niedrigere Leistungen erklärt werden kann. Darüber hinaus tragen seltener ausgeübte Hilfskrafttätigkeiten und eine differierende Studienfach- und Hochschultypwahl zu niedrigeren Promotionsaufnahmequoten einzelner Gruppen bei. Die Ergebnisse werden mit Bezug auf die soziologische Bildungsforschung diskutiert.
Transgender college students: : Academic resilience and striving to cope in the face of marginalized health
Autor/in:
Messman, Jenna B.; Leslie, Leigh A.
Quelle: Journal of American College Health, 67 (2019) 2, S 161–173
Inhalt: OBJECTIVE
To examine health behavior and outcome disparities between transgender, female, and male participants in a national sample of US college students. Participants and Method Summary: Analyses utilized secondary data from 32,964 undergraduate and graduate students responding to the Fall 2013 American College Health Association-National College Health Assessment; 65.8% were female, 0.4% were transgender, 67.9% were white, and 90.4% were heterosexual.
RESULTS
Transgender students reported more mental health diagnoses, trauma, and suicidality; experienced more violence and less safety, reported more sex partners and sexually transmitted infections (STIs); higher rates of illicit and nonprescription substance use and binge drinking use while engaging in less harm reduction behavior; and reported more barriers to academic success.
CONCLUSIONS
There is an established need for college clinicians and health educators to reduce these disparate outcomes once students arrive on campus through professional training and culturally competent campus prevention and intervention efforts to promote health equity.
Experiences of Transgender and Gender Nonbinary Medical Students and Physicians
Autor/in:
Dimant, Oscar E.; Cook, Tiffany E.; Greene, Richard E.; Radix, Asa E.
Quelle: Transgender health, 4 (2019) 1, S 209–216
Inhalt: Purpose: To explore the experiences of transgender and gender nonbinary (TGNB) medical students and physicians in the United States.
Methods: The authors conducted a 79-item online survey using Likert-type and open-ended questions to assess the experiences of TGNB-identified U.S. medical students and physicians. Variables included demographic data, disclosure of TGNB status, exposure to transphobia, and descriptions of educational and professional experiences. Recruitment was conducted using snowball sampling through Lesbian, Gay, Bisexual, Transgender, Queer professional groups, list-servs, and social media. The survey was open from June 2017 through November 2017.
Results: Respondents included 21 students and 15 physicians (10 transgender women, 10 transgender men, and 16 nonbinary participants). Half (50%; 18) of the participants and 60% (9) of physicians had not disclosed their TGNB identity to their medical school or residency program, respectively. Respondents faced barriers on the basis of gender identity/expression when applying to medical school (22%; 11) and residency (43%; 6). More than three-quarters (78%; 28) of participants censored speech and/or mannerisms half of the time or more at work/school to avoid unintentional disclosure of their TGNB status. More than two-thirds (69%; 25) heard derogatory comments about TGNB individuals at medical school, in residency, or in practice, while 33% (12) witnessed discriminatory care of a TGNB patient.
Conclusion: TGNB medical students and physicians faced significant barriers during medical training, including having to hide their identities and witnessing anti-TGNB stigma and discrimination. This study, the first to exclusively assess experiences of TGNB medical students and physicians, reveals that significant disparities still exist on the basis of gender identity.
Schlagwörter:discrimination; gender identity; medical education; non-binary; Transgeschlechtlichkeit
The Genderqueer Identity (GQI) Scale: Measurement and validation of four distinct subscales with trans and LGBQ clinical and community samples in two countries
Autor/in:
McGuire, Jenifer K.; Beek, Titia F.; Catalpa, Jory M.; Steensma, Thomas D.
Quelle: The international Journal of Transgenderism, 20 (2019) 2-3, S 289–304
Inhalt: Background: Non-binary gender measurement has grown out of a need for accurate representation in scholarship and public health services available to a diverse gender population. Aims: The Genderqueer Identity Scale (GQI) was developed to allow for a multidimensional assessment of genderqueer identity, including non-binary identity, socially constructed versus essentialist gender, theoretical awareness of gender concepts, and gender fluidity. The GQI was designed to assess gender identity across a full spectrum of gender, at any age after mid-adolescence, and at various stages of gender identity development, including prior to, during, and after a gender transition, where applicable. Two of the GQI subscales focus on intrapersonal processes, while two focus on interpersonal processes. Methods: The measure was piloted and refined across four distinct samples: a U.S. university based LGBT sample, consecutive clinical referrals at the Center of Expertise on Gender Dysphoria in Amsterdam, the Netherlands, a Dutch LGB community sample, and an online survey forum (LGBTQ). Results: The first exploratory factor analysis identified minor potential adjustments, which were refined and retested. Researchers evaluated and cross-validated the hypothesized factor structure and determined that the three factor GQI subscales and the unidimensional Gender Fluidity measure yielded internally consistent and valid scores among transgender individuals seeking clinical treatment and LGB individuals within a community setting. The exploratory and confirmatory factor analyses provide evidence of good reliability, construct validity, and internal consistency of all four subscales. Discussion: The subscales were appropriate across a spectrum of gender identities and can be taken in the same form over time and across gender transition statuses, making them suitable for clinical evaluation and community based longitudinal research with trans-identified or gender nonconforming persons. The development of the GQI fills critical gaps in gender-related measurement including the ability to assess multiple dimensions of gender identity, and to assess gender identity across time.
