Acculturation and cultural identity of immigrant youth: The impact of courses in the language and culture of origin

Career choices in the fields of science, technology, engineering, and mathematics (STEM) are favoured by men and often avoided by women; on the other hand, women tend to choose fields such as the social sciences. This not only leads to a shortage of employees with STEM degrees, but also reinforces the prejudice that certain (personality) characteristics are ‘typically female’ or ‘typically male’. Career orientation motives of young women and men can have important implications for gender (a-)typical career choices. However, there is little empirical research on the correlates of career orientation motives in young women in the field of STEM. This study seeks to address this gap by outlining the components of career orientation motives and showing relationships among them. Therefore, our results provide insight into the circumstances and conditions that are associated with academic and career choices.

Courses in the language and culture of origin and their impact on youth development in cultural transition: A study among immigrant and dual heritage youth in Switzerland

Elena Makarova traces how the concept of intercultural education in German-speaking European countries promotes the inclusion of courses in the Language and Culture of Origin (LCO) for immigrant youth in the school curriculum of host countries. Such courses are assumed to have positive effects on the development of immigrant youth in the host country. Particularly, it has been suggested that participation in LCO courses increases the self-esteem of immigrant youth, facilitates the development of their bicultural identity and improves their integration in the host society. However, there is a lack of empirical evidence on the nature of the effects of LCO course attendance on the acculturation of immigrant youth and their cultural identity. Accordingly, the aim of the study detailed in the chapter is to examine the impact of immigrant youth’s attitudes towards LCO courses and of their attendance of such courses on their acculturation and cultural identity.

How gender fair are German schoolbooks in the twenty-first century? An analysis of language and illustrations in schoolbooks for mathematics and German

Schoolbooks convey not only school-relevant knowledge; they also influence the development of stereotypes about different social groups. Particularly during the 1970s and 1980s, many studies analysed schoolbooks and criticised the overall predominance of male persons and of traditional role allocations. Since that time, women’s and men’s occupations and social functions have changed considerably. The present research investigated gender portrayals in schoolbooks for German and mathematics that were recently published in Germany. We examined the proportions of female and male persons in pictures and texts and categorized their activities, occupational and parental roles. Going beyond previous studies, we added two criteria: the use of gender-fair language and the spatial arrangements of persons in pictures. Our results show that schoolbooks for German contained almost balanced depictions of girls and boys, whereas women were less frequently shown than men. In mathematics books, males outnumbered females in general. Across both types of books, female and male persons were engaged in many different activities, not only gendertyped ones; however, male persons were more often described via their profession than females. Use of gender-fair language has found its way into schoolbooks but is not used consistently. Books for German were more gender fair in terms of linguistic forms than books for mathematics. For spatial arrangements, we found no indication for gender biases. The results are discussed with a focus on how schoolbooks can be optimized to contribute to gender equality.

Na 1 Nachlass Max Horkheimer, 640 - "Simmel and Freudian Philosophy", "Authoritarianism and the Family Today" und "The Chances of Democracy in Germany" (p. IX 18.1-3-IX 19a)

"Simmel and Freudian Philosophy" (GS 5, S. 396-405); 1. Nachruf, verlesen beim Memorial Meeting for Ernst Simmel; datiert: 13.12.1947; veröffentlicht in: International Journal of Psychoanalysis, 29. Jahrgang, 1948, S. 110-113; 2. Abschrift aus Werken und Briefen Siegmund Freuds; Typoskript, 9 Blatt; 3. Freeman, Burriel: 1 Brief mit Unterschirft an Max Horkheimer, Chicago, 10.06.1949; 1 Brief von Max Horkheimer, Los Angeles, 15.06.1949, 2 Blatt; "Authoritarianism and the Family Today" (GS 5, S. 377-395); 1. Aufsatz, datiert 1947, veröffentlicht in: Ruth Nanda Anshen (editor), "The Family: Its Function and Distiny", New York 1949. a) Typsokript, 20 Blatt b) Typoskript mit handschriftlichen Korrekturen, 20 Blatt c) Typoskript mit eigenhändigen Korrekturen, 20 Blatt d)-f) deutsche Fassung mit dem Titel "Autorität und Familie", übersetzt vom Institut für Sozialforschung, 1960; veröffentlicht in : "Erkenntnis und Verantwortung. Festschrift für Theodor Litt", Düsseldorft, 1960 d) Typoskript, 20 Blatt e) Typoskript, 20 Blatt f) Korrekturfahnen aus der Litt- Festschrift, mit dem Titel "Autorität und Familie in der Gegenwart"; 6 Blatt; 2. Schönbach, Peter: 1 Brief mit Unterschrift an Max Horkheier, ohne Ort, 23.06.1960; 1 Blatt; 3. Schönbach, Peter: 1 Brief mit Unterschrift an Friedrich Pollock, ohne Ort, 22.06.1960; 1 Blatt; "The Chances of Democracy in Germany" (GS 12, S. 184-194); 1947 [?] a) Typoskript, 10 Blatt b) Typoskript mit eigenhändigen Korrekturen, 11 Blatt c) Typoskript mit eigenhändigen Korrekturen ,11 Blatt;

Dragonetti, Carmen and Fernando Tola, On the Myth of the Opposition between Indian Thought and Western Philosophy, Hildesheim-Zürich-New York, Georg Olms Verlag, 2004, 293 pp

Fil: Rollié, Emilio Federico. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

Dragonetti, Carmen and Fernando Tola, On the Myth of the Opposition between Indian Thought and Western Philosophy, Hildesheim-Zürich-New York, Georg Olms Verlag, 2004, 293 pp

Fil: Rollié, Emilio Federico. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.