A Study On The Development Of The Female College Teachers From The Perspective Of Gender

As the famous poem goes: "From the front, it looks like a mountain range; from the side, it looks like a peak. From a thousand different positions, it takes on a thousand different appearances." This demonstrates that different "discipline approach" or "theoretical perspective" can only "touch a part of the new land" and only see "one or two Peninsula or the Gulf". The main theoretical perspective of this study and the methodology perspective adopted in this study is that of gender. The key issues this "theoretical perspective" concerns are the unfair situation of females in social life and the aim to improve the unfavorable situation of the woman by placing the female issue into the power relationship embodied in gender and to fully and freely promote gender equality. The reasons why social gender is a suitable theoretical framework to analyze the development of college female teachers can be summarized as follows: firstly, the purpose of analyzing questions from the perspective of gender accords with the pursuit that the development of the college female teachers should take "being" as the starting point; secondly, the perspective of gender can provide a new voice, a new evaluating criterion and a new action plan for the development of college female teachers. Thirdly, gender has been a worldwide concern and even more importantly it has been the main trend of thought in the study of higher education throughout the western countries. Furthermore, along with the deeper development of social transformation, the "female problem" in China does not disappear or become insignificant, on the contrary, the new problems emerged from social gender equality requires to be solved beyond the limitations of existed theories. Based on this, it's not only an objective requirement but also a rational choice for the researchers to re-examine the development of college female teachers from the perspective of gender, and to highly complement the solutions to the problems of the development of college female teachers from the perspective of human development. Specifically, in theory, this study can further broaden the horizon of recognizing and discussing the development of college teachers, enrich the theories about teachers' development, and provide a suitable analyzing framework for the college female teachers' development. In practice, this study can provide new ideas for the realization of gender equality in college education our country is in pursuit, especially for college female teachers to get out of their development dilemma so as to develop together with the male teachers harmoniously.This dissertation mainly focuses on the following five aspects: First, the definition and the demonstration of the basic theoretical questions to the concepts related to social gender and college teachers' development provide the basic theoretical foundation for the full investigation of the study. Second, from historical dimension, the study puts in order, analyzes and illustrate on the development path of college female teachers by following both vertical and horizontal directions. The study mainly discusses three typical social gender systems appeared in three different history periods in China and how it influences college female teachers as a cultural concept and power mechanism. The study proposes that under the regulation of three social gender systems(differences between men and women, preliminary gender equality, convergence between men and women ), the development of college female teachers has experienced three corresponding periods: as absent one, aphasia and speaker; and the study summarizes that the gender differences of college teachers' development mainly reflect in the following three aspects: the differences in the starting point of the development, the content of the development and the pursuit of period targets. Third, on the basis of historical analysis, the dissertation makes a detailed analysis of the current situation of college female teachers' development from four aspects: academic professional ability, sociability, spirituality and personality. Two primary questions existing in recent college female teachers' development are proposed: marginalization danger on the one hand which registers as visible marginalization, invisible marginalization and reversal marginalization; the issue of gender myth on the other is expressed in the following three aspects: ability dependent, image identification and personality development. Fourth, this dissertation makes a more detailed and deeper analysis of the reasons resulted from the dilemma of recent college female teachers' development from three dimensions such as theory, history and reality. The first one is the theoretical restriction. The dissertation highlights why the two patterns of Gender-blind development and the gender differences proposed by western Feminism abroad can not be taken simply to guide college female teachers' development to get out of the dilemma directly. The second one is the restriction by historical factors. The dissertation points out that the liberating and developing road Chinese women has experienced can be characterized as "men leading" and "nation flavored", and its influences on college female teachers' development. The third one is the restriction by realistic factors. Out of the high education system, the underlying and deep reason resulted in the dilemma of college female teachers' development is the relatively backward productivity and the invisible social gender system; in high education system, the special factors leading to the dilemma are gender standpoints existing pervasively in the specialization of college teachers, scientific research and administrative operation; from the point view of female teachers themselves, the important underlying reasons restricting their development are their passivity and superficiality of subjective consciousness, their locality and hysteresis nature of female consciousness. Fifth, based on these four tasks above, this dissertation constructs the theoretical pattern and practical path for our college female teachers' development. The core argument of the dissertation is that gender-sensitive development is the theoretical pursuit of college female teachers' development under the recent social circumstances. The basic appeal, on the one hand, is to recognize the rights and requirements of female teacher as a "human being", that is to say, female teachers and male teachers should enjoy the shared rights and meet the requirements of development. On the other hand, it should be admitted that female teachers should enjoy special rights and requirements as "women" which are different from male teachers. The final objective of female teachers' development is to demolish the constrains by gender system so as to achieve people's free and full development, and accomplish the harmonious improvement together with male teachers. It is certain that the realization of this improvement needs a cooperative practice not only in and out of the education system, but also among the female teachers themselves.