Zitatform

Bonesso, Sara & Federica Bressan (2026): Women in STEM careers through the lens of career construction theory: A study on females' experiences in persisting in the engineering field. In: Journal of vocational behavior, Jg. 164. DOI:10.1016/j.jvb.2025.104204

Abstract

"The persistence of female segregation in many science, technology, engineering, and mathematics (STEM) educational and occupational fields is largely ascribed to gender-specific barriers that women face during their lifespan. Relying on career construction theory, this study aims to increase the understanding of how women in STEM craft and develop their own career over time by attaining leadership positions, in comparison to their male counterparts. In this inductive qualitative research, drawing on career-based interviews on a sample of women and men in engineering, the narrative analysis reveals dynamic changes in women's career adaptability's resources (the 4C's: concern, control, curiosity, and confidence) across specific phases of the lifespan (education, early career, and upper leadership). This study expands our understanding of the role of women's agency in shaping their STEM careers, delineating the specific configurations of career adaptability resources they can deploy to constructively navigate their professional journey. Moreover, because career adaptability changes in response to environmental conditions, this study provides novel insights about the interplay between career adaptability resources and the most relevant contextual factors that support or inhibit women in the pursuit of their career development during each career phase. Overall, our research provides evidence that a lifespan approach to career development is particularly effective in sectors that are still characterized by gender norms. Practical implications are provided for women to help them self-regulate their careers, as well as for educational and organizational policies to help address the underrepresentation of women in the STEM workforce." (Author's abstract, IAB-Doku, ©2025 The Authors. Published by Elsevier Inc.) ((en))

Zitatform

Hooper, Helen (2026): An Evaluation of the Gender Inclusivity of UK Senior Academic Job Advertisements. In: Gender, work & organization, S. 1-17. DOI:10.1111/gwao.70092

Abstract

"Previous research demonstrates that small changes to the content of job advertisements can influence an applicant’s perceived fit with the role being advertised and has analyzed the effects of specific features on women. This paper presents an original gender inclusion analysis framework and reports on its use to critically assess 140 senior academic job adverts as an underexplored institutional mechanism that may help sustain gender inequality in academic leadership. This research concludes that such adverts are not gender inclusive, as most do not explicitly encourage nor support gender diversity, and many contain subtle signals that could increase women's perceived lack of fit with advertised roles; 41% of adverts utilized masculine wording, which could deter female candidates; just 15% (n = 21) prioritized women via a positive action statement; specific employee benefits, which could signal support for applicants with (child)caring responsibilities, were not prioritized, with 11% (n = 15) and 6% (n = 9) of adverts promoting family-friendly policies or an on-site nursery, respectively, and only 6% of roles were listed with a part-time working opportunity. 97% of institutes in this research held an Athena Swan Charter award in recognition of gender equality work, suggesting a lack of impact on recruitment and highlighting scope for development of gender-fair recruitment practices." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))

Zitatform

Leesch, Julia & Nicole Hiekel (2026): No Partner, No Children? Union Formation, Assortative Mating, and Educational Inequalities in Fertility in Germany. In: European Journal of Population, Jg. 42, H. 1. DOI:10.1007/s10680-026-09766-w

Abstract

"Education is linked to whether and with whom individuals form partnerships. However, it is largely unclear how educational differences in union formation and matching with equally, more, or less educated partners shape educational disparities in fertility. Using data from the German Socio-Economic Panel, we applied marginal structural models to investigate how higher education affects the probabilities of ever having a first and a second child, and to what extent these effects operate through union formation (having a partner or not) and assortative mating (having a highly educated partner or not). We compared women and men socialised in East and West Germany before reunification, two contexts with distinct gender and stratification regimes. Findings indicate that higher education influenced fertility directly and indirectly through partnership formation, but only marginally through partners’ education. Moreover, findings varied across contexts. In West Germany, higher education reduced women’s probability of becoming mothers but had minimal impact on second births. For men, higher education increased the probabilities of having both a first and a second child. These gendered effects emerged because higher education influenced fertility directly and indirectly via union formation. In East Germany, higher education had limited effects on fertility, except for increasing men’s secondbirth probabilities. These weak effects resulted from small direct effects, counterbalanced by indirect effects linking higher education and fertility through union formation and assortative mating. Our study contributes to debates about precursors to family formation, underscoring the importance of union formation as a mechanism linking education and fertility." (Author's abstract, IAB-Doku) ((en))

