Prof. Dr. Lysann Zander

Latar belakang pendidikannya kuat di bidang Psikologi, dengan gelar Diploma dari Humboldt-Universität Berlin, Doktor (PhD) dari Freie Universität Berlin, dan Habilitasi (kualifikasi profesor) dalam Psikologi dari universitas yang sama. Fokus penelitiannya meliputi mekanisme ketidaksetaraan pendidikan, analisis jaringan sosial dalam konteks pendidikan, peran jaringan teman sebaya, serta stereotip gender dan migrasi. Karyanya seringkali berorientasi pada intervensi untuk mengurangi kesenjangan pendidikan.

Karir akademiknya dimulai sebagai asisten peneliti dan berkembang melalui berbagai posisi di Freie Universität Berlin, termasuk sebagai koordinator proyek untuk penelitian yang didanani Kementerian Pendidikan Jerman dan Yayasan Volkswagen. Sebelum kembali ke Jerman, beliau juga memiliki pengalaman mengajar di City University of New York. Sejak 2018, beliau menetap di Leibniz Universität Hannover, di mana selain peran penelitian dan pengajaran, beliau juga aktif dalam kepemimpinan fakultas, termasuk pernah menjabat sebagai Dekan Bidang Akademik untuk Fakultas Humaniora.

Sebagai peneliti yang sangat produktif, Prof. Zander telah menerbitkan banyak buku, volume hasil suntingan, serta artikel jurnal dan bab buku bereputasi internasional (peer-reviewed). Karyanya banyak membahas integrasi siswa migran, dinamika kelompok sebaya, dan motivasi belajar di bidang STEM. Beliau juga aktif melayani komunitas akademik sebagai anggota dewan editorial, penyunting tamu, dan reviewer untuk berbagai jurnal ternama, serta sebagai pakar ahli untuk konferensi dan komite pendidikan di Jerman.

Dedikasinya terhadap pengembangan generasi akademik berikutnya terlihat dari banyaknya mahasiswa PhD dan tesis Master yang dibimbingnya, dengan topik yang selaras dengan minat penelitiannya. Pengalaman riset internasionalnya diperkaya melalui kunjungan akademik ke berbagai universitas ternama di Amerika Serikat, Israel, dan Australia.

Secara keseluruhan, Prof. Dr. Lysann Zander merupakan sosok akademisi dengan rekam jejak yang kuat dalam penelitian empiris pendidikan, kepemimpinan institusional, dan komitmen mendalam untuk keadilan pendidikan serta inklusi sosial.

