Gender equality measures
further links
Contakt - Counselling centre against sexualised discrimination and violence
Parent-child room campus Haarentor
Graduate Academy - Mentoring programmes
Commission for the Advancement of Women and Equal Opportunities
Department for Research and Technology Transfer (funding opportunities)
Planning and Development Unit - Equal Opportunities and Diversity
Department for Study Affairs - Gender-sensitive and diversity-conscious university didactics
Baby changing facilities Campus Haarentor - Site plan
Gender equality measures
Gender equality measures
Gender equality measures at School I
As Equal Opportunities Officers, we encourage you to reflect on the fact that people face the challenges of everyday university life in different ways depending on their individual circumstances. There are fundamental principles that should always be taken into account. Participation in the promotion of equal opportunities requires a shared willingness to take responsibility. Currently and in the future, this should be a concern for us in the context of teaching and learning spaces, but also in academic-professional interaction and, in particular, in the context of personnel selection procedures and the promotion of young academics.
Additional measures at School I were defined as part of structural plans and the creation of the central equal opportunities plan 2020 and should be implemented by 2022.
The following applies in principle:
- In the spirit of gender mainstreaming, all decisions and measures to be taken should reflect on the effects and impact they could have with regard to the goal of enforcing equal opportunities. Generalisations of female* and male* living conditions should be avoided and potential overlaps and it is essential to reflect on potential overlaps between several dimensions of diversity and the resulting inequalities - for example gender, nationality, social background or physical disabilities.
- Increasing the underrepresented gender in various areas (Section 10 NGG) or the proportion of women* (Section 21 NHG) does not "simply" reduce or eliminate structural disadvantages if asymmetries and exclusions go hand in hand with certain stereotypical attributions regarding competences and areas of responsibility. A combination of quantitative and qualitative measures is therefore crucial for a gender-sensitive and diversity-conscious work culture.
Promoting the professionalisation of gender equality work
Promoting the Professionalisation of equal opportunities work
This is made possible, among other things, through compensation for the assumption of equal opportunities offices, financial support for further training and regular exchange between equal opportunities officers within the School, as well as with the central equal opportunities officer and equal opportunities actors from other Schools.
Further training on the topic of equal opportunities
Further training on the topic of equal opportunities
In cooperation with the Central Equal Opportunities Officer, the Planning and Development Unit, the Department for Study Affairs and Human Resources and Organisational Development , employees of all status groups are given the opportunity to take part in workshops to address the challenges of implementing equal opportunities in academia (e.g. in appointment procedures) and to explore the potential of gender-sensitive and diversity-conscious teaching. gender-sensitive and diversity-conscious teaching and diversity-conscious teaching. Offers are communicated or organised on request.
Promotion of gender-equitable employment relationships
Promote gender-equitable employment
The social sciences and education comprise subjects with predominantly female* connotations and correspond to professional stereotypes through the attribution of gender roles. Attribution and construction processes of (heteronormative) masculinity* and femininity* must be scrutinised and diverse gender images promoted.
Although the proportion of female* employees in the status group of academic staff and also in the MTV area is predominant, the figures should not only be considered as a whole, but also differentiated according to job types, job scopes, fixed-term contracts and the associated areas of responsibility.
Measures to promote the careers of early career researchers
Measures to promote the careers of early career researchers
In order to prevent a decline in the proportion of women* at the increasing qualification levels after the doctorate, to promote permanent employment and, in particular, to maintain a balanced gender ratio in professorships, School I sees it as its responsibility to continue to take measures to promote the careers of its early career researchers*. In cooperation with the Department for Research and Technology Transfer and the Graduate Academy, female* early career researchers are to be supported, for example, through mentoring programmes and coaching offers for junior professors.
Anchoring gender and diversity aspects in teacher training programmes
Anchoring gender and diversity aspects in teacher training programmes
In preparing students for their chosen professional fields, School I is also concerned with anchoring socially relevant gender and diversity aspects in the content of the degree programmes and, in particular, in teacher training. The (optional) compulsory module "Differences and Heterogeneity" was implemented as part of the revision of the educational science curriculum for all GHR students.
In addition, we are currently working together with the Centre for Interdisciplinary Women's and Gender Studies (ZFG) on a cross-curricular (certificate) offer for dealing with social differences and inequalities in order to raise awareness of and teach approaches that are critical of discrimination.
Cooperation with the ZFG
Cooperation with the ZFG
We also value our cooperation with the ZFG in the preparation and organisation of joint conferences, such as the Gender Research Day, and by opening up seminars related to gender studies.