Zitatform

Nacache, Léa, Marie-Françoise Roy & Catherine Jami (2026): Towards gender equality in scientific organizations: assessment and recommendations. 126 S. DOI:10.24948/2026.03

Abstract

"Academies of science, medicine and engineering, along with international scientific unions, play an important role in shaping scientific agendas, recognizing scientific excellence, and advising policy-makers. In doing so, they influence whose expertise is visible and whose voices are heard in science. Persistent gender gaps within these organizations - relative to the share of women in the scientific workforce - raise questions about whether women scientists can participate, lead, and be recognized on equal terms." (Author's abstract, IAB-Doku) ((en))

Zitatform

Neville, Ruth & Athina Anastasiadou (2026): Gender dynamics in international student mobility: the case of the United Kingdom. (MPIDR working paper / Max Planck Institute for Demographic Research 2026-004), Rostock, 12 S. DOI:10.4054/mpidr-wp-2026-004

Abstract

"The gender composition of international student mobility (ISM) to the United Kingdom (United Kingdom) has historically favoured female students, but recent trends indicate a decline in their proportions. This paper investigates the changing trends of female international mobility to United Kingdom higher education. It utilises data from the United Kingdom Universities and Colleges Admissions Service (UCAS) on international undergraduate student applications by gender. This study examines evolving patterns of ISM from both European Union (EU) and non-European Union (non-EU) countries, as well as the trajectories of specific countries of origin. Our findings reveal a decline in the share of female students from non-EU countries since 2021, alongside a reduction in female applicants from the EU post-Brexit. Additionally, we observe that countries like Pakistan and India consistently send fewer female students, remaining below gender parity. Using a Generalised Linear Model (GLM), we model the share of female students and assess the influence of demographic, cultural, and policy factors on the share of female applications. Based on these findings, we provide policy recommendations aimed at promoting gender equity in international student recruitment to the United Kingdom." (Author's abstract, IAB-Doku) ((en))

Zitatform

VanHeuvelen, Tom, Natasha Quadlin & Jordyn Wald (2026): Regrets, she's had a few: Gender and regret of computer science and engineering degrees. In: Social science research, Jg. 135. DOI:10.1016/j.ssresearch.2025.103298

Abstract

"In this article, we introduce a novel social fact that will be highly relevant for studies of gender inequality: women in computer science and, to a lesser extent, engineering fields report distinctly high levels of regret of their field of study compared to otherwise similar men. We develop expectations regarding gendered patterns of regret and examine them using nine waves of the Federal Reserve's Survey of Household Economics and Decisionmaking (SHED) between 2015 and 2023. Using regression decomposition techniques, we demonstrate that observed economic, occupation, industry, and sociodemographic characteristics fare poorly in explaining the high regret of women in these fields. In fact, these fields are defined by a uniquely large unexplained amount of regret among women. Our findings raise alarm for those who wish to open access to these critical CS/Engineering fields for women: such endeavors will likely fail unless deep cultural work is done to change the regret that many women feel after successfully entering these fields." (Author's abstract, IAB-Doku, © 2025 Published by Elsevier Inc.) ((en))

Zitatform

Antoni, Manfred, Hans-Dieter Gerner, Robert Jäckle & Stefan Schwarz (2025): The Gender Pay Gap in University Student Internships. In: German Economic Review. DOI:10.1515/ger-2024-0130