Schlagwörter:genderqueer; identity; LGBTQ+; queer; trans
CEWS Kategorie:Diversity, Frauen- und Geschlechterforschung
'Lost in Transition': Some preliminary considerations on voicing transgender and gender non-conforming discrimination in the workplace
Autor/in:
Bizjak, Davide
Quelle: puntOorg international journal, 4 (2019) 1, S 49–55
Inhalt: This article proposes a model aimed at considering both voice and inclusion during social
and medical transition of transgender and gender non-conforming (TGNC) people in their
workplace. A preliminary theoretical framework is focused on voice and inclusion in
organisation. The rationale of this article lies in the difficulties expressed in current research
in taking into account TGNC issues in organisation due to lack of empirical evidence. The
model proposed in the current work intends to add knowledge on the experiences of TGNC
people within their workplaces, especially during the transition process.
Schlagwörter:Arbeitsatmosphäre; diversity in the workplace; healthcare; inclusion; non-binary; silencing; Transgender; voicing
CEWS Kategorie:Diversity, Frauen- und Geschlechterforschung
Quelle: Social Work Education, 38 (2019) 7, S 908–924
Inhalt: Social work education globally expresses an unwavering commitment to promoting social justice and the amelioration of oppression. Nevertheless, mounting research suggests that social work programs (SWPs) may inadvertently perpetuate microaggressions toward individuals who are transgender and gender non-conforming (TGNC). This qualitative study elucidates experiences of TGNC social work students in North America. Grounded theory analysis revealed six key themes related to students’ experiences of microaggressions within their SWPs: (1) structural oppression, (2) cisgender bias, (3) faculty knowledge gaps, (4) visible discomfort, (5) pervasive nature of transphobia, and (6) social exclusion. Despite the existence of educational and professional policies aimed at fostering transgender inclusive social work education and practice, results from this study underscore the need to take a closer look at the ways in which knowledge gaps, implicit cisgender biases, and existing practices and policies within SWPs inadvertently privilege the experiences of cisgender students and marginalize TGNC students. Key findings from the current study can be used to inform the implementation of transgender affirmative changes, contributing to efforts to eradicate transphobic bias within SWPs.
Schlagwörter:discrimination; gender nonconformity; microaggression; qualitative analysis; social work; Transgeschlechtlichkeit
De-biasing on university campuses in the age of misinformation
Autor/in:
Krutkowski, Sebastian; Taylor-Harman, Sarah; Gupta, Kat
Quelle: RSR (Reference Services Review), 48 (2019) 1, S 113–128
Inhalt: Purpose – The purpose of this study is to highlight that in today’s polarised information environment, freedom of speech should not be conflated with a freedom to spread demonstrable lies unchallenged. The authors argue for a review of information literacy instruction to focus on social justice and help participants understand the implications of the views they may hold on vulnerable minority groups.
Design/methodology/approach – In this paper, the authors review and reflect upon the delivery of staff development training on the facts and myths surrounding transgender issues. The authors also encourage other library and information professionals to expand their information literacy instruction into polarised issues that are marked by considerable amounts of misinformation.
Findings – Training participants reported that being more aware of transphobic media coverage will help them reduce bias and better support trans students and staff. It also enabled further opportunities for colleagues across teams and a variety of roles to incorporate the principles of equality, diversity and inclusion into their practice. The success of the sessions also contributed to wider institutional change.
Originality/value – Trans people are a vulnerable minority facing severe, persistent harassment and discrimination both in everyday life and potentially in educational settings. Offering staff effective tools to educate themselves about media transphobia is a step towards creating an environment where trans students and staff can flourish. The authors explore how the media coverage of trans issues allows misinformation to stick and spread. Through applying the concepts of critical thinking and information literacy to trans issues, the authors explain how unconscious bias towards the trans community can be challenged.
Schlagwörter:cognitive bias; critical thinking; higher education; information literacy; Social Justice; Transgender; Transgeschlechtlichkeit; visibility
The Future of Sex and Gender in Psychology : Five Challenges to the Gender Binary
Autor/in:
Hyde, Janet Shibley; Bigler, Rebecca S.; Joel, Daphna; Tate, Charlotte Chucky; van Anders, Sari M.
Quelle: American Psychologist, 74 (2019) 2, S 171–193
Inhalt: The view that humans comprise only two types of beings, women and men, a framework that is sometimes referred to as the "gender binary," played a profound role in shaping the history of psychological science. In recent years, serious challenges to the gender binary have arisen from both academic research and social activism. This review describes 5 sets of empirical findings, spanning multiple disciplines, that fundamentally undermine the gender binary. These sources of evidence include neuroscience findings that refute sexual dimorphism of the human brain; behavioral neuroendocrinology findings that challenge the notion of genetically fixed, nonoverlapping, sexually dimorphic hormonal systems; psychological findings that highlight the similarities between men and women; psychological research on transgender and nonbinary individuals' identities and experiences; and developmental research suggesting that the tendency to view gender/sex as a meaningful, binary category is culturally determined and malleable. Costs associated with reliance on the gender binary and recommendations for future research, as well as clinical practice, are outlined.
(PsycINFO Database Record (c) 2019 APA, all rights reserved).
Schlagwörter:cultural determination; Dimorphismus; Gender; gender identity; Geschlechterbinarität; neuroscience; non-binary; Psychologie; sex difference; social neuroendocrinology; Transgender
CEWS Kategorie:Diversity, Frauen- und Geschlechterforschung