• 2017 doctoral candidate in Technical Education
• 2017 Master of Education in Technology and Economics, University of Oldenburg; minor in Textile Design, University of Oldenburg
• 2015 Double-subject Bachelor’s degree in Technology and Economics Education, University of Oldenburg
• 2011 Abitur, Lohne Grammar School

The starting point is the persistent under-representation of girls and young women in technology and the wider STEM sector, as well as the efforts of German STEM school laboratories to counteract this situation. Various concepts designed to address this issue have already been developed. These have a centre on a number of aspects: for example, the concept of ‘doing gender’ (Gildemeister 2004), gender stereotypes, subject-specific self-concept (Thaler, Hofstätter, 2012), single-sex and co-educational settings (Faulstich-Wieland 2014) and role models (Prechtl, 2014). This raises the question of how these aspects influence technical education in out-of-school learning environments. The aim is to investigate which measures, under what conditions, can counteract gender-specific differences in participation in technology.
• Augustin-Dittmann, S. (2015): STEM and beyond. Gender-sensitive teaching as the basis for a gender-equitable society. In: Wedl, J.; Bartsch, A. (2015) Teaching Gender? Gender at school and in subject teaching. Bielefeld: Transcript Verlag. pp. 123–136.
• Faulstich-Wieland (2016): Career Guidance and Gender. Weinheim, Basel: Beltz Juventa.
• Gildemeister, R. (2004): Doing gender: Social practices of gender differentiation. In: Becker, R; Kortendiek, B. (eds.): Handbook of Women’s and Gender Studies. Theory, Methods, Empirical Research. Wiesbaden, pp. 132–140.
• Prechtl, M (2014): Role Models for Girls in Science Lessons. In: Eisenbaum, V.; Uhl, S. (eds.) (2014): Gender and Diversity in Schools and Teacher Education. pp. 131–146.
• Thaler, A; Hofstätter, B (2012): Gender-Equitable Technology Education. In: Kampshoff, M; Wiepcke, C. (eds) (2012): Handbook of Gender Studies and Subject Didactics. Wiesbaden: Springer. pp. 287–298.