Abstract

"Internships are an important and often mandatory part of academic education. They offer valuable insights into the labor market but can also expose students to negative aspects of the working world, such as gender pay disparities. We provide first evidence of a gender pay gap in mandatory internships, with women earning up to 21 % less per hour than men. This gap is not due to women choosing higher-quality internships over higher pay. Factors such as field of study, risk aversion, competitiveness, the focus of the internship, and firm characteristics account for a large share of the gap. Further analyses show that the internship pay gap is broadly similar to the wage gap at labor market entry among graduates. We discuss potential mechanisms through which the internship pay gap may be related to the entry wage gap." (Author's abstract, IAB-Doku, © DeGruyter Brill) ((en))

Zitatform

Baltrunaite, Audinga, Alessandra Casarico & Lucia Rizzica (2025): Women in economics: The role of gendered references at entry in the profession. In: European Economic Review, Jg. 180. DOI:10.1016/j.euroecorev.2025.105155

Abstract

"We study the presence and the extent of gender differences in reference letters for graduate students in economics and finance, and how they relate to early labor market outcomes. To these ends, we build a novel rich dataset and combine Natural Language Processing techniques with standard regression analysis. We find that men are described more often as standout and women as grindstone, i.e., hardworking and diligent; these differences are mainly driven by male letter writers, especially more senior ones. We then show that the former (latter) characteristics relate positively (negatively) with various subsequent career outcomes and that women obtain lower positive (marginally larger negative) returns from being described as standout (grindstone). We argue that, taken together, this evidence is consistent with the presence of implicit gender stereotypes as driving the observed differences in the way candidates are described." (Author's abstract, IAB-Doku, © 2025 Elsevier B.V. All rights are reserved, including those for text and data mining, AI training, and similar technologies.) ((en))

Zitatform

Bernhofer, Juliana, Luca Bonacini & Giuseppe Pignataro (2025): Nudging women towards pursuing their university careers. In: Economica, Jg. 92, H. 367, S. 883-919. DOI:10.1111/ecca.12577

Abstract

"This study explores the impact of light-touch interventions on the academic outcomes of female scholarship recipients. In a randomized trial involving nearly 2000 students at the University of Bologna, we delivered a targeted message highlighting how higher education can reduce the gender gap in the labour market, and boost employment prospects. The nudge increased the likelihood of meeting scholarship requirements by nearly 5 percentage points, alongside significant gains in passing exams with higher credit values, and a reduction in failed exams in the medium term, with no short-term effects. Notably, there was an improvement in grades during the July/August exam period, reflecting a shift towards prioritizing quality over quantity in academic efforts, even though grades were not part of the requirements for maintaining scholarships. Treated students exhibited enhanced academic focus and more strategic study habits, without increasing overall exam load. These findings highlight the potential of cost-effective informational nudges to drive meaningful changes for women facing financial and informational barriers, providing valuable insights for policies designed to support female students. The results emphasize the importance of well-timed informational interventions in helping women to make informed decisions about their education, ultimately enhancing their academic success and long-term economic prospects." (Author's abstract, IAB-Doku) ((en))

Abstract

"Die vorliegende Studie analysiert die Chancengerechtigkeit in wissenschaftlichen Karrieren in Deutschland im internationalen Vergleich auf Grundlage von Daten aus der aktuellen Ausgabe (2024) des She-Figures-Reports der EU. Ergänzend werden auch Daten u.a. aus dem neuen Bundesbericht Wissenschaftlerinnen und Wissenschaftler in einer frühen Karrierephase (BuWiK 2025) betrachtet. Im Mittelpunkt stehen geschlechterbezogene Ungleichheiten entlang verschiedener Karrierestufen, von der Promotion über die Beschäftigung von Forscherinnen nach Wirtschaftssektoren bis hin zur Karriereentwicklung von Wissenschaftlerinnen auf verschiedenen Stufen (Leaky Pipeline). Die Auswertungen zeigen, dass Deutschland trotz einiger Fortschritte weiterhin in nahezu allen Dimensionen und bei vielen Indikatoren des neuen She-Figures-Index unter dem EU-Durchschnitt liegt, zum Teil sehr deutlich. Besondere Herausforderungen bestehen in der vertikalen und horizontalen Geschlechtersegregation sowie beim Gender Pay Gap. Auf Basis der Ergebnisse und theoretischer Konzepte werden strukturelle und kulturelle Erklärungsansätze diskutiert und es wird ein Ausblick auf weitere Forschung gegeben, zur Generierung eines umfassenden Kenntnisstandes zu Chancendisparitäten und seinen Ursachen im Wissenschaftssystem. Hierzu zählt etwa die Herausarbeitung von Unterschieden (z.B. in der Leaky Pipeline) nach Fachdisziplinen und institutionellen Kontexten" (Textauszug, IAB-Doku)

