The Educational Implication Of Occupational Status Attainment Among Highly-educated Women

With the in-depth implementation of the basic national policy of gender equality in China,women's education level has been significantly improved,and their role in the economic and social development has become increasingly prominent.At the same time,from a worldwide perspective,more and more women can equally exercise democratic rights,participate in economic construction,and enjoy equal rights to education and work.In this context,further narrowing the gender gap in occupational status in the labor market and promoting the outstanding development of women have become the key to truly realizing gender equality in the current era.In the process of promoting women to obtain high-level occupational status,in addition to external social forces such as policies and systems,education as shaping personality and cultivating values also plays a crucial role.Thus,this paper adopts case study method to comprehensively analyze how they obtain their own occupational status and the promoting role of education in this process through in-depth interviews with 13 highly educated women in enterprise management position.Based on their experiences of occupational status attainment,different types of education in different time and space are reflected,and this paper further puts forward the specific and feasible educational path of female talent training from the perspective of life space,learning space and career space.On the one hand,this study not only focuses on the objective occupational status measured by power,reputation and income,which is the result of occupatioanl status.,but also displays a dynamic self,environment and interpersonal interactive process.On the other hand,the "education" in this study not only refers to the educational level of highly educated women(educational result),but also a series of educational processes and influences that they have experienced in their growth and development.At the same time,given the consistency of educational effect on female occupational status attainment,it is difficult to analyze the effect from a certain type of education or educational activities on certain aspect of female development.Therefore,this study comprehensively analyzes the role of education in different time and space in female occupational status attainment.The main findings are as follows:First,the "4A" interactive model of occupational status attainment path of highly educated women.The attributes of highly educated women,namely "androgyny",tenacity,self-confidence,enterprising,and ability,including adaptability to the workplace environment,planning ability to career development,implementation ability to action plan and learning ability to self-improvement,are the internal guarantee to obtain high-level occupational status.In the process of occupational status attainment,the highly educated women conducted a series of positive actions,including selfmaterial interaction,in which they calmly dealing with the "multiple constraints" of the workplace environment,not willing to be the "promotion foil" and dare to try the extreme challenges;interpersonal interaction including learning to be flexible and stick to self in the interaction with leaders,obtaining instrumental rationality and emotional support in the interaction with colleagues,and promoting development and mutual support in the interaction with subordinates;self interaction including breaking through the "glass ceiling",searching for "potential development zone" and creating "core competition power",continuous learning and self-improvement.Finally,highly educated women have achieved the aim of "obtaining different levels of occupational status",which are "little self" occupational status(materiality and Spirituality)and "big self" occupational status(collectivity and sociality).Second,the educational dynamic model of occupational status attainment of highly educated women.This study analyzes the dynamic educational effects in different time and space on female occupational status attainment from the source of action,the path of action and the results of action.Concretely :(1)family education in life time and space,through the influence of family environment atmosphere,the physical action and strict training of parents,highly educated women shaped their characteristics,obtained emotional development and formed the basic gender concept in the process of imitation learning and self internalization;(2)school education of learning time and space,they mastered the basic survival tools through professional learning,obtaining the overall improvement of comprehensive vocational ability through "the second classroom activity",obtaining spiritual encouragement and emotional support through active interaction between teachers and students;(3)lifelong education in vocational time and space,they learn to survive in the workplace through the hard working environment horning,promoting self-breakthrough and continuous progress by changing work challenges,and gaining tool benefits and emotional interaction through supportive network.Third,the model of educational resistance of occupational status attainment of highly educated women.This study further analyzes the negative educational function in the process of women's occupational status attainment.Specifically :(1)in the family education with gender label,parents' low expectation of female development,neglecting of female emotional development and dominant parent-child relationship restrict the development of women and hinder the establishment of positive emotions of women.Meanwhile,women's dependence is unconsciously strengthened.(2)In the“de-gendered” and “re-gendered” school education,there is a deep gender inequality hidden behind the "balance and identity",which re-shapes the gender concept of women through the hidden campus culture and leads to the marginalization of women in teaching and learning process.Such a school education atmosphere makes women ignore gender inequality,strengthens women's recognition of traditional gender concepts,and leads to “learned helplessness”.(3)In the post-employment education with “rationalization” of gender difference,there is still “contempt” for women in the corporate culture,and there is an imbalance in the allocation of education and training resources between male and female employees.Meanwhile,female employees generally lack the guidance of work mentors.As a result,female employees are unable to fully improve their ability level,difficult to integrate into the interpersonal network in the work organization,and lack of work and emotional support.Fourth,the educational improvement path of occupational status attainment of highly educated women.Based on the "4A" interaction model,the educational dynamic and resistence,this study puts forward specific educational promotion strategies for female talents' cultivation from the two aspects of educational concept and educational action.In terms of educational concept,we should establish modern gender concept based on "new gender relationship",female quality education concept with the core of excellent development,and female ideal and belief concept based on "self value realization" and "serving the society".In the aspect of educational action:(1)in the family education of life time and space,we can promote the formation of women's modern gender concept and personal charaterisitics by developing the "moistening" education based on daily language and behavioral interaction.(2)In the school education of learning time and space,based on the ordered learning time and space,the "modern gender concept" should be integrated into the curriculum.The teaching method with "cooperative participation" should be adopted,and the "relational" teaching practice should be carried out;based on the unordered learning time and space,school should provide more opportunities and platforms for women to participate in the management of all departments of the school,the organization of student organizations and associations,and the society district and social services.(3)In the lifelong education of vocational time and space,we should integrate the modern gender concept into the corporate culture,promoting highly educated women to form gender concept and professional emotion,and help women to achieve the "secondary socialization of female character" through the test and practice of hard working environment and challenging work tasks.Moreover,we promote them to constantly seek for selfbreakthrough and continuous learning,continuously accumulating working experience,improving professional ability and continuously obtaining emotional support through communication with working tutors and "women's community of common destiny".In a word,in the process of occupational status attainment of highly educated women,they give full play to their subjective initiative.They can actively adapt to the workplace environment,keep learning status and constantly seek breakthroughs,which is closely related to the education in every stage of their growth and development.It is significant for women's education and talents cultivation by analyzing educational dynamic role in female occupational status attainment and exploring effective educational improvement paths.