Gender and diversity competence refers to:

• knowledge of the social construction of gender and other social markers;

• understanding the significance of these constructs in creating social inequity;

• awareness of the impact of ascriptions based on these markers;

• the ability to self-evaluate one's own behavior and thought patterns based on this knowledge, as well as the ability to act with the aim of promoting equaity

Gender and diversity competence is fundamental to the theoretical foundations of academia and is therefore an essential qualification goal that students should acquire during their studies. The qualification objectives of each discipline – particularly at a research university – should be further developed to include the acquisition of gender and diversity competence. This competence can support the formulation of nuanced and theory-based research questions. Additionally, gender and diversity competence is a necessary key qualification for graduates in non-academic professional contexts.

The foundations for gender and diversity sensitive behavior should ideally be laid early in a student's studies, as the success of any course also depends on the sensitivity of the students involved.

Different disciplines can emphasize different areas in which students primarily acquire this competence. Two main approaches can be distinguished as part of courses aimed at acquiring key qualifications

1.  as a component of academic learning within specific modules,

2.  or as a cross-cutting theme integrated into existing modules.

Gender and diversity aspects are relevant in all academic disciplines and are increasingly being considered in research across fields. Degree programs should therefore incorporate appropriate gender and diversity specific content into their curricula. The examples provided by the DFG on the relevance of gender and diversity in research can be a helpful resource: https://www.dfg.de/en/basics-topics/developments-within-the-research-system/diversity-dimensions.

For integrating women’s studies and gender studies into academic teaching, please have a look at:
“Gender-Equitable Accreditation and Quality Assurance – A Guide. Analyses. Recommendations for Action & Gender Curricula,” StudienNetzwerk Frauenforschung NRW No. 14, 2012. The guide is made available by Team Equity. At our offices, you may receive copies of the relevant sections.

Moreover, diversity and the question of whether there is space for reflection on colonial continuities in research and teaching is also highly relevant. This might involve, for example, a critical examination of racist and colonial intellectual traditions, the issue of representation of perspectives from the Global South within a discipline, or even the origin of learning and exhibition materials.

If learning processes are not actively and consciously designed, they risk reproducing social inequalities per default. In this sense, gender and diversity-sensitive didactics are essential for ensuring equity for students. Discrimination—whether conscious or unconscious, by instructors, students, or through structures and materials—must be prevented as much as possible. It is therefore important that instructors recognize the diversity of their students and consider how learning content and communication styles may affect them differently. Only then can they create equitable learning conditions for all students.

Research in didactics shows that instructors can strengthen students’ confidence and optimism about successfully completing their studies by adopting an interactive, egalitarian teaching style. Instructors should therefore aim to create a classroom atmosphere in which all students feel respected and supported, enabling them to fully engage and realize their potential.

Gender-inclusive and diversity-sensitive teaching means acknowledging students as a diverse group without resorting to stereotypes. It requires instructors to reflect on their own biases and to take a clear and active stance against discriminatory behavior among students, for example. This, in turn, calls for foundational knowledge about conscious and unconscious biases, and about how to act when necessary. The university’s teaching development program includes various offers to support diversity-sensitive teaching. Team Equity is also happy to assist with organizing anti-bias trainings and workshops.
 

A significant number of students face personal circumstances which negatively affect their ability to participate equally in university life. These challenges may delay their academic progress or, without compensatory measures, even lead to dropping out.

Challenges may include family responsibilities such as childcare or caring for relatives, health-related issues such as chronic illness or disability, as well as employment alongside their studies, adjusting to a new language of instruction, or a lack of prior knowledge—such as that resulting from a change or disruption in educational systems.

For students with family responsibilities or health conditions, there are legal requirements mandating that universities accommodate their specific situations. The guide “Equal Opportunities for Students with Family Responsibilities” and the brochure “Studying with a Disability or Chronic Illness – A Guide for Instructors” offer concrete recommendations for implementation. Compensatory measures intended to ensure equity must be recognized and applied.

Other life situations—such as financial hardship, racism, classicm, or challenges related to their sexual identity can also be sources of stress for students. It is important to signal openness to students’ concerns and to anticipate and avoid situations which could further marginalize them. A helpful approach is to routinely begin each course by asking students what they need in order to learn effectively. Overall, the diverse backgrounds of the student body creates a general need for increased flexibility in both the timing and methodology of study programs.

During the application phase, the academic departments should present themselves in a way that makes all qualified prospective students feel equally addressed and welcomed. Application procedures must be designed to ensure equity on all levels.

The following review criteria provide guidance on where action may be needed:

• The presentation of study programs on websites, in flyers/brochures, etc., is designed with gender and diversity awareness. Representations of individuals are diverse, the language is clear, gender-inclusive, and non-exclusionary
• Events aimed at recruiting students are organized in a way that allows all interested individuals to feel equally addressed and encouraged to begin their studies. This also means that the language used during these events should match the average proficiency level of high school graduates and should not be overly academic
• When recruiting students, consideration should be given as to whether additional events or outreach efforts can be offered for groups that may experience higher entry barriers when deciding to pursue a university degree or a specific field of study. This includes, for example, marginalized genders, international students, first-generation academics, or students with a migrant background
• The selection criteria for restricted-admission programs, the recognition of prior knowledge, and any aptitude tests are reviewed to ensure they promote equity. If necessary, compensatory measures are provided
• In master’s programs, the proportion of women among applicants and those admitted corresponds to the proportion of women completing relevant undergraduate degrees. The early study phase is structured to account for and offset different levels of prior experience, including from a diversity perspective. If needed, language courses or tutorials are specifically offered or arranged for international students or other groups at the margins
• During introductory events, equitable materials for new students should be handed out. An active openness towards diverse life situations is communicated clearly, and special advisory services are highlighted. In particular, responsibilities related to caregiving, differences in language, geographical knowledge, and employment commitments are taken into account during planning

For students facing special challenges, academic success often depends on whether their studies can be organized in a way that accommodates those challenges. Degree program designs can support such compatibility through structural measures.

