Suchergebnisse

Der Autor diskutiert im ersten Teil seines Beitrags die zentralen methodologischen und epistemologischen Fragestellungen der dokumentarischen Methode. Er knüpft dabei an die methodologische Tradition der Kultur- und Wissenssoziologie Karl Mannheims an und zeigt, dass die Auswertungen mit der dokumentarischen Methode zum Ziel haben, die soziale Welt aus der Perspektive der Handelnden zu betrachten. Dabei ist die Analyse des handlungspraktischen Erfahrungswissens ein zentraler Gegenstand der Rekonstruktionen. Eine wichtige Voraussetzung für den Nachvollzug der betrachteten sozialen Welt ist dabei die Offenheit des Feldzugangs. Diese gelingt nur, wenn die Erforschten die Möglichkeit haben, ihre eigenen Relevanzsysteme zu entfalten. Mit Hilfe der dokumentarischen Methode können Daten erhoben werden, die beispielsweise in Gruppendiskussionen möglichst wenig durch Impulse oder Fragen unterbrochen werden. In der Interaktion, die durch solche Diskussionen angeregt wird, kann somit ein unmittelbares Verstehen derjenigen Teilnehmenden, die zum selben Milieu, zur selben Generation oder zum selben Geschlecht gehören, beobachtet werden. Der Autor stellt im zweiten Teil seines Beitrags exemplarisch die Interpretation einer Gruppendiskussion vor, die im Rahmen eines qualitativ vergleichenden Forschungsprojekts zu Jugendlichen türkischer Herkunft der zweiten und dritten Generation in Deutschland durchgeführt wurde. (ICI)

This article reviews the growing literature on the ways in which gender informs our understanding of political psychology and how studies of political psychology shed light on the meaning of gender in society and politics. It focuses on gender gaps in contemporary American politics, where men tend to be more conservative and to engage in more influence‐seeking action than women. The article develops explanations for these gaps and tests them with experimental data. The gender gaps in political attitudes and behaviors are not immutable but rather strongly responsive to the context. Two important features of the context are the gender composition of those present and the rules that govern how decisions are made and consequently how individuals communicate.

"This study examines the effects of two information components on observers´ ability to learn from group discussion. A social emotional and a factual information component were integrated in videotaped group discussions of a classical problem-solving task. To eliminate normative influence observers were employed to evaluate manipulated performance quality (good/bad) and group atmosphere (harmonious/conflictual). It could be demonstrated that without comparison level observers were unable to detect differences in performance quality but were secure in identifying the group atmosphere. With possibility for comparison of manipulated discussions the group atmosphere was used to evaluate performance quality revealing that learning was based on the wrong cues. Variation of both components showed that by increased complexity reference points were not present any more to correctly evaluate performance quality. Results suggest that wrong individual learning effects are considerably detrimental to group problem-solving quality."[author´s abstract]

"As we prepare this revision, we are struck by how many important developments have happened in the world around us since the 15th edition. From the COVID-19 pandemic to what can seem like unprecedented social divides, our day-to-day lives feel different this time around. We worked hard in this revision to capture what some of those developments might mean for the future of effective group discussions. Our focus continues to be communication: how communication creates, maintains, and changes a group through interaction among members and with the group's environment. We encourage members and leaders to employ effective and ethical principles of communication, so their group experiences are as rewarding as they can be"--