Zitatform

Charles, Maria (2025): Minding the gap(s): The uneven gendering of engineering and computing work across Europe. In: International Journal of Comparative Sociology, S. 1-26. DOI:10.1177/00207152251372850

Abstract

"This study investigates variability across 31 European countries in the gender composition of engineering and computing (“tech”) occupations, and possible sociocultural drivers of this variability. As previously documented for other STEM domains and geographies, the largest tech gender gaps are in the most affluent societies of Europe (which are also most postmaterialist and gender-liberal culturally). Multilevel regression models explore key attitudinal and socioeconomic predictors of this gender segregation that have been identified through previous comparative research. Results show that men, but not women, who espouse postmaterialist values have higher odds of working in engineering or computing, and that the gender-specific effects of postmaterialist values account for a substantial share of cross-country variability. Findings are consistent with research suggesting a heightened salience of gender math stereotypes to career aspirations in societies that valorize individual self-expression and “doing what you love.”" (Author's abstract, IAB-Doku) ((en))

Zitatform

Franzke, Astrid & Astrid Springsgut (Hrsg.) (2025): Gleichstellung im Wandel. Neue Herausforderungen und Wege der Karriereentwicklung von Frauen in der Wissenschaft. (Frankfurter feministische Texte), Sulzbach: Helmer, 207 S.

Abstract

"Die Gleichstellungsarbeit hat in den letzten Jahrzehnten zu einer Erhöhung des Frauenanteils in der Wissenschaft beigetragen. Und doch vollzieht sich der kulturelle Wandel hin zu einer geschlechtergerechten Hochschule nur langsam. Mangelnde Sichtbarkeit der Leistungen, Unvereinbarkeit von Wissenschaft und Sorge, (fehlende) Planbarkeit und Abbrüche von Promotionsvorhaben kennzeichnen vorhandene Ausschlussmechanismen für Frauen in der Wissenschaft. Dieser Band untersucht, wie geschlechtergerechte Veränderungen der Hochschulstrukturen und eine diversitätssensible Wissenschaftskultur vor dem Hintergrund neuer Herausforderungen von Exzellenz, Geschlechtergerechtigkeit und Vielfalt von Karrierewegen erreicht werden können, um die Attraktivität des Wissenschaftssystems für Akademikerinnen zu erhöhen und ihren Karriereaufstieg zu ermöglichen. Er verbindet sowohl Perspektiven aus der empirischen Forschung als auch von Praktiker:innen im Feld der intersektionalen Gleichstellungsarbeit, der Karriere- und Nachwuchsförderung sowie der Personalentwicklung an Hochschulen und inspiriert somit aktuelle Diskurse." (Verlagsangaben, IAB-Doku)

Zitatform

Gërxhani, Klarita, Nevena Kulic, Alessandra Rusconi & Heike Solga (2025): Gender bias in evaluating assistant professorship applicants? Evidence from harmonized survey experiments in Germany and Italy. In: Social science research, Jg. 126. DOI:10.1016/j.ssresearch.2024.103113

