跨越性别裂隙：赞比亚女教授大学领导与管理的经历

发布时间：2017-04-01 09:11

  本文关键词：跨越性别裂隙：赞比亚女教授大学领导与管理的经历，由笔耕文化传播整理发布。

【摘要】：本论文采用叙事研究视角,以赞比亚女性教授为对象,探索她们在高度性别化的大学体制和文化中获得学术领导地位和管理领导职位的生活经历。具体而言,本研究旨在深入阐释女性的生活体验和身份认同。建构在广泛的“女权主义”框架下,本文在研究这些女性是如何创造并运用机会和空间获得教授职称和高级管理职位时,采用了一种更为细化的研究角度,即“交叉性”研究方法。探索并理解这些女性是如何克服重重阻碍最终跨越了学术界高级职位中普遍存在的性别差距是本文的研究主题。处于社会性别差异表现下,这些女性的经历展现了在传统男权主义的大学文化中女性在获得高级学术和管理职位的进程中遭到排挤是普遍状况。作为一项质性的叙事探究,本研究录制、转录了一些高级女性学者的对话性访谈,并对文本做了主题分析。本次研究主要聚焦于8位女教授,她们在赞比亚公立大学里工作或者曾经工作过。2014年7月,根据研究目标她们被选择加入到本次关于她们生活经历的研究,通过记录她们获得高级学术和行政领导资历的职业生涯轨迹,探索影响她们职业生涯的工作内部和工作之外的因素。“跨越大学领导和管理方面存在的性别差距”正是基于这些女性真实的描述。通过深入的对话式访谈,研究者倾听这些女性有关职位提升的生活故事,寻找那些有意义的经历,特别是在提升过程中最重要的促进和制约经历,以及她们自身和他人在她们创造职业发展契机成功走向“另一边”的作用。论文重点探讨固化的性别失衡观念,并展示了这些观念是如何根据对于性别的固有刻板印象以及男女性别的能力和偏好的虚构观点形成的。本研究批判性地证实了女性身份认同的“交叉性”,指出共同存在于参与者的个人、职业和组织层面的影响因素与女性的自信心、决心、信念、家庭支持和教育经历等密切相关。“这些女性通过对自身和性别规范的重塑,在拼搏中挑战和抗争着传统的性别位序,为自己取得成就创造了发展空间”。本论文运用了叙事研究方法,从女权主义的视角提出“三维影响因素模型”,对8位处于赞比亚大学管理和领导顶层的女性教授的成长和经历进行了深入的探讨。此模型的建立源于性别差异化的大学本质,而性别差异来自于传统的社会文化。模型中包含女性教授在进行学术发展和获得行政领导资历过程中所面临的不同领域的影响因素。通过正面的叙述,本研究关注女性教授是如何战胜性别化的社会文化和制度环境中的挑战从而成功“成为”学术和机构领导的。研究重点强调了女性教授的教育背景、自信心、决心、信念、家庭支持等其他因素对她们获得大学管理与领导职位的影响。在此基础上,本研究提出了相应的策略,如自我控制的个人信念,家庭和指导教师提供坚实的教育基础以确保获得正式高等教育资格的重要作用。与此同时,研究证实了女性的自信和重塑对于应对她们在工作和生活中所拥有的多重的,通常交叉重叠的身份是十分关键的。这些身份建立在社会强加给她们的传统性别期待之上。然而,这些女性的叙事展示了她们对于那些社会建构和期待的有意识的抵抗。此外,本研究提供了理解性别问题的视角,特别是这些问题是如何影响女性在赞比亚大学中通往高级管理和领导角色。因此本研究认为女性的经历从不同的、积极的视角证明女性在高级职位中寥寥无几并无所作为的普遍假设和解释是十分消极的。通过对自信心、决心、信念、家庭和教育因素进行个人的控制和运用,女性在高度性别化的学术机构中能够为职业发展创造良好的开端。因此,这些原则将指引女性的个人选择、行动和行为,帮助她们获得更高学术成就,增加女性在学术机构高层职位中的数量。从赞比亚当前8位女性教授领导和管理的经历可以得出的重要结论是创造力是实行和再造普遍性别规范的核心。女性发展并成功获得高级职业地位和管理职位对21世纪赞比亚学术机构中领导的多元化和有效性具有重要意义。
【关键词】：性别差距 领导 管理 教授 大学 女性 赞比亚
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2015
【分类号】：G647;G649.473
【目录】：

