个体化视角下高校青年女博士教师的自我认同与危机

Self-identity and Crisis of Young Female Doctoral Teachers in Universities from an Individualized Perspective

现代性触发了传统社会结构和秩序的消解,个体主体意识觉醒。女性从家庭走入职场,获得独立人格的同时也面临着自我认同危机。研究通过问卷调查与深度访谈等方式考察了248位高校青年女教师在社会性别分工、工作家庭关系、职业发展等方面的认知与自我认同,发现女教师总体上呈现出“独立进取的自我”,不被传统社会性别角色分工所囿:一方面在学术领域力求上进,一方面仍想把女性的传统角色扮演好,陷入追求事业和家庭双卓越的焦虑;在工作与家庭协同方面也面临难以实现的平衡,从而遭遇自我实现的两难处境。由于社会组织环境和家庭内部的支持与关注不足,女博士教师正遭遇着解放还是回归的个体化危机,要帮助她们在实现脱嵌的同时更好地再嵌入,应当以政府、高校等为主体,从组织、政策、制度、文化层面根本改善制约女教师发展的社会环境,减少个体再嵌的制度障碍以及依然残存的性别偏见。

Modernity triggered the dissolution of traditional social structure and order,and the awakening of individual subject consciousness.As women move from family to workplace,they acquire independent personality and face self-identity crisis at the same time.The study examined the perceptions and self-identity of 248 young female university teachers in terms of social gender,work-family relationship,and career development,and found that female teachers generally show“independent self”and are not constrained by the traditional division of gender roles.At the same time,female teachers have to play their traditional role in academic field and anxiety of career and family excellence and difficult balance between work and family collaboration.Due to the social organization environment and family support and attention,female doctor teachers are suffering from liberation or return to individualized crisis,to help them achieve better embedded,should take government,universities as the main body,from the organization,policy,system,cultural level fundamentally improve the development of female teachers social environment,reduce individual embedded institutional barriers and still residual gender prejudice.