Gender disparities in rural teacher education and empowerment in Western China

Qianli Yang; Rakheebrita Biswas

doi:10.31893/multiscience.2025015

Keywords:

gender disparities

rural teacher

education empowerment

Western China

Abstract

Although everybody accepts that gender imbalance existed in China's educational framework during the 1980s, there is clashing proof in the country's financial matters of education writing about changes in gender disparity in educational accomplishment over time. A few investigations guarantee there is, as yet, a critical gender imbalance in the 30 years, while others report progress. The purpose of this study is to examine the progress China has made in eliminating gender imbalance. This article uses a method of meta-examination. A procedure that offers a new quantitative examination of a sizable sum of data observational exploration on contrasts in gender and education. The exposition inspects various education models. It spreads over numerous grade levels, races, and both time and geology. The results show that there is still a gender imbalance in educational accomplishment, but it has been getting more modest over the long run. This theory is a brief synopsis of a review that investigated gender contrasts in Western China's rural teacher empowerment and education frameworks. The review tried to reveal insight into the gender disparities in teacher empowerment software engineers, preparing open doors and admittance to superior grade education in this locale's rural networks.
References
1. Huang, X., & Liu, Y. (2020). Exploring the role of gender in the empowerment of rural teachers in Western China. International Journal of Educational Development, 74, 102144.
2. Li, M. (2015). Study on the present situation and countermeasures of rural preschool children's family education. Journal of Ezhou University, 022(008), 83-84.
3. Li, X. (2019). Gender disparities in rural teacher education in Western China: Challenges and prospects. Journal of Rural Education, 35(2), 51-67.
4. Liang, X., & Chen, G. (2016). Labor market outcomes and gender differences in education in China. Journal of Economic Studies, 43(4), 587-604.
5. Teng, M., Hong, L. (2012). A Survey on the Size of Large Classes in Primary and secondary schools in Dengzhou City, Henan Province. Social Sciences Academic Press, 2011: 145.
6. Wang, G., Chen, X. (2005). Psychology course. Guangdong Higher Education Press.
7. Wang, X. (2011). Investigation on the Phenomenon of Oversized Class size in Primary and secondary schools in China. Social Sciences Academic Press. 2011: 168-176.
8. Wei, L., & Chen, J. (2018). Gender, rural education, and empowerment: A case study of female teachers in Yunnan, China. International Journal of Comparative Education and Development, 20(3), 190-208.
9. Wu, X. (2019). Evaluating the effectiveness of gender equality policies in Chinese education. Policy and Society, 38(2), 195-210.
10. Yang, H., & Wu, Y. (2016). Gender disparities in rural teacher training programs in Western China: A quantitative analysis. Journal of Research in Rural Education, 32(6), 1-14.
11. Yang, X. (2018). Gender differences in STEM education in China: An empirical study. Studies in Higher Education, 43(3), 456-467.
12. Yu, W., Hu, J. (2005). A Research on Gender Disparity in Obligation Education in China and Its Main Cause. Journal of Northeast Normal University: Philosophy and Social Sciences, 000(005), 30-35.
13. Zhang, G., Ding, X., & Qiu, X. (2019). Investigation and analysis of parents' motives for investment in preschool children's education. Journal of Chengde petroleum college, 21(01), 7679.
14. Zhang, L., & Ma, R. (2017). Gender disparities in rural teacher education and its impact on empowerment: A case study in Gansu province, China. Gender and Education, 29(1), 75-92.
15. Zhang., T. (2004). Institutional Attribution of urban and rural education differences and policy suggestions on reducing the differences. Journal of Nanjing Normal University: Social Sciences edition, (03), 71-75.
16. Zhao, M., Zhong, S.(1995). The status and development of urban planning education in China. Proceedings of city planning, 000(005), 1-8.
17. Zhou, L., & Wang, Y. (2018). Empowering rural female teachers in Western China: A qualitative study. International Journal of Gender and Education, 30(4), 493-509.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Yang, Q., & Biswas, R. (2024). Gender disparities in rural teacher education and empowerment in Western China. Multidisciplinary Science Journal, 7(1), 2025015. https://doi.org/10.31893/multiscience.2025015

[1] Huang, X., & Liu, Y. (2020). Exploring the role of gender in the empowerment of rural teachers in Western China. International Journal of Educational Development, 74, 102144.

[2] Li, M. (2015). Study on the present situation and countermeasures of rural preschool children's family education. Journal of Ezhou University, 022(008), 83-84.

[3] Li, X. (2019). Gender disparities in rural teacher education in Western China: Challenges and prospects. Journal of Rural Education, 35(2), 51-67.

[4] Liang, X., & Chen, G. (2016). Labor market outcomes and gender differences in education in China. Journal of Economic Studies, 43(4), 587-604.

[5] Teng, M., Hong, L. (2012). A Survey on the Size of Large Classes in Primary and secondary schools in Dengzhou City, Henan Province. Social Sciences Academic Press, 2011: 145.

[6] Wang, G., Chen, X. (2005). Psychology course. Guangdong Higher Education Press.

[7] Wang, X. (2011). Investigation on the Phenomenon of Oversized Class size in Primary and secondary schools in China. Social Sciences Academic Press. 2011: 168-176.

[8] Wei, L., & Chen, J. (2018). Gender, rural education, and empowerment: A case study of female teachers in Yunnan, China. International Journal of Comparative Education and Development, 20(3), 190-208.

[9] Wu, X. (2019). Evaluating the effectiveness of gender equality policies in Chinese education. Policy and Society, 38(2), 195-210.

[10] Yang, H., & Wu, Y. (2016). Gender disparities in rural teacher training programs in Western China: A quantitative analysis. Journal of Research in Rural Education, 32(6), 1-14.

[11] Yang, X. (2018). Gender differences in STEM education in China: An empirical study. Studies in Higher Education, 43(3), 456-467.

[12] Yu, W., Hu, J. (2005). A Research on Gender Disparity in Obligation Education in China and Its Main Cause. Journal of Northeast Normal University: Philosophy and Social Sciences, 000(005), 30-35.

[13] Zhang, G., Ding, X., & Qiu, X. (2019). Investigation and analysis of parents' motives for investment in preschool children's education. Journal of Chengde petroleum college, 21(01), 7679.

[14] Zhang, L., & Ma, R. (2017). Gender disparities in rural teacher education and its impact on empowerment: A case study in Gansu province, China. Gender and Education, 29(1), 75-92.

[15] Zhang., T. (2004). Institutional Attribution of urban and rural education differences and policy suggestions on reducing the differences. Journal of Nanjing Normal University: Social Sciences edition, (03), 71-75.

[16] Zhao, M., Zhong, S.(1995). The status and development of urban planning education in China. Proceedings of city planning, 000(005), 1-8.

[17] Zhou, L., & Wang, Y. (2018). Empowering rural female teachers in Western China: A qualitative study. International Journal of Gender and Education, 30(4), 493-509.

Abstract

References

How to cite