Abstract

"This study investigates gender biases in the evaluation of applicants for assistant professorships in Germany and Italy. Drawing on the justification-suppression model of prejudice expression, we explore whether biases against women are expressed, suppressed, or even reversed in the appointment process, considering the different normative gender climates and gender equality strategies in the two countries. Using harmonized factorial survey experiments with professors of economics, political science, and social sciences, we found that women in Germany have an advantage both in perceived qualification for an assistant professorship and in the propensity to receive an interview invitation. In contrast, women in Italy are neither disadvantaged nor advantaged. We also examine whether gender biases exist when there is ambiguity about applicants' academic performance (co-authorship) and career commitment (parental leave). Our results reveal a co-authorship penalty and a parenthood premium in both countries, with no gender differences observed. Our exploratory country comparison suggests that Germany's proactive gender equality policies may be more effective in reducing the gender gap in assistant professor appointments compared to Italy's gender-neutral approach, by favoring equally qualified female applicants." (Author's abstract, IAB-Doku, © 2024 The Authors. Published by Elsevier Inc.) ((en))

Zitatform

Helppie-McFall, Brooke, Eric Parolin & Basit Zafar (2025): Career expectations and outcomes: Evidence (on gender gaps) from the economics job market. In: Journal of Public Economics, Jg. 248. DOI:10.1016/j.jpubeco.2025.105437

Abstract

"This paper investigates gender gaps in long-term career expectations and outcomes of PhD candidates in economics. For this purpose, we match rich survey data on PhD candidates (from the 2008–2010 job market cohorts) to public data on job history and publication records through 2022. We document four novel empirical facts: (1) there is a robust gender gap in career expectations, with females about 10 percentage points less likely to ex-ante expect to get tenure or publish regularly; (2) the gender gap in expectations is remarkably similar to the gap observed for academic outcomes; (3) expectations are similarly predictive of outcomes for males and females, and (4) gender gaps in expectations can explain about 22 % and 14 % of the ex-post gaps in tenure and publications, respectively. In addition, leveraging variation in relationship status at the time expectations are reported, we show that: conditional on gender, (1) expectations regarding tenure and publications do not differ systematically by relationship status, and (2) the predictive power of expectations does not differ by the relationship status of the individual." (Author's abstract, IAB-Doku, © 2025 The Authors. Published by Elsevier B.V.) ((en))

Zitatform

Kalpazidou Schmidt, Evanthia & Anna Vigsø Pedersen (2025): Beyond Policy: The Odyssey of Implementing GEPs in European Academia. In: Social Inclusion, Jg. 13. DOI:10.17645/si.9876

Abstract

"This article investigates the design and implementation of Gender Equality Plans (GEPs) across nine European universities within a university alliance, emphasizing the importance of context-specific interventions. It explores the diversity in GEPs’ content, structure, and implementation, as well as the organization of gender equality work, revealing how national policies, institutional priorities, and socio-cultural contexts shape these processes. Key challenges include gendered academic cultures, internal resistance, structural and organizational barriers, resource limitations, national commitment disparities, and deeply ingrained societal norms affecting gender equality. Drawing on complexity theory, this article advocates for gender-sensitive and context-aware frameworks to navigate the non-linear nature of institutional interventions in academia across diverse settings. Moreover, it offers insights into the implementation of GEPs within university alliances, a context underexplored in the literature. By examining the dynamics of GEP implementation across multiple institutions within a collaborative framework, the article uniquely contributes to understanding how alliances facilitate knowledge exchange, resource sharing, and collective learning, enhancing institutional capacity and fostering synergies to more effectively address gender inequalities." (Author's abstract, IAB-Doku) ((en))

Zitatform

Kleimann, Bernd, Thorsten Lenz, Carolin Luksche, Maike Reimer & Johanna Witte (2025): Etablierung des Karrierewegs der Tenure-Track-Professur im deutschen Wissenschaftssystem. Begleitstudie zum Bundesbericht Wissenschaftlerinnen und Wissenschaftler in einer frühen Karrierephase (BuWiK) 2025. Kassel, 193 S.

