Gender research (or women's and gender studies) was initially developed in the course of the second women's movement of the 1970s as a criticism of and reaction to a predominantly male-dominated and characterised academic culture: not only were women not represented as academics, but women and female realities and experiences also played no role as research subjects or topics. In this respect, they were excluded from the androcentric scientific culture in two respects.

As we understand it today, gender studies analyses gender relations and the associated power structures in various areas of society and looks at their impact on (scientific) discourses, cultural models, etc. It is true that gender studies has now established itself in the form of independent branches of research and degree programmes, the courses offered in which are usually interdisciplinary and made up of different subject areas. Nevertheless, there is a general claim that a corresponding perspective or approach should form the basis of all research and determine the perception of scientific objects as well as the choice of didactics and methodologies. This can range from a general gender sensitivity with regard to social power structures and hierarchies, to the gender-reflective and gender-sensitive organisation of studies and teaching, to courses that deal specifically with gender-critical issues.

Gender research therefore not only concerns humanities and social science subjects, but is equally relevant for other subject areas such as the natural sciences. Accordingly, gender issues are being recognised in an increasing number of disciplines in terms of their relevance to their own subject matter and are therefore also being systematically included in research designs.

In addition to the Gender Studies Association (FG Gender), which was founded in 2010, other scientific societies also have their own sections (such as the Women's and Gender Studies in Education Studies section of the DGfE or the Women's and Gender Studies section of the DGS).