Women academics in Chinese universities: a historical perspective

Tang, Li; Horta, Hugo

doi:10.1007/s10734-020-00669-1

Cited by 25 publications

(22 citation statements)

References 36 publications

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“…The thematic cluster ‘living status issues’ was also the most commonly researched theme across the entire study period, with particular attention paid to the sub‐topics of physical exercise, disease, and mental health. Interestingly, only a small number of articles (18) were devoted to women academics' marriage life experiences and issues surrounding young women academics' selection of mates, given the broader public debate about women's professional orientation and marriage in Chinese society (Tang & Horta, 2021). Whereas married women academics suffer from pressures surrounding their dual roles (being ‘good wives and mothers’ and ‘strong women’), single women academics face social pressures because of their unmarried status.…”

Section: Resultsmentioning

confidence: 99%

“…A possible related factor is that the proportion of women academics in Chinese higher education (50.32%) is higher than that in many other countries, 2 giving the misleading impression that the gender equality that has been promised by the Chinese government since 1949 (Gaskell et al., 2004) has already been achieved among women academics (Tang & Horta, 2021). This view also appears to be prevalent in Chinese society (Chyxx, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…As in other countries, this presents challenges to the career ambitions of professional women, including those seeking thriving careers in academia (Prozesky, 2008). The Chinese government's efforts to create an egalitarian society, entangled with global forces linked to the opening and globalisation of China, have helped to refashion the place of women in Chinese society, but historical and cultural influences make the institutionalised landscape of women's academic lives more complex (Tang & Horta, 2021). Across different periods in recent Chinese history, measures and trends sometimes supported greater egalitarianism, and at other times seemingly diminished women's opportunities to advance in society (Rhoads & Gu, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Studies on women academics in Chinese academic journals: A review

Tang

Horta

2021

Higher Education Quarterly

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This paper explores how women academics in Chinese higher education have been understood as a topic of research by conducting a comprehensive review of publications on the theme in Chinese national academic journals, that is, national journals written in Chinese. The study identifies publication trends and key research issues concerning academic women in China, adopting a knowledge mapping perspective that unveils research and methodological choices, including data collection methods used in Chinese national journals since the mid‐1980s, when the first publication on women academics was identified. The study finds that despite the rapid expansion of the population of women academics in the Chinese higher education system, this topic has been intermittently researched: interest in it peaked in the early 2010s but has declined since then. Past interest in the topic would be largely activated by governmental policy considerations and changes, but would become relatively dormant during periods of lower policy activity. The research has been mainly focused on policy and practice, and has lacked long‐term perspectives; it has not always acknowledged societal and structural challenges that academic women face, and has not engaged in theory building. The latter is probably because much of the knowledge production has been based on personal opinions and views, and has suffered from a lack of critical thinking, a reliance on largely unsophisticated methods, and findings that are not generalisable.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Studies on women academics in Chinese academic journals: A review

Tang

Horta

2021

Higher Education Quarterly

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“…Confusion view toward families and especially the responsibility of taking care of aging parents (filial piety) exemplified as an important social belief in the macrosystem , prominently motivating CROPs to return and work in China. Traditionally gendered roles that men work outside home while women shoulder major domestic responsibilities and take care of children ( Liu and Morgan, 2020 ) are another reflection of Chinese cultural beliefs in the macrosystem - which add worries for female CROPs and impede their career progress in Chinese higher education ( Tang and Horta, 2021 ). The quote of “everyone has his[/her] own social attributes and family attributes, isn’t it” by one of the CROPs in this study is a typical example reflecting Chinese traditional Confucian views of gender and families.…”

Section: Discussionmentioning

confidence: 99%

Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective

Liú

Zhao

et al. 2022

Front. Psychol.

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This study uses the bioecological model of human development to understand the academic career development of Chinese returnees with overseas Ph.D. degrees (CROPs). Focuses are placed on how CROPs engaged in this process through interactions with contexts, which lead to their differentiated and similar career development in Chinese higher education. Using a qualitative approach of semi-structured interviews with 31 CROPs, our findings reveal that CROPs’ academic career development is co-shaped by personal characteristics and multi-layered environmental contexts. The study highlights the dysfunctionality of Chinese higher education system in the context of China’s ambition to build First-class Universities and First-class Subjects (Double First-class), which constrains CROPs’ academic career development. The paper offers important implications for potential CROPs, policy, and future research studies.

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“…In some countries, for example, in Russia, the opposite trend is observed, that is, the predominance of women in the number of scientific and pedagogical staff (Rudakov, Prakhov, 2021). Currently, in the Chinese higher education system, the proportion of women and men in the research and teaching staff is approximately the same (Tang, Horta, 2021). Thus, the analysis of the literature allows us to conclude that there is a differentiation of gender characteristics in the higher education systems of modern countries.…”

Section: Literature Reviewmentioning

confidence: 97%

Assessment of the share of women in the scientific and pedagogical staff: data from modern countries

Pinkovetskaia

2022

Investig. fem.

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Introduction. Currently, higher education is important in the training of highly qualified specialists, the creation of new knowledge, and the introduction of innovations. Objectives. The purpose of our study was to evaluate the indicators characterizing the gender structure of scientific and pedagogical personnel in higher educational institutions of various countries. These indicators were the share of female teachers in the total number of teachers of higher educational institutions. Methodology. We used data from the UNESCO Institute for Statistics for 107 countries. We used the density functions of the normal distribution as models. Results. The results of the computational experiment showed that the share of female teaching staff in the number of scientific and pedagogical staff on average in the countries under consideration was 41.6%. Women make up more than half of the teaching staff in twenty-four countries. The predominance of men as teachers of higher education institutions was in seventy-eight countries. The countries with the maximum and minimum values of such indicators as the share of female teachers in the scientific and pedagogical staff were identified. A significant difference was proved for groups of countries with maximum and minimum values of indicators. Contribution. The proposed methodological approach and the results obtained have a scientific novelty, since the assessment of the territorial features of the gender structure of teachers of higher educational institutions has not previously been paid attention in scientific research.

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Women academics in Chinese universities: a historical perspective

Cited by 25 publications

References 36 publications

Studies on women academics in Chinese academic journals: A review

Studies on women academics in Chinese academic journals: A review

Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective

Assessment of the share of women in the scientific and pedagogical staff: data from modern countries

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