What should religious education in Germany be about and how does religiosity fit into this picture? An empirical study of pre-service religious education teachers’ beliefs on the aims of RE

In secularising Germany the aim of religious education (RE) is under discussion. The churches opt for denominational education familiarising the students with their own religious tradition. Humanists claim an ethical education, giving students objective information about different religions. Which perspective do students who will become RE teachers take in this discussion? Does their religiosity affect this perspective? All over Germany 1828 first-year students (with an average age of 21; 81% females; 72% Catholic and 28% Protestant) completed a relevant questionnaire. The respondents favour a RE which offers objective information. Most of them are pluralist thinkers in religious terms and show a moderate religious practice. The more relativist the students are thinking in religious terms, the more they tend to favour objective information. These findings challenge the churches’ perspective on RE, because even future RE teachers do not agree with the churches’ ideal on RE. A reformulation of this approach on cognitive level will be discussed.     

Why “Gender” disappeared from the gender gap: (re-)introducing gender identity theory to educational gender gap research

Educational gender gap research tries to explain the differential achievement of boys and girls at secondary school, which manifests in many western countries. Several explanatory frameworks are used for this purpose, such as masculinities theory. In this review article, the history of educational gender gap research in Anglo-Saxon literature and problems with the contemporary approach are discussed. It is argued that gender identity theory could prove valuable both in furthering educational gender gap research and mitigating several problems with masculinities theory. To this end, an overview of the history and recent developments in gender identity theory is given. The scarce research combining educational gender gap research with gender identity theory is reviewed. Possible contributions, assets and research questions from gender identity theory to educational gender gap research are discussed.     

The role of temporal context in norm-based encoding of faces

Research shows that the human brain encodes faces in terms of how they relate to a prototypical face, a phenomenon referred to as norm-based encoding. The goal of this study was to examine the effect of short-term exposure on the development of the norm, independently of global, long-term exposure. We achieved this by varying the sequence of presentation of the stimuli while keeping global exposure constant. We found that a systematic manipulation of the average face in a set of 10 preceding trials can shift this norm toward that average. However, there was no effect of order or recency among these trials; thus, there was no evidence that the last faces mattered more than the first. This suggests that the position of the face norm is modified by information that is integrated across multiple recent faces.     

Beyond Similarities: Cross-Gender and Cross-Orientation Best Friendship in a Sample of Sexual Minority and Heterosexual Young Adults

The research investigates differences between heterosexual (n?=?714) and lesbian and gay men (n?=?386) young adults regarding best friendship patterns, well-being, and social anxiety. Based on data from a paper-pencil survey of 1,100 Italian young adults aged 18 to 26, this study underlines the importance of the best friend in young adults’ psychological adjustment, highlighting patterns of friendship in heterosexual and lesbian and gay men young adults. Overall, the majority of participants declared that they had best friends; in the total sample, significant differences were found between women and men, and between lesbian/gay men participants and heterosexual young adults. Lesbian and gay men participants reported more cross-gender best friendships than heterosexual participants did, as well as more cross-orientation best friendships. Gender differences were found only with regards to cross-gender friendships: gay men reported more cross-gender friendships than lesbians did, while heterosexual females reported a higher percentage of cross-gender best friendship than heterosexual males did. MANOVA analysis, only in the gay and lesbian sample, showed the effect of gender, cross-gender, and cross-orientation on well-being and social anxiety. For the well-being dimension, gay men participants with female best friends reported higher scores. In terms of social anxiety, lesbian and gay young adults with cross-gender and cross-orientation best friends reported lower levels of social anxiety.     

Managing a stigmatized identity—evidence from a longitudinal analysis about people with mental illness

Previous research about coping with the stigma of mental illness mostly relied on cross‐sectional or qualitative research designs. In the present study, the consequences of ten identity management strategies for mental illness stigma were observed in a longitudinal design. Cross‐lagged analyses were used to describe the influence of the strategies on the frequency of stigma experiences and on mental health in a two‐wave panel of people with mental illness (n = 367, 79% repeated response rate). Selective disclosure and information seeking emerged as adaptive identity management strategies, whereas overcompensation and withdrawal led to lower mental health. Results were mostly unaffected by demographic and psychiatric variables. The results support an empowerment model of stigma resilience that portrays stigmatized people as active constructors of their social world.     

Glymour and Quine on Theoretical Equivalence

Glymour (1970, 1977, 1980) and Quine (1975) propose two different formal criteria for theoretical equivalence. In this paper we examine the relationships between these criteria.