• Abstract8-11
• 摘要11-18
• Dedication18-19
• Acknowledgements19-25
• CHAPTER ONE25-50
• 1.0 Introduction25-26
• 1.1 Gendered Workplaces26-30
• 1.1.1 Women in the traditional Zambian society26
• 1.1.2 Women and workplace organizations26-27
• 1.1.3 Women in Academia27-28
• 1.1.4 Women representation in Universities28-29
• 1.1.5 Women and the International Community29
• 1.1.6 Women, Gender Equality, Gender Equity and Empowerment29-30
• 1.1.7 Women and Gender Analysis30
• 1.2 Overview of the global and Zambian status of women in Higher EducationInstitutions (HEIs)30-36
• 1.2.1 Women in Zambian public universities34-36
• 1.3 Statement of the problem36-38
• 1.4 Purpose and objectives of the study38-40
• 1.5 Research questions40-41
• 1.6 Rationale of the study41-42
• 1.7 Significance of the study42-43
• 1.8 Scope of the study43-45
• 1.9 Limitations and delimitations of the study45-46
• 1.9.1 Limitations of the Study45
• 1.9.2 Delimitations of the Study45-46
• 1.10 Defining Terms46-47
• 1.10.1 Bridge46
• 1.10.2 Gender Gap46
• 1.10.3 University (HEI)46-47
• 1.10.4 Leadership47
• 1.10.5 Educational leadership47
• 1.10.6 Management47
• 1.10.7 Women47
• 1.11 Outline of chapters47-50
• CHAPTER TWO50-67
• 2.0 Introduction50-51
• 2.1 A brief geographical and historical background of Zambia51-56
• 2.1.1 Zambian women in the pre-colonial and colonial era52-56
• 2.2 Zambian women in the post - colonial era56-67
• 2.2.1 Status of women in university leadership and management in Zambia58-60
• 2.2.2 Religion and women inequality in leadership and management in Zambia60-61
• 2.2.3 Marriage, family and women’s career advancement in Zambia61-67
• CHAPTER THREE67-96
• 3.0 Introduction67-68
• 3.1 Overview of the gender gap problem in university leadership and management68-69
• 3.2. Status of women leaders/managers in higher education institutions universities69-76
• 3.2.1 Leadership and management of HEIs70-73
• 3.2.2 Some challenges faced by women in leadership and management73-76
• 3.3 Gender equality in educational leadership and management76-79
• 3.4 Leadership in the context of Gender79-82
• 3.5. The role of women movements in promoting the advancement of women to seniorleadership roles in higher education82-85
• 3.6 Women’s leadership and management role in HEIs85-93
• 3.6.1 Women’s leadership role and styles in universities86-87
• 3.6.2 Women and transformational leadership in the educational sector87-89
• 3.6.3 Women and“transactional”leadership style89-90
• 3.6.4 Women and“interactive”leadership style90-93
• 3.7 Women bridging the gender gap in university leadership and management. 6993-94
• 3.8 Importance of researching on women in university leadership and management in Zambia94-96
• CHAPTER FOUR96-110
• 4.0. Introduction96
• 4.1 Theoretical Framework96-99
• 4.1.1 The feminist theory96-99
• 4.2 Feminist Perspectives99-102
• 4.2.1 Personal factors99-100
• 4.2.2 Structural or Organizational factors100-101
• 4.2.3 Cultural factors101-102
• 4.3. Construction of the ‘Three Domain Factor Model’ Conceptual Framework102-107
• 4.3.1. Personal Factors103-105
• 4.3.2 Professional Factors105-106
• 4.3.3 Organizational Factors106-107
