理工科青年女教师的学术发展困境及调适策略——对A教师的个案研究  

Academic Development Dilemmas and Adjustment Strategies of Female Science and Engineering Scholars: A Case Study of Teacher A

作　　者：姜冠群 张莉莉[1] JIANG Guanqun;ZHANG Lili

机构地区：[1]北京师范大学教育学部,100875

出　　处：《中华女子学院学报》2022年第6期76-82,共7页Journal of China Women＇s University

摘　　要：理工科青年女教师的学术发展困境是一个现实问题。以理工科青年女教师A为个案,分析女性、职业早期和海外留学经历这三重标签对其学术发展的影响。研究发现,在男性主导的理工科领域,女性的学术发展处于不利境地。求职时她们较强的科研能力因自身性别而被忽视或低估,入职后表现为边缘化的学术参与和被歧视的他者身份;由于学术发展的关键期与青年女性的婚育周期重叠,她们还承受着社会对于女性家庭角色的期待和学者身份的双重凝视;海归身份本身是优势,但文化再适应、重新累积学术资本等问题加剧了她们的不利处境。为突破结构化困境,需要国家政策层面的持续支持,更需要高校落实性别平等机制。The academic development dilemma of female science and engineering faculty members is already a real issue. A female science and engineering teacher is used as a case to analyze the impact of the triple label of female,the beginning of career, and overseas study experience on her academic development. The study found that women’s academic development is at a disadvantage, as their strong research abilities are overlooked or underestimated due to female identity when applying for jobs, and they are marginalized in academic participation and discriminated against as "the other" after joining the academia. As the critical period of academic development overlaps with young women’s marriage and childbearing cycle, they are also subjected to the double gaze of society’s expectation. The identity of returnees also brings some problems such as cultural re-adaptation and re-accumulation of academic capital. Hence,these factors exacerbate female teachers’ disadvantages. The government needs to provide more continuous support.

关 键 词：理工科女教师 高校青年教师 学术发展 

分 类 号：G776[文化科学—教育学]