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Bildungsgerechtigkeit pp 201–213Cite as

Geschlechtergerechtigkeit im Klassenzimmer

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Zusammenfassung

Geschlechtsabhängige Benachteiligungen in der Schule – beispielsweise sichtbar in fachspezifisch unterschiedlichen Defiziten von Mädchen und Jungen – werfen die Frage auf, wie Schule gestaltet werden kann, damit sie einen möglichst geschlechtergerechten Lernort darstellt. Wir beleuchten drei Kontextmerkmale des Klassenzimmers hinsichtlich ihres potentiellen Beitrags zu Geschlechtergerechtigkeit im Klassenzimmer:

• Geschlecht der Lehrkraft und Geschlechtskonnotation des Faches/ Schulsettings,

• sprachlicher Umgang mit Geschlecht und

• Gruppenbildung nach Geschlecht oder anderen Merkmalen.

Wir arbeiten heraus, dass Geschlechtergerechtigkeit im Klassenzimmer in dem Maße gefördert wird, wie Geschlecht kein bedeutsames Merkmal darstellt, Geschlechtsstereotype also wenig wahrscheinlich automatisch aktiviert werden.

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Author information

Authors and Affiliations

  1. Freie Universität Berlin, Berlin, Deutschland

    Bettina Hannover & Lysann Zander

  2. Leibniz Institut für Bildungsverläufe Bamberg, Bamberg, Deutschland

    Ilka Wolter

Authors
  1. Bettina Hannover
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  2. Ilka Wolter
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  3. Lysann Zander
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Corresponding author

Correspondence to Bettina Hannover .

Editor information

Editors and Affiliations

  1. Ludwig-Maximilians-Universität München, München, Germany

    Thomas Eckert

  2. Universität Salzburg , Salzburg, Austria

    Burkhard Gniewosz

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Hannover, B., Wolter, I., Zander, L. (2017). Geschlechtergerechtigkeit im Klassenzimmer. In: Eckert, T., Gniewosz, B. (eds) Bildungsgerechtigkeit. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-15003-7_12

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  • DOI: https://doi.org/10.1007/978-3-658-15003-7_12

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  • Publisher Name: Springer VS, Wiesbaden

  • Print ISBN: 978-3-658-15002-0

  • Online ISBN: 978-3-658-15003-7

  • eBook Packages: Social Science and Law (German Language)

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