性别平等与中国学校的教育领导力

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Power and Education Pub Date : 2022-02-25 DOI:10.1177/17577438211058965
Christine Cunningham, Susan Hill, Wei Zhang
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引用次数: 1

摘要

在这篇文章中,我们探讨了100多位中国学校领导对性别、平等以及他们所经历的中国教育的历史和社会背景的看法。中国在国际学生评估项目中的成功率正在上升,中国女性在各级教育中都继续保持着超越男性的稳定趋势。因此,让世界更好地了解中国教育以及领导人,尤其是女性领导人在该领域的影响力,变得越来越重要。我们的研究以一个理论框架为基础,该框架考虑了学校领导的性别角色塑造是否会影响学生对性别角色和规范的信念,因为他们多年来一直在学校观察成年教职员工。我们提供的数据显示,我们的大多数参与者认为他们是中国领先的学校,在那里,性别平等正在被树立榜样,并已经实现。我们讨论并理论化了一种“具有中国特色的性别平等”形式,它似乎重视对成年人有不同性别期望的僵化的性别二元性。最后,我们考虑中国学校领导是否可能在加强而不是改变性别不平等,即使他们没有这样做的初衷是好的。
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Gender equality and educational leadership in Chinese schools
In this article, we explore more than 100 Chinese school leaders’ views about gender, equality and the historical and social contexts of Chinese education that they have experienced. China’s success in international student assessment programmes is rising, and Chinese females are continuing a steady trend of outdoing their male counterparts at all levels of schooling. So importance grows for the world to better understand Chinese education and the influential roles leaders, especially women leaders, hold in that sector. Our research is underpinned by a theoretical framework that considers whether gender role-modelling by school leaders affects students’ beliefs about gender roles and norms because they observe adult staff in schools for years. We present data that reveal most of our participants believe they are leading schools in China where gender equality is being role modelled and has been achieved. We discuss and theorise about a form of ‘gender equality with Chinese characteristics’ which seems to value a rigid gender binary with different, gendered expectations for adults. Finally, we consider whether Chinese school leaders may be reinforcing rather than changing gender inequality, even with the best intentions that they do not.
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来源期刊
Power and Education
Power and Education Social Sciences-Sociology and Political Science
CiteScore
1.70
自引率
9.10%
发文量
44
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