• 4.4 The Complex Interaction of Factors107-108
• 4.5 Change towards Positive Research in Gender studies108-110
• 4.5.1 Application of the ‘Three Domains Factors-model’108-110
• CHAPTER FIVE110-158
• 5.0 Introduction110-111
• 5.1 Methodology and Research Design111-126
• 5.1.1 Feminist Methodology114
• 5.1.2 A Feminist Perspective of Gender114-116
• 5.1.3 Reflexivity in feminist methodology116-117
• 5.1.4 Use of Case study117-119
• 5.1.5 Intersectionality approach to gender studies119-120
• 5.1.6 Quantitative or representation studies approach to the Study of Senior Womenacademics120-122
• 5.1.7 Intersectionality approach to researching women’s life experiences in academia122-126
• 5.2 Research Instruments126-134
• 5.2.1 The Pilot Study126-127
• 5.2.2 Research Participants127-134
• 5.3 Methods Used in Collecting Data134-152
• 5.3.1 Use of In-depth Conversational interviews135-137
• 5.3.2 The interview137-138
• 5.3.3 Recording the interview138-140
• 5.3.4 Field notes140-141
• 5.3.5 Documented Evidence141-142
• 5.3.6 Reliability (Credibility) and Validity (Trustworthiness) of the Methodology142-152
• 5.4 Data Analysis152-158
• CHAPTER SIX158-173
• 6.0 Introduction158
• 6.1 Defining ethics in research158-163
• 6.2 Access to and Consent from participants163-166
• 6.2.1 Access to prospective participants (senior women academicians)163-165
• 6.2.2 Securing appointments for interviews165-166
• 6.3 The Interview in Perspective166-170
• 6.3.1 Power relations between interviewer and interviewee166-168
• 6.3.2 Power relations during the interviews168-170
• 6.4 Challenges in Dissemination of the Findings170-173
• 6.4.1 Confidentiality and non disclosure of participants’ identity170-173
• CHAPTER SEVEN173-214
• 7.0 Introduction173
• 7.1 Data173-182
• 7.1.1 Biographical data of the women participants174-177
• 7.1.2 Professional data of the women participants177-178
• 7.1.3 Professional progression data of the women participants178-179
• 7.1.4 Data on Senior university academic and administrative positions by Gender179-182
• 7.1.5 Data on the current jobs of the Women professors182
• 7.2. Analysis on the findings182-185
• 7.3 Bridging the gender gap in university leadership and management185-209
• 7.3.1 Supportive familial relationships and mentorship185-189
• 7.3.2 Higher formal qualifications and specialized training189-190
• 7.3.3 Challenged and changed Gender stereotypes and biases190-195
• 7.3.4 Positive re-invention and integration of the personal and professional identities195-198
• 7.3.5 Leveraging the ‘being woman’ and being a ‘woman professor’ identities198-199
• 7.3.6 Promoting self-confidence and self agency199-209
• 7.4 A summary on the discussion209-214
• CHAPTER EIGHT214-227
• 8.0 Introduction214
• 8.1 A summary of the Research and Key Findings214-227
• 8.1.1 Conclusion218-220
• 8.1.2 Recommendations220-224
• 8.1.3 Some contributions of this study224-225
• 8.1.4 A few suggestions for further Research225-227
• BIBLIOGRAPHY227-259
• ANNEXURES259-284
• Annexure A260-261
• Annexure B261-263
• Annexure C263-264
• Annexure D264-269
• Annexure E269-28

  本文关键词：跨越性别裂隙：赞比亚女教授大学领导与管理的经历，由笔耕文化传播整理发布。

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