Review criteria may include:

• The guidelines "Equal Opportunities for Students with Family Responsibilities" and the brochure "Studying with Disabilities or Chronic Illness – A Guide for Instructors" are known to all teaching staff
• Required courses are scheduled at times compatible with caregiving responsibilities
• Priority for seminar and course slots is given to students with specific burdens (children, caregiving responsibilities, chronic illness, disability) so they can choose times that suit them best
• Attendance requirements should be made more flexible for students with special burdens by offering substitute assignments or virtual participation when needed
• Wherever possible, students with particular challenges are offered alternatives for fulfilling certain academic requirements (e.g., excursions, study abroad, internships, lab work, etc.)
• The conditions for studying abroad at partner universities for students with disabilities or chronic illness, or those with children, are clarified and shared when advising students
• Virtual international experiences (e.g., virtual partnerships and projects) are provided where feasible
• Students with disabilities, those who are pregnant, those with chronic illnesses, or those with limited German proficiency are granted extended time for exams or submissions
• Students with special burdens may take rescheduled exams as their first regular attempt
• Accessibility and usability of physical spaces are pursued consistently and with persistence
• The degree program can be studied in individual part-time formats
• All students are informed about general and subject-specific scholarship opportunities
• Faculty selection committees for academic funding (e.g., Germany Scholarship) ensure that funding decisions are gender inclusive and diversity sensitive

It is not enough to establish measures for students facing particular challenges—they must also be communicated effectively so that both students and teaching staff are aware of them. Specially qualified advisory services play a key role in this regard; these services are also generally important for students who may be affected by prejudice and inequity.

Review criteria:

• There are communication channels through which students with particular challenges can learn about measures aimed at improving their study conditions
• Academic advisors have training in gender and diversity competence and are familiar with the university’s specialized support and advisory services
• Advisory sessions are offered transparently, regularly, and according to established counseling standards
• The "Team Equity – Care" guide on study conditions for students with family responsibilities is known to academic advisors and used in their practice
• There is a dedicated advisory service for students with particular challenges, as well as a reporting and counseling option for cases of discrimination, bullying, etc
• The academic counseling office or dedicated advisory service keeps anonymized records of cases involving students with special burdens and informs the study commission of recurring problems and any solutions found

The findings of gender and diversity research- as well as the acquisition of gender and diversity competence- should be part of the academic content in every discipline. The specific content and modes of instruction are subject to disciplinary decisions and may vary across study programs.

Review criteria:

• The acquisition of gender and diversity competence is integrated into the qualification objectives of the study programs
• Topics from gender and diversity research are embedded in the modules of the study programs
• Teaching staff participate in higher education didactics training focused on gender inclusion and diversity sensitive teaching
• Course evaluations address the extent to which teaching reflects gender and diversity awareness
• It is recommended to permit gender-inclusive language in exams. However, using - or not using - the generic masculine form must not result in a grade deduction. Students are informed about how this is handled

Each discipline should consider the composition of its student body and the requirements that arise from it.
So far, this is particularly relevant for gender equity data. At the University of Tübingen, the cascade model applies, which uses the proportions of women and men at the previous qualification level to determine the target proportions for the next level. This means, for example, using the percentages of women and men among applicants, admitted students, enrolled students, and graduates. The Gender Equity Office is happy to assist with this.

A proportion of women among teaching staff that reflects a balanced ratio according to the cascade model should also be considered a goal, particularly due to their role as role models and in improving equity for all genders.

Requests for additional diversity-related data are often rejected by affected individuals and perceived as reproducing discrimination. Greater acceptance is found for surveys that inquire about obstacles and experiences of discrimination, as these can help demonstrate the need for change.

The guide "Gender-Sensitive Teaching" published by the State Conference of Equal Opportunity Officers at the Universities of Applied Sciences in Baden-Württemberg serves as a resource for the gender-equitable planning and design of courses.

LaKoG Guide for Gender Sensitive Teachinhg (German) 

Teaching Guideline University of Tübingen:
https://uni-tuebingen.de/en/universitaet/profil/werte-und-visionen/leitbild-lehre/ 

More on Studying with Care Responsibilites:
https://uni-tuebingen.de/en/university/equity/service/studying-when-you-have-a-child/enrollment-procedures/ 

Brochure of the University of Tübingen „Studying with a Disability or Chronic Illness - Guide for Instructors“:
https://uni-tuebingen.de/en/study/advice-and-info/students-with-disabilities/information-for-teaching-staff-1/ 

Gender-Includive Languege at the University of Tübingen:
https://uni-tuebingen.de/en/universitaet/equity/handlungsfelder/gendergerechte-sprache/