Abstract

"Die vorliegende Begleitstudie verfolgt dementsprechend das Ziel, der interessierten Öffentlichkeit Informationen zu der Frage an die Hand zu geben, inwieweit die TTP in Deutschland bis zum Jahr 2022/2023 etabliert ist. Die Etablierung wird dabei als multidimensionaler Prozess verstanden, der die diskursive Auseinandersetzung, die förderpolitische Integration, die gesetzliche und satzungsbezogene Verankerung sowie die quantitative Verbreitung der TTP im deutschen Karrieresystem umfasst. Zur Beantwortung der Frage nach der Etablierung der TTP im deutschen Wissenschafts- und Hochschulsystem wurden – wie erwähnt – das DZHW in Hannover und das IHF in München vom BMBF beauftragt. Die Durchführung der Studie erfolgte zwischen November 2022 und November 2023 in einem mit dem Auftraggeber abgestimmten arbeitsteiligen Vorgehen von DZHW und IHF. Der Auftrag umfasste die Bearbeitung der folgenden Arbeitspakete: - Arbeitspaket 1: Hintergründe der Einführung der Tenure-Track-Professur im deutschen Wissenschaftssystem und Entwicklung der rechtlichen Rahmenbedingungen - Arbeitspaket 2: Die Auswirkungen der Etablierung der Tenure-Track-Professur an den Hochschulen - Arbeitspaket 3: Die Tenure-Track-Professur im internationalen Vergleich. Der vorliegende Bericht stellt die Ergebnisse der Bearbeitung dieser Arbeitspakete vor. Er ist wie folgt gegliedert: Zunächst wird betrachtet, wie sich die wissenschaftspolitische Diskussion um Tenure-Track in Deutschland entwickelt hat. Das Kapitel informiert dabei über die Genese und den Verlauf des Diskurses um die TTP und über die Positionen der involvierten wissenschaftspolitischen Akteure. Es folgt ein Überblick über Förderprogramme für Wissenschaftler:innen in einer frühen Karrierephase, die von den Ländern, von wissenschaftlichen Einrichtungen und von Stiftungen aufgesetzt worden sind und das Tenure-Track-Programm flankieren oder ergänzen. Intention dieses Abschnitts ist es, einen Eindruck davon zu vermitteln, inwiefern der mit der breiten Einführung der TTP beabsichtigte Kulturwandel in der Ausgestaltung wissenschaftlicher Karrierewege im Rahmen des Fördersystems bereits erkennbar wird. Das anschließende Kapitel geht auf die Frage ein, in welcher Weise Tenure-Track auf der Ebene der Landesgesetzgebung verankert ist. Zur Strukturierung der Gesetzesanalyse werden dabei die Merkmale der TTP herangezogen, wie sie in der VV zwischen Bund und Ländern festgehalten worden sind. Dieselbe inhaltliche Strukturierung wird der folgenden Analyse der Satzungen von 35 Universitäten und gleichgestellten Hochschulen zugrunde gelegt. Beide Kapitel behandeln zusammen die Frage, in welcher Weise die TTP in Deutschland formal kodifiziert worden ist und welche Gemeinsamkeiten und Besonderheiten der Regelungen auf Landes- und Hochschulebene erkennbar sind. Im nächsten Kapitel werden statistische Daten zur Entwicklung der TTP in Deutschland im Vergleich zu etablierten, alternativen Karrierewegen (z. B. Juniorprofessuren ohne Tenure-Track, Nachwuchsgruppenleitungen sowie laufende und abgeschlossene Habilitationen) vorgestellt. Die zeitliche Entwicklung der unterschiedlichen Karrierewege wird anhand verschiedener statistischer Merkmale wie Geschlecht, Finanzierungsart, Beschäftigungsumfang und Beschäftigungsverhältnis aufgeschlüsselt. Zudem erfolgt eine Darstellung der fächergruppenspezifischen Verteilungsstrukturen der betrachteten Karrierewege zur Professur. Im letzten Schritt der Begleitstudie werden zur Einordnung des deutschen Tenure-Track-Systems in einen europäischen Referenzrahmen drei europäische Tenure-Track-Modelle porträtiert, nämlich diejenigen Österreichs, der Schweiz und der Niederlande, basierend auf einer kurzen Darstellung des US-amerikanischen Tenure-Track. Der Vergleich dient dazu, Gemeinsamkeiten des deutschen Modells mit Karrierestrukturen anderer Hochschulsysteme wie auch Unterschiede der deutschen Lösung im Vergleich mit der Handhabung von Tenure-Track in den benachbarten Ländern herauszuarbeiten." (Textauszug, IAB-Doku)

