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  • 2013

  • Moser, Franziska (2013): Social construction of gender-(un)fairness : An analysis of educational material and individual language use. kumulative Dissertation. FU Berlin, Berlin. Fachbereich Erziehungswissenschaft und Psychologie. Online verfügbar unter http://nbn-resolving.de/urn:nbn:de:kobv:188-fudissthesis000000095308-9, zuletzt geprüft am 30.05.2018

     

    Abstract: In four contributions, this cumulative dissertation examined two ways in which communication may foster or decrease gender stereotypes and gender unfairness - educational material and individual language use. - (1) Moser, F., & Hannover, B. (2013). How gender fair are German schoolbooks in the twenty-first century? An analysis of language and illustrations in schoolbooks for mathematics and German. European Journal of Psychology of Education, 29, 387-407. DOI: 10.1007/s10212-013-0204-3 Titel anhand dieser DOI in Citavi-Projekt übernehmen. (2) Moser, F., Hannover, B., & Becker, J. (2013). Subtile und direkte Mechanismen der sozialen Konstruktion von Geschlecht. Vorstellung eines Kategoriensystems zur Analyse der Geschlechter(un)gerechtigkeit von Texten und Bildern. Gender - Zeitschrift für Geschlecht, Kultur und Gesellschaft , 3, 77-93. (3) Moser, F., & Masterson, J. (2013, in press). Are there signs of change in gendered language use in children's early reading material? Gender and Language. (4) Sczesny, S., Moser, F., & Wood, W. (2013, submitted). Who uses gender-inclusive language? On the importance of practice and intention.

    Keywords: Fairness, Geschlechterforschung, Kommunikation, Language, Sexism, Reading Materials, Sprachwissenschaften, Sex Discrimination, Stereotyped Attitudes, Textbooks
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