IDEAS home Printed from https://ideas.repec.org/a/eee/injoed/v91y2022ics0738059322000475.html
   My bibliography  Save this article

Climbing the academic ladder: Chinese women academics seeking recognition on the way to becoming professors

Author

Listed:
  • Bao, Li
  • Tian, Xiaoming

Abstract

With the escalation of academic ranks, gender gap is becoming increasingly significant in Chinese academia. We qualitatively explore what hinders Chinese women academics from attaining the rank of professor, how and why these hindrances are constructed, and how these women identified with those hindrances. The findings suggest that they seek recognition as both women and as academics with contested expectations, so that they are confronted with three disadvantages: lack of funding and network, gendered career aspiration, and shortage of role models. We conclude that their desire to be recognized in dual norms reshapes the self-identification of these women academics and this forms their obstacles in climbing the academic ladder.

Suggested Citation

  • Bao, Li & Tian, Xiaoming, 2022. "Climbing the academic ladder: Chinese women academics seeking recognition on the way to becoming professors," International Journal of Educational Development, Elsevier, vol. 91(C).
    • Handle: RePEc:eee:injoed:v:91:y:2022:i:c:s0738059322000475
    DOI: 10.1016/j.ijedudev.2022.102597
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0738059322000475
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.ijedudev.2022.102597?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Yadong Guo & Helena Sit & Min Bao, 2020. "Sustainable Careers of Teachers of Languages Other than English (LOTEs) for Sustainable Multilingualism in Chinese Universities," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    2. Shannon Tushingham & Tiffany Fulkerson & Katheryn Hill, 2017. "The peer review gap: A longitudinal case study of gendered publishing and occupational patterns in a female-rich discipline, Western North America (1974–2016)," PLOS ONE, Public Library of Science, vol. 12(11), pages 1-24, November.
    3. Jiayi Zhao & Karen Jones, 2017. "Women and Leadership in Higher Education in China: Discourse and the Discursive Construction of Identity," Administrative Sciences, MDPI, vol. 7(3), pages 1-17, June.
    4. Margaret W. Sallee, 2013. "Gender Norms and Institutional Culture: The Family-Friendly versus the Father-Friendly University," The Journal of Higher Education, Taylor & Francis Journals, vol. 84(3), pages 363-396, May.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Sara McPhee Lafkas & Marin Christensen & Susan R. Madsen, 2023. "The Impact of COVID-19 on Women and Work: Career Advancement Challenges," Merits, MDPI, vol. 3(1), pages 1-19, February.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Karen A. Longman, 2018. "Perspectives on Women’s Higher Education Leadership from Around the World," Administrative Sciences, MDPI, vol. 8(3), pages 1-6, July.
    2. Min Bao & Wei Ren & Danping Wang, 2020. "Understanding the Professional Practice of Teachers of Chinese as an Additional Language through the Lens of Teacher Agency," Sustainability, MDPI, vol. 12(18), pages 1-15, September.
    3. Nida Denson & Katalin Szelényi & Kate Bresonis, 2018. "Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(2), pages 226-247, March.
    4. Sara Ashencaen Crabtree & Chris Shiel, 2019. "“Playing Mother†: Channeled Careers and the Construction of Gender in Academia," SAGE Open, , vol. 9(3), pages 21582440198, September.
    5. Matthew J. Phillips & Peta L. Dzidic & Emily L. Castell, 2022. "Exploring and Critiquing Women’s Academic Identity in Higher Education: A Narrative Review," SAGE Open, , vol. 12(2), pages 21582440221, May.
    6. Amanda M. Kulp, 2020. "Parenting on the Path to the Professoriate: A Focus on Graduate Student Mothers," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(3), pages 408-429, May.
    7. Mónica Segovia-Pérez & Pilar Laguna-Sánchez & Concepción de la Fuente-Cabrero, 2019. "Education for Sustainable Leadership: Fostering Women’s Empowerment at the University Level," Sustainability, MDPI, vol. 11(20), pages 1-14, October.
    8. Siqi Liu & Yu Chen & Qi Shen & Xuesong (Andy) Gao, 2022. "Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding," Sustainability, MDPI, vol. 14(16), pages 1-15, August.
    9. Robert J Speakman & Carla S Hadden & Matthew H Colvin & Justin Cramb & K C Jones & Travis W Jones & Isabelle Lulewicz & Katharine G Napora & Katherine L Reinberger & Brandon T Ritchison & Alexandra R , 2018. "Market share and recent hiring trends in anthropology faculty positions," PLOS ONE, Public Library of Science, vol. 13(9), pages 1-19, September.
    10. Minghao Kang & Qi Shen & Yongyan Zheng, 2022. "LOTE (Languages Other than English) Teachers’ Emotions and Professional Identity in Response to Educational Reforms: A Social-Psychological Perspective," Sustainability, MDPI, vol. 14(17), pages 1-13, August.
    11. Rachael N. Pettigrew, 2022. "Employers’ Perceived Career Impact of Canada’s Parental-Leave Extension from 35 to 61 Weeks—“An Empty Gift”," Merits, MDPI, vol. 2(3), pages 1-17, August.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:injoed:v:91:y:2022:i:c:s0738059322000475. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-journal-of-educational-development .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.