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

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  • 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
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    References listed on IDEAS

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    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.
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    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.

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