Student misbehavior and its treatment is a major challenge for teachers and a threat to their well-being. Indeed, teachers are obliged to punish student misbehavior on a regular basis. Additionally, teachers’ punishment decisions are among the most frequently reported situations when it comes to students’ experiences of injustice in school. By implication, it is crucial to understand teachers’ treatment of student misbehavior vis-à-vis students’ perceptions. One key dimension of punishment behavior reflects its underlying motivation and goals. People generally intend to achieve three goals when punishing misbehavior, namely, retribution (i.e., evening out the harm caused), special prevention (i.e., preventing recidivism of the offender), and general prevention (i.e., preventing imitation of others). Importantly, people’s support of these punishment goals is subject to hierarchy and power, implying that teachers’ and students’ punishment goal preferences differ. In this dissertation, I present three research projects that shed first light on teachers’ punishment and its goals along with the students’ perception of classroom intervention strategies pursuing these goals. More specifically, I first examined students’ (i.e., children’s) general support of each of the three punishment goals sketched above. Furthermore, I applied an attributional approach to understand and study the goals teachers intend to achieve when punishing student misbehavior. Finally, I investigated teachers’ and students’ support of the punishment goals regarding the same student misbehavior to directly compare their views on these goals and reactions pursuing them. In sum, the findings show that students generally prefer retribution and special prevention to general prevention, whereas teachers prefer general prevention and special prevention to retribution. This ultimately translates into a "mismatch" of teachers and students in their preferences for specific punishment goals, and the findings suggest that this may indeed enhance students’ perception of injustice. Overall, the results of the present research program may be valuable for the development of classroom intervention strategies that may reduce rather than enhance conflicts in student-teacher-interactions.

Homonegative discrimination such as the denial of leadership qualities and higher salaries concern not only lesbians and gay men but also individuals who were perceived as lesbian or gay (Fasoli et al., 2017). Hence, it is assumed that especially straight people become victims of homonegative discrimination (Plöderl, 2014). The perception of sexual orientation is indeed stereotype-driven (e.g., Cox et al., 2015) but there is a lack of knowledge on how accurate stereotypes are – particularly those referring to speech. Despite a variety of sociophonetic and social psychological research related to sexual orientation and gender, an encompassing understanding is missing on how sexual orientation is expressed and perceived. The present thesis aims to fill these gaps. The two major aims of the present work are a) the examination of the accuracy of speech stereotypes in the context of sexual orientation and b) the development of a model on how sexual orientation is interpersonally construed. Overall, the present thesis comprises five manuscripts with the following aspects in common: They integratively deal with social psychological and sociophonetic perspectives, share a social identity approach, and primarily center speech instead of facial appearance. Moreover, mostly German and German native speaking participants, respectively, have been investigated. Manuscript 1 establishes the Traditional Masculinity/Femininity-Scale as a reliable and valid instrument for assessing gender-role self-concept. The invention was necessary because existing scales insufficiently represented the self-ascribed masculinity/femininity yet (e.g., Abele, 2003; Evers & Sieverding, 2014). Manuscripts 2, 3, and 4 address the (in)accuracy of speech stereotypes regarding stereotypic content and suggested within-group homogeneity. This is carried out by the application of different methodological approaches. On the one hand, relevant acoustic parameters of lesbian/gay and straight women and men were averaged for each group. On the other hand, voice morphing was applied in order to create prototypical and naturally sounding voice averages (Kawahara et al., 2008). Lesbians and straight women differed in none, gay and straight men in one of the analyzed acoustic parameters only. In contrast, a fine-grained psychological analysis yielded various evidence for acoustic within-group heterogeneity. In particular, the exclusivity of sexual orientation and gender-role self-concept have been acoustically indexicalized which suggests that speech stereotypes are inaccurate. However, voice averages do carry perceivable sexual orientation information. Hence, speech stereotypes can be considered as exaggerations of tiny kernels of truth. In Manuscript 5, previous literature on the interpersonal construction of sexual orientation is integrated in a model: The Expression and Perception of Sexual Orientation Model (EPSOM). This model postulates an indirect route and describes how sexual orientation information is transmitted from producer to perceiver by proposing three mediating components. Thereby, the model is able to offer an explanation why sexual orientation can be perceived with above-chance but far-away-from-perfect accuracy. Overall, the present thesis provides meaningful impulses for enhancements of research on social markers of sexual orientation and gender. This thesis offers a model on how sexual orientation is expressed and perceived, shows the benefits of combining sociophonetic and social psychological approaches, and points out the value of applying novel methods and technologies. Beyond that, the present thesis offers useful implications for practice. Speech stereotypes in the context of sexual orientation can be rejected as inaccurate – for example, native German straight men do not nasalize more or less than gay men. Thereby, the present thesis contributes to an erosion of stereotypes and a potential reduction of homonegative discrimination.

Five personality traits commonly known as the “Big Five” have been widely acknowledged as universal. But most available psychological instruments are not necessarily transferable to other cultures. They are referred to as “W.E.I.R.D.” (western, educated, industrial, rich, democratic) and lack the combined emic-etic approach that is necessary for a transcultural perspective. This intercontinental congress brings experts from Kenya and Germany together – thinking out of the box and collecting ideas for a scientific based partnership of East Africa and Europe. Main topics are psychological constructs that prove relevant for Human Resources Management. The Five-Factor Model, core self-evaluations, coping processes and acculturation as well as globalization effects and gender issues are discussed.