• – Zander, L. (2024). Harvesting the potential of diversity through peer collaboration in educational settings. In Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future (pp. 13-23). Routledge.
• – Höhne, E., Lotz, C., Deiglmayr, A., & Zander, L. (2024). How do perceived instructors’ mindset beliefs influence STEM students’ belonging uncertainty and dropout intentions? An intersectional analysis of students’ gender and immigrant background. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 56(1-2), 55–72. doi link
• – Traulsen, S., & Zander, L. (2024). Straighten your back, open your arms! Effects of instructor’s body postures in educational videos on students’ interest and motivation. Learning and Instruction, 93, Article 101959. doi link
• – Oppermann, E., Blaurock, S., Zander, L., & Anders, Y. (2024). Children’s Social-Emotional Development During the COVID-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments. Early Education and Development, 1-29.
• – Höhne, E., von Keyserlingk, L., Haase, J., Arum, R., & Zander, L. (2024). Levels and facets of university students’ stress during the COVID-19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S. Social and Personality Psychology Compass, 18(3), Article e12935. doi link
• – Traulsen, S., & Zander, L. (2024). STEM image videos as a means to increase students’ interest and utility value perception: Does goal congruity matter?. International Journal of Gender, Science and Technology, 16, 31-70. link
• – Zander, L., & Ertl, B. (2024). Female students’ belonging uncertainty in higher education STEM environments: explanations and indications. In P. Watson, D. Rubie-Davies, & B. Ertl (Eds.), The international handbook of gender beliefs, stereotype threat, and teacher expectations: Sharing solutions for safer spaces (pp. 67-78). Routledge.
• – Haase, J., Höhne, E., Hannover, B., McElvany, N., & Zander, L. (2024). How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence. Social Psychology of Education, 27, 523–542. doi link
• – Frühauf, M., Hildebrandt, J., Mros, T., Zander, L., McElvany, N., & Hannover, B. (2023). Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers’ and school students’ perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students’ learning. Social Psychology of Education, 27, 1–41. doi link
• – König, S., Stang-Rabrig, J., Hannover, B., Zander, L., & McElvany, N. (2023). Stereotype threat in learning situations? An investigation among language minority students. European Journal of Psychology of Education, 38, 841–864. doi link
• – Imdorf, C., Pohlig, M., & Zander, L. (2023). Recruiters' valuation of young people’s employment insecurities in Bulgaria and Switzerland: making sense of job-hopping and unemployment in the hiring process. In D. Buttler, M. Ławrynowicz, & P. Michoń (Hrsg.), School-to-Work Transition in Comparative Perspective (pp. 88-120). Edward Elgar Publishing Ltd.
• – Zander, L., Niemann, T., Haase, J., & Höhne, E. (2022). Entwicklung fachbezogener Hilfenetzwerke unter Peers: Eine soziometrische Analyse unter besonderer Berücksichtigung des Geschlechts [Development of subject-related help-seeking networks among peers. Asociometric analysis with special consideration of gender]. PFLB -PraxisForschungLehrer*innenBildung, 4(5), 89–118. doi link
• – Ollrogge, K., Frühauf, M., Mros, T., Boettger, J., Höhne, E., McElvany, N., Zander, L., & Hannover, B. (2022). Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning. Social Psychology of Education, 25, 745–766. doi link
• – Höhne, E., Fekete, S. P., Schild, J., & Zander, L. (2022). Perceived stress, individual psychological resources, and social resources among computer science students during the COVID-19 pandemic. Frontiers in Education, 7, Article 840216. doi link
• – König, S., Stang-Rabrig, J., Hannover, B., Zander, L., & McElvany, N. (2022). Stereotype threat in learning situations? An investigation among language minority students. European Journal of Psychology of Education, 38, 1–24. doi link
• – Haase, J., & Zander, L. (2022). Instructors’ stressors, stress, and resources during remote teaching in the COVID-19 pandemic: the role of gender and professional status. In H. Burgsteiner & G. Krammer (Eds.), Impacts of COVID-19 Pandemic's Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives (pp. 489–519). Leykam.
• – Hannover, B., Zander, L., & Kreutzmann, M. (2022). Entwicklung von Persönlichkeit und Identität [Development of personality and identity]. In H. Scheithauer & K. Niebank (Eds.), Entwicklungspsychologie. Entwicklungswissenschaft des Kindes- und Jugendalters. Neuropsychologische, genetische und psychosoziale Aspekte der Entwicklung (pp. 310–338). Pearson.
• – Zander, L., & Höhne, E. (2021). Perceived peer exclusion as predictor of students’ help-seeking strategies in higher education. Differences by gender and university major. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 53(1-2), 27–41. doi link
• – Zander, L. (2021). Fachlicher Austausch und Freundschaften in sprachlich und ethnisch heterogenen Peergruppen [Academic exchange and friendship in linguistically and ethnically diverse peer groups]. In M. Kreutzmann, L. Zander & B. Hannover (Eds.), Aufwachsen mit Anderen. Peerbeziehungen als Bildungsfaktor [Growing up with others. Peer relationships as educational factor] (pp. 120-133). Kohlhammer.
• – Zander, L., Hannover, B., & Kreutzmann, M. (2021). Musisch-kreatives Tanzen im schulischen Kontext und seine Bedeutung für Peerbeziehungen im Klassenverband [Musical-creative dancing in schools and its relevance for peer relationships in classrooms]. In M. Kreutzmann, L. Zander & B. Hannover (Eds.), Aufwachsen mit Anderen. Peerbeziehungen als Bildungsfaktor [Growing up with others. Peer relationships as educational factor] (pp. 217–229). Kohlhammer.