Zitatform

König, Johannes, Anne Otto, Kolja Briedis & Stefanie Gäckle (2025): Karriereentscheidungen und -verläufe Promovierter unter besonderer Berücksichtigung der Befristung. Begleitstudie zum Bundesbericht Wissenschaftlerinnen und Wissenschaftler in einer frühen Karrierephase (BuWiK) 2025. Kassel, 190 S.

Abstract

"Zielsetzung und Fragestellung der Studie In den letzten Jahren sind die Arbeitsbedingungen von Promovierenden und Promovierten im deutschen Hochschul- und Wissenschaftssystem zunehmend in das Zentrum einer kritischen Diskussion gerückt. Der Auslöser für diese intensive hochschulpolitische Debatte war insbesondere der hohe Anteil von befristeten Arbeitsverhältnissen beim wissenschaftlichen Personal. Ein wichtiger Kritikpunkt ist, dass Arbeitsverträge an Hochschulen oft deutlich kürzer ausfallen als die vorgesehenen Qualifikationsphasen. Wissenschaftliche Karrieren weisen daher oftmals keine durchgehende Beschäftigung auf, sondern zeichnen sich bestenfalls durch eine „lückenlose Aneinanderreihung mehrerer Arbeitsverträge“ aus. Wissenschaftliche Karrieren werden somit zu „gestückelten Kontinuitäten“ . Ein zentraler Kritikpunkt an dieser Befristungspraxis ist, dass der Wissenschaftsstandort Deutschland durch die aktuelle Befristungssituation Schaden nimmt, „der wegen der jahrelangen beruflichen Unsicherheit […] im internationalen Vergleich ebenso wie im Kontrast zu anderen Branchen kein attraktiver Arbeitgeber ist“ . Befürworter:innen der aktuellen Befristungspraxis sehen hingegen die Gefahr von einer „Verstopfung“ der Karrierewege, sodass nachfolgende Generationen mit schlechteren Zukunftsaussichten bei höheren Entfristungsquoten konfrontiert wären. Außerdem wird argumentiert, dass eine hohe Befristungsquote für eine „Bestenauslese“ unerlässlich sei, um Innovationen und Fortschritt weiterhin zu gewährleisten. Im Mittelpunkt dieser Studie stehen die Karriereentscheidungen und -verläufe von Promovierten unter besonderer Berücksichtigung von befristeten Beschäftigungsverhältnissen während und nach der Promotion. Es werden die folgenden Forschungsfragen analysiert: - Welche Verläufe weisen die Karrieren von Promovierten auf?  Welche Rolle spielt die Befristung von Beschäftigungsverhältnissen für Karriereentscheidungen und -verläufe von Promovierten inner- und außerhalb des akademischen Sektors? - In welchem Verhältnis stehen potenzielles Angebot an und Nachfrage nach Wissenschaftler:innen insgesamt für die kommenden Jahre in Deutschland? - Wie lässt sich vor dem Hintergrund der empirischen Befunde dieser Studie die Wettbewerbsfähigkeit der Hochschulen und AUFE auf dem nationalen Arbeitsmarkt einschätzen? Um die Bedeutung eines befristeten Arbeitsverhältnisses im Zuge von Karriereentscheidungen von Promovierten aufzeigen zu können, ist es zweckmäßig, die Karriereverläufe und -perspektiven im akademischen Sektor, aber auch in anderen Beschäftigungssektoren, zu analysieren." (Textauszug, IAB-Doku)

