本文關(guān)鍵詞：跨越性別裂隙：贊比亞女教授大學領(lǐng)導與管理的經(jīng)歷，由筆耕文化傳播整理發(fā)布。

【摘要】：本論文采用敘事研究視角,以贊比亞女性教授為對象,探索她們在高度性別化的大學體制和文化中獲得學術(shù)領(lǐng)導地位和管理領(lǐng)導職位的生活經(jīng)歷。具體而言,本研究旨在深入闡釋女性的生活體驗和身份認同。建構(gòu)在廣泛的“女權(quán)主義”框架下,本文在研究這些女性是如何創(chuàng)造并運用機會和空間獲得教授職稱和高級管理職位時,采用了一種更為細化的研究角度,即“交叉性”研究方法。探索并理解這些女性是如何克服重重阻礙最終跨越了學術(shù)界高級職位中普遍存在的性別差距是本文的研究主題。處于社會性別差異表現(xiàn)下,這些女性的經(jīng)歷展現(xiàn)了在傳統(tǒng)男權(quán)主義的大學文化中女性在獲得高級學術(shù)和管理職位的進程中遭到排擠是普遍狀況。作為一項質(zhì)性的敘事探究,本研究錄制、轉(zhuǎn)錄了一些高級女性學者的對話性訪談,并對文本做了主題分析。本次研究主要聚焦于8位女教授,她們在贊比亞公立大學里工作或者曾經(jīng)工作過。2014年7月,根據(jù)研究目標她們被選擇加入到本次關(guān)于她們生活經(jīng)歷的研究,通過記錄她們獲得高級學術(shù)和行政領(lǐng)導資歷的職業(yè)生涯軌跡,探索影響她們職業(yè)生涯的工作內(nèi)部和工作之外的因素。“跨越大學領(lǐng)導和管理方面存在的性別差距”正是基于這些女性真實的描述。通過深入的對話式訪談,研究者傾聽這些女性有關(guān)職位提升的生活故事,尋找那些有意義的經(jīng)歷,特別是在提升過程中最重要的促進和制約經(jīng)歷,以及她們自身和他人在她們創(chuàng)造職業(yè)發(fā)展契機成功走向“另一邊”的作用。論文重點探討固化的性別失衡觀念,并展示了這些觀念是如何根據(jù)對于性別的固有刻板印象以及男女性別的能力和偏好的虛構(gòu)觀點形成的。本研究批判性地證實了女性身份認同的“交叉性”,指出共同存在于參與者的個人、職業(yè)和組織層面的影響因素與女性的自信心、決心、信念、家庭支持和教育經(jīng)歷等密切相關(guān)。“這些女性通過對自身和性別規(guī)范的重塑,在拼搏中挑戰(zhàn)和抗爭著傳統(tǒng)的性別位序,為自己取得成就創(chuàng)造了發(fā)展空間”。本論文運用了敘事研究方法,從女權(quán)主義的視角提出“三維影響因素模型”,對8位處于贊比亞大學管理和領(lǐng)導頂層的女性教授的成長和經(jīng)歷進行了深入的探討。此模型的建立源于性別差異化的大學本質(zhì),而性別差異來自于傳統(tǒng)的社會文化。模型中包含女性教授在進行學術(shù)發(fā)展和獲得行政領(lǐng)導資歷過程中所面臨的不同領(lǐng)域的影響因素。通過正面的敘述,本研究關(guān)注女性教授是如何戰(zhàn)勝性別化的社會文化和制度環(huán)境中的挑戰(zhàn)從而成功“成為”學術(shù)和機構(gòu)領(lǐng)導的。研究重點強調(diào)了女性教授的教育背景、自信心、決心、信念、家庭支持等其他因素對她們獲得大學管理與領(lǐng)導職位的影響。在此基礎(chǔ)上,本研究提出了相應的策略,如自我控制的個人信念,家庭和指導教師提供堅實的教育基礎(chǔ)以確保獲得正式高等教育資格的重要作用。與此同時,研究證實了女性的自信和重塑對于應對她們在工作和生活中所擁有的多重的,通常交叉重疊的身份是十分關(guān)鍵的。這些身份建立在社會強加給她們的傳統(tǒng)性別期待之上。然而,這些女性的敘事展示了她們對于那些社會建構(gòu)和期待的有意識的抵抗。此外,本研究提供了理解性別問題的視角,特別是這些問題是如何影響女性在贊比亞大學中通往高級管理和領(lǐng)導角色。因此本研究認為女性的經(jīng)歷從不同的、積極的視角證明女性在高級職位中寥寥無幾并無所作為的普遍假設和解釋是十分消極的。通過對自信心、決心、信念、家庭和教育因素進行個人的控制和運用,女性在高度性別化的學術(shù)機構(gòu)中能夠為職業(yè)發(fā)展創(chuàng)造良好的開端。因此,這些原則將指引女性的個人選擇、行動和行為,幫助她們獲得更高學術(shù)成就,增加女性在學術(shù)機構(gòu)高層職位中的數(shù)量。從贊比亞當前8位女性教授領(lǐng)導和管理的經(jīng)歷可以得出的重要結(jié)論是創(chuàng)造力是實行和再造普遍性別規(guī)范的核心。女性發(fā)展并成功獲得高級職業(yè)地位和管理職位對21世紀贊比亞學術(shù)機構(gòu)中領(lǐng)導的多元化和有效性具有重要意義。
【關(guān)鍵詞】：性別差距 領(lǐng)導 管理 教授 大學 女性 贊比亞
【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2015
【分類號】：G647;G649.473
【目錄】：

• 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

  本文關(guān)鍵詞：跨越性別裂隙：贊比亞女教授大學領(lǐng)導與管理的經(jīng)歷，由筆耕文化傳播整理發(fā)布。

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本文編號：280361