• – Zander, L., & Höhne, E. (2021). Too good to belong: Kompetenzbezogene und soziale Prädiktoren des Zugehörigkeitsgefühls im Lehramtsstudium Sonderpädagogik [Too good to belong: Competence-related and social predictors of belonging among prospective special education teachers]. In G. Hagenauer & D. Raufelder (Eds.), Soziale Eingebundenheit - Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung [Social enclusion – Social relationships in the focus of school and teacher education] (pp. 237–252). Waxmann.
• – Zander, L., Höhne, E., Harms, S., Pfost, M., & Hornsey, M. J. (2020). When grades are high but self-efficacy is low: Unpacking the confidence gap between girls and boys in mathematics. Frontiers in Psychology, 11, Article 552355. doi link
• – Henke, T., Zander, L., & Baumert, J. (2020). Academic peer networks in schools with two-way immersion and schools with monolingual teaching practice. In N. McElvany, W. Bos, H.G. Holtappels, J. Hasselhorn, & A. Ohle-Peters (Eds.), Against the odds - (In)equity in education and educational systems. Waxmann.
• – Hannover, B., Kreutzmann, M., Haase, J., & Zander, L. (2020). Growing together-Effects of a school-based intervention promoting positive self-beliefs and social integration in recently immigrated children. International Journal of Psychology, 55(5), 713–722. doi link
• – Hannover, B., & Zander, L. (2020). How personal and social selves influence the development of children and adolescents at school. Zeitschrift für Pädagogische Psychologie, 34(2), 65–85. doi link
• – Höhne, E., & Zander, L. (2019). Belonging uncertainty as predictor of dropout intentions among first-semester students of the computer sciences. Zeitschrift für Erziehungswissenschaft, 22(5), 1099–1119. doi link
• – Höhne, E., & Zander, L. (2019). Sources of male and female students’ belonging uncertainty in the computer sciences. Frontiers in Psychology, 10, Article 1740. doi link
• – Degner, J., Mangels, J., & Zander, L. (2019). Visualizing gendered representations of male and female teachers using a reverse correlation paradigm. Social Psychology, 50, 233–251. doi link
• – Zander, L., Chen, I., & Hannover, B. (2019). Who asks whom for help in mathematics? A sociometric analysis of adolescents’ help-seeking within and beyond clique boundaries. Learning and Individual Differences, 72, 49–58. doi link
• – Hannover, B., Gubernath, J., Schultze, M., & Zander, L. (2018). Religiosity, religious fundamentalism, and ambivalent sexism toward girls and women among adolescents and young adults living in Germany. Frontiers in Psychology, 9, Article 2399. doi link
• – Hannover, B., Wolter, I., & Zander, L. (2018). Entwicklung von Selbst und Identität: Die besondere Bedeutung des Jugendalters [Self- and identity development: The special importance of adolescence]. In P. Titzmann & B. Gniewosz (Eds.), Handbuch Jugend (pp.237–255). Kohlhammer.
• – Sander, A., Ohle, A., McElvany, N., Zander, L., & Hannover, B. (2018). Stereotypenbedrohung als Ursache für geringeren Wortschatzzuwachs bei Grundschulkindern mit Migrationshintergrund [Stereotype threat as cause for less vocabulary increment elementary schools children with migration background]. Zeitschrift für Erziehungswissenschaft, 21, 177–197. doi link
• – Zander, L., Kreutzmann, M., & Webster, G.D. (2018). Dancing is belonging! How social networks mediate the effect of a dance intervention on students’ sense of belonging to their classroom. European Journal of Social Psychology, 48(3), 240–254. doi link
• – Zander, L., Brouwer, J., Jansen, E.P.W.A., Crayen, C., & Hannover, B. (2018). Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks. Learning and Individual Differences, 62, 98–107. doi link
• – Zander, L., & Kreutzmann, M. (2018). Ich, Wir und die Anderen: Die Bedeutung der Peergruppe für schulische Entwicklungsverläufe in heterogenen Bildungskontexten [Me, us and the others: Importance of peer groups for school-based trajectories in heterogeneous educational contexts]. In N. McElvany, W. Bos, H.G. Holtappels, J., Hasselhorn, & A. Ohle (Eds.), Bedingungen erfolgreicher Bildungsverläufe in gesellschaftlicher Heterogenität (pp. 103–118). Waxmann.
• – Zander, L., Trölenberg, L., Kreutzmann, M., Dibow, S., & Hannover, B. (2017). WIRwerden. Ein wissenschaftlich begleitetes Projekt zur Förderung der sozialen und identifikatorischen Integration geflüchteter Kinder durch Peer-Tandems in der Grundschule [Growing together. A scientifically evaluated project to promote the social and identificatory integration of resorted children through peer tandems in elementary schools]. In N. McElvany & A. Sander (Eds.), Bildung und Integration – Sprachliche Kompetenzen, soziale Beziehungen und schulbezogene Zufriedenheit (pp. 351–373). Themenheft Empirische Pädagogik, 31. Empirische Pädagogik.
• – Hannover, B., Wolter, I., & Zander, L. (2017). Entwicklung von Selbst- und Identitätsentwicklung in der Adoleszenz [Self- and identity development in adolescence]. In P. Titzmann & B. Gniewosz (Eds.), Handbuch Jugend, 2nd edition (pp. 239–259). Kohlhammer.
• – Zander, L., & Kreutzmann, M. (2017). Peerbeziehungen als Bildungsfaktor – ein Überblick [Peer relations as educational factor – an overview]. In M. Kreutzmann & L. Zander (Eds.), Aufwachsen mit Anderen. Peerbeziehungen als Bildungsfaktor (pp. 9–27). Kohlhammer.
• – Zander, L., & Kreutzmann, M. (2017). Musisch-kreatives Tanzen im schulischen Kontext [Musical-creative dancing in school context]. In M. Kreutzmann & L. Zander (Eds.), Aufwachsen mit Anderen. Peerbeziehungen als Bildungsfaktor (pp. 217–229). Kohlhammer.
• – Zander, L., & Höhne, E. (2017). Female students’ belonging uncertainty in higher education STEM environments: explanations and indications. International Journal of Gender, Science and Technology, 9(3), 45–68. link
 