Zitatform

Lavest, Chloé, Lucas G. Drouhot, Meta van der Linden & Frank van Tubergen (2025): Beyond the ‘integration paradox’: educational attainment similarly predicts gender discrimination among women and ethnic discrimination among minorities. In: European Sociological Review. DOI:10.1093/esr/jcaf039

Abstract

"Highly educated individuals of immigrant origins perceive more ethnic discrimination than their less educated counterparts—a now well-established finding referred to as the ‘integration paradox’. In this paper, we study whether this purported paradox captures general educational effects on the lived experiences of historically disadvantaged populations going beyond the scope of integration among immigrants. We compare the educational gradient of perceptions of ethno-racial discrimination among ethnic minorities with the educational gradient of perceptions of gender discrimination among women. We also study intersectional dimensions in the experiences of minority women and those reporting multiple grounds for discrimination. Analyses based on representative data from two cross-sectional surveys in France - Trajectoires et Origines 1 and 2—involving over 35,000 respondents show that highly educated individuals, including both ethnic minorities and women, are more likely to report discrimination. Individuals who report discrimination on one ground are also more likely to report it on another ground. Our results suggest that the so-called integration paradox reflects more general educational effects on subjective experiences of exclusion that are not unique to immigrant-origin populations." (Author's abstract, IAB-Doku) ((en))

Zitatform

Lee, Seungah S., Christine Min Wotipka, Francisco O. Ramirez & Jieun Song (2025): To STEM or not to STEM: A cross-national analysis of gender and tertiary graduates in science, technology, engineering, and math, 1998–2018. In: International Journal of Comparative Sociology, Jg. 66, H. 1, S. 25-49. DOI:10.1177/00207152241243343

Abstract

"The comparative literature on gender and higher education has increasingly focused on differences in access to the fields of science, technology, engineering, and math (STEM). We contribute to this literature through a cross-national analysis of STEM graduates by gender between 1998 and 2018 across 90 countries. Many earlier studies emphasize the positive influence of a global liberal culture on women. More recent scholarship contends that women may be steered away from attaining a STEM degree in more liberal and individualistic societies. Our study shows a lower percentage of women graduates in STEM in countries that are more liberal. However, we find that the opposite is the case for men. Our findings are consistent with the idea that individuals in more liberal cultural contexts are more likely to make degree decisions based on individual preferences that are influenced by gendered societal norms. Both women and men are more likely to “indulge in their gendered selves” in these cultural contexts. Our findings are inconsistent with the idea that liberal modernity influences men and women in STEM in a gender-neutral mode." (Author's abstract, IAB-Doku) ((en))

Zitatform

Mähr, Maximilian (2025): Consequences of Affirmative Action: The Impact of Hiring a Female Professor. (CRC TR 224 discussion paper series / EPoS Collaborative Research Center Transregio 224 677), Bonn, 66 S.

Abstract

"This paper studies how appointing a female professor through affirmative action affects hiring decisions and gender attitudes of faculty. For identification I use the introduction of a nationwide affirmative action policy in Germany that provides subsidies to departments appointing women to permanent full professorships. Using administrative data on all academic personnel employed at German public universities, I find that exposure to a female professor increases the share of female Ph.D. students but leaves hiring of women among full professors, assistant professors, and postdoctoral researchers unaffected. The rise in female Ph.D. enrollment is driven by individuals who completed their undergraduate studies in the same department. Additional findings show that after a woman joins the department, young male faculty members increase their collaboration with female colleagues. Further, I document that research productivity and direction are unaffected by the presence of an additional woman." (Author's abstract, IAB-Doku) ((en))