Research

• Shifting Standards for Boys and Girls in the Classroom
  (standard classroom shifts)
Looking at classic gender stereotypes, linguistic skills are attributed to girls and mathematical skills to boys. Teachers, however, are expected to assess and treat individual performance regardless of gender. To date, there are contradictory findings as to how well they succeed in this and which gender is disadvantaged. In a small research project funded by the Leuphana Research Service, it is being investigated how flexibly assessment criteria are applied to girls and boys and how the feedback for the sexes differs.

• Understanding Communal Orientation in Men
  ucom2017.wordpress.com
For a long time, gender research has focused primarily on the role of women and its impact on professional and private decisions. However, many countries have now recognised that men's reluctance to take on health, education and household roles (Healthcare, Elementary Education, Domestic; HEED) is an important issue and in 2010 the European Commission pointed out that policies should also take into account inequalities affecting men. With an international research team and collaborations in more than 60 countries, the UCOM project is investigating culturally comparative social psychological factors that predict the distribution of roles and especially men's interest in HEED in more than 60 samples.

• Negotiations in value-relevant conflicts
In a research series in cooperation with the Department of Social, Organizational and Political Psychology, the consequences for negotiating behaviour, experience and outcomes in terms of identity-forming values (e.g. sustainability) are being investigated. It is precisely because conflicts over values appear to be extremely important that it is difficult to achieve a balance of interests. The research series also examines various communication strategies that could exacerbate or defuse this problem.