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Gender and education: An analysis of...

Kopping, Linda J.

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Gender and education: An analysis of factors influencing the academic participation of Chinese women.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Gender and education: An analysis of factors influencing the academic participation of Chinese women./
作者:	Kopping, Linda J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
面頁冊數:	328 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2482.
Contained By:	Dissertation Abstracts International54-07A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9334618

Gender and education: An analysis of factors influencing the academic participation of Chinese women.
Kopping, Linda J.

Gender and education: An analysis of factors influencing the academic participation of Chinese women. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 328 p.

Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2482.

Thesis (Ph.D.)--The University of Iowa, 1993.

Recent studies of contemporary women in the People's Republic of China have identified numerous gender based structural and ideological factors that appear to act as educational disincentives for females. To investigate this phenomenon more fully a qualitative study was developed that involved semi-structured interviews with twenty-four English speaking Chinese women. Interviews focused on the respondents' family backgrounds, personal conceptions of gender and educational experiences. The data was analyzed in order to identify and compare factors that influenced participation in formal education. These factors were then compared with factors previously identified by scholars in gender studies and comparative education as being either enabling or detrimental to females who encounter similar gender based obstacles to educational participation.Subjects--Topical Terms:

641065
Higher education.

Gender and education: An analysis of factors influencing the academic participation of Chinese women.
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100 1 $a Kopping, Linda J. $3 3283226
245 1 0 $a Gender and education: An analysis of factors influencing the academic participation of Chinese women.
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300 $a 328 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2482.
500 $a Supervisor: William E. Duffy.
502 $a Thesis (Ph.D.)--The University of Iowa, 1993.
520 $a Recent studies of contemporary women in the People's Republic of China have identified numerous gender based structural and ideological factors that appear to act as educational disincentives for females. To investigate this phenomenon more fully a qualitative study was developed that involved semi-structured interviews with twenty-four English speaking Chinese women. Interviews focused on the respondents' family backgrounds, personal conceptions of gender and educational experiences. The data was analyzed in order to identify and compare factors that influenced participation in formal education. These factors were then compared with factors previously identified by scholars in gender studies and comparative education as being either enabling or detrimental to females who encounter similar gender based obstacles to educational participation.
520 $a The educational attainment of the respondents was fostered by many of the enabling background factors previously noted by comparative education theorists. Additionally, women who held the highest educational aspirations benefited from eldest child status and unique patterns of parental support and personal motivation. Finally, the fundamental role of a patriarchal gender ideology in the creation of educational obstacles for females was confirmed. Individual and societal manifestations of this were evident in the participants' descriptions of their personal attitudes toward gender, marriage practices and the variable social opportunities available to males and females as well as their own educational experiences.
520 $a The findings of this study are generalizable to all Chinese women with comparable backgrounds who have moved to the United States for academic or other reasons. Furthermore, the structural model of gender acquisition, in conjunction with recognition that gender socialization may have a durable effect independent of situational constraints, is a useful analytical tool when considering the effect gender has had on the academic paths of these women. Similarly, earlier work by comparative education theorists provides a useful analytical tool. However, this body of work is inadequate when attempting to differentiate patterns of support and motivation among women in this group with varying levels of academic motivation.
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