• – Höhne, E., Zander, L., & Watt, H. M. G. (Eds.). (2023). Guest editorial – Gendered pathways: Identifying barriers and building bridges to STEM education and careers. International Journal of Gender, Science and Technology, 15(3), 237–241. https://genderandset.open.ac.uk/index.php/genderandset/article/view/1531
• – Kreutzmann, M., Zander, L., & Hannover, B. (Eds.). (2021). Aufwachsen mit Anderen. Peerbeziehungen als Bildungsfaktor [Growing up with others. Peer relations as educational factor]. Kohlhammer.
• – Zander, L., Trölenberg, L., Haase, J., Kreutzmann, M., Oldani, M., & Hannover, B. (2020). WIRwerden: Integration von Schulkindern mit Zuwanderungs- und Fluchthintergrund. Ein Praxishandbuch für Lehrpersonen und pädagogisches Fachpersonal [Growing together: Integration of immigrant and refugee students. A practice-oriented handbook for teachers and educational personell]. Vandenhoeck &am; Ruprecht.
• – Hannover, B., & Zander, L. (2017). (Eds.). Peerbeziehungen im Klassenzimmer [Peer relations in the classroom]. Zeitschrift für Erziehungswissenschaft (Themenheft), 20, 353- 386.
• – Zander, L., Kolleck, N., & Hannover, B. (2014). (Eds.). Social networks in educational science and educational governance. Zeitschrift für Erziehungswissenschaft, Special Issue, 26.