[Translate to English:] Ergebnisse der Studie "Out im Office?!" 2017 der Antidiskriminierungsstelle des Bundes und des Instituts für Diversity- & Antidiskriminierungsforschung mit ersten Ergebnissen zur Arbeitssituation lesbischer, schwuler, bisexueller

A new study on the work situation of LGBT+ persons has been published by the Federal Anti-Discrimination Agency

In July 2017, a new study on the work situation of LGBT+ persons was published by the Federal Anti-Discrimination Agency. As the results show, the situation of LGBT+ workers has not altered much in the past ten years or so. It is, though, possible to identify a positive development in that there is more openness for lesbian and gay workers in dealing with their sexuality. Today, according to the report, 28.9 percent openly communicate with all colleagues about their sexual identity. In 2007 this was only 12.7 percent. Nearly a third of respondents do not speak openly about their own sexual identity with any or with only a few of their colleagues. In 2007 this was 51.9 percent. The figures show a positive development in society in this regard, towards more acceptance of sexual identities.

Nevertheless, this is still unsatisfactory. The situation is particularly alarming for transgender employees: 69.0 percent of them have no or very few colleagues who they talk with openly about their gender or sexual identity. In addition, discrimination remains a part of everyday life experience for LGBT+ workers. Three out of four respondents (76.3 percent) reported experiencing discrimination in the workplace.

The ADE advises on all issues surrounding discrimination in education, studies and work, including sexual or gender identity.

The Federal Anti-Discrimination Agency presents current report on discrimination experiences

June 30, 2017

Jobseekers in Germany sometimes face quite serious discrimination. This emerges from the joint report to the German Bundestag presented in Berlin on Thursday by the Federal Anti-Discrimination Agency, the Federal Government Commissioner for Migration, Refugees and Integration, and the Federal Government Commissioner for Persons with Disabilities. In particular, people with disabilities and applicants with foreign roots or foreign-sounding names are not always sufficiently supported in their job search and also experience many forms of discrimination on taking up new employment and in the course of their work.

One quarter of cases in the FADA concern gender discrimination.

The report is based on the evaluation of requests for advice received by the Federal Anti-Discrimination Agency, officers in the practice, and state and non-state anti-discrimination bodies from 2013 to 2016.

The ADE also participated in the data collection.

The survey on “Experiences of Discrimination in Germany” conducted by the FADA in 2015 is also included in the report.

Stereotypes at universities

“Women are more socially minded than men” or “Men are better at math than women”: These are just two examples of the evaluation, perception or judgment of gender behavior.

Gender stereotyping is still widespread in higher education. Identifying and understanding this phenomenon is the first step towards more gender equity.

LIBRA, an association of ten research institutes in the field of life sciences in ten European countries, has developed a test to make participants more aware of gender issues.

If you want to know how strongly you are influenced by gender stereotyping, take the test.

Learning without Barriers: Guidelines for Teaching Staff

Together with the Contact and Information Center for Students with Disabilities or Chronic Illnesses (KIS), the Syndicate Handicap (IGH) has published a set of new guidelines for the teaching staff of the University of Bremen.

“What does it mean to study with a disability and / or chronic illness?

First of all, what it means for everyone; that is simply studying, being at the University, being curious, learning, investing time and effort into your own education, achieving an academic degree. Only that it is not always that easy. Often barriers (and we don’t mean only structural barriers) hinder access to knowledge and make participation in teaching and research more difficult.

Aimed at you as a member of the teaching staff, these guidelines are intended to draw your attention to the everyday hurdles in learning that students with disabilities have to overcome and provide you with practical advice on how you can help to prevent the emergence of barriers – sometimes by very simple means.”