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Exploring the Challenges and Strategies of the Sustainable Development of Female Teachers in China’s World-Class Universities: Stakeholder Perspectives

Author

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  • Jian Li

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Eryong Xue

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Kun Li

    (Institute of Education History and Culture, Faculty of Education, Beijing Normal University, Beijing 100875, China)

Abstract

The sustainable development of female university teachers in China faces a range of societal and workplace challenges, especially since the advent of China’s ‘Universal Three-Child Policy’. We applied ‘ecofeminism’ and ‘intersectionality’ perspectives to investigate the role of conflict and endogenous/exogenous environmental culture pressure on the sustainable development of female teachers in world-class Chinese universities. Semi-structured qualitative interviews took place with 28 female teachers in 6 Chinese universities and colleges. The findings indicated that individuals experience deep role conflicts and stereotypes of traditional society. The inherent thinking and behavior patterns brought about through the socialization of female teachers make it difficult for them to achieve self-identity in their professional development. Female teachers should strengthen their subjective consciousness rather than be consumed by multiple identities and role conflicts. Universities and colleges have a duty to protect women’s reproductive rights and prevent gender discrimination linked to these rights. Cultural identification should be promoted and embedded culturally-based gender bias must be avoided to promote gender equality and a change in customs.

Suggested Citation

  • Jian Li & Eryong Xue & Kun Li, 2023. "Exploring the Challenges and Strategies of the Sustainable Development of Female Teachers in China’s World-Class Universities: Stakeholder Perspectives," Sustainability, MDPI, vol. 15(4), pages 1-13, February.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:4:p:3488-:d:1068026
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    References listed on IDEAS

    as
    1. Karthik Muralidharan & Ketki Sheth, 2016. "Bridging Education Gender Gaps in Developing Countries: The Role of Female Teachers," Journal of Human Resources, University of Wisconsin Press, vol. 51(2), pages 269-297.
    2. Gandolfi, Enrico & Ferdig, Richard E. & Kratcoski, Annette, 2021. "A new educational normal an intersectionality-led exploration of education, learning technologies, and diversity during COVID-19," Technology in Society, Elsevier, vol. 66(C).
    3. Jian Li & Eryong Xue, 2022. "The Quest for Sustainable Graduate Education Development: Narrative Inquiry of Early Doctoral Students in China’s World-Class Disciplines," Sustainability, MDPI, vol. 14(18), pages 1-10, September.
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