Academic careers of immigrant women professors in the U.S.

Skachkova, Penka

doi:10.1007/s10734-005-1976-4

Cited by 120 publications

(124 citation statements)

References 20 publications

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“…For example, the finding that women faculty at NRU face challenges in balancing professional work and family life is not a new one (Acker 2003;Caplan 1993;Gaskell et al 2004;Gregory 2006;Probert 2005;Skachkova 2007). Balancing work and family obligations seemed particularly challenging during pregnancy and the early years of child rearing, but the demanding nature of Chinese schools and the intense competition for eventual seats at the university also appeared to extract a good deal of women's time in the capacity as evening and weekend tutor for their child.…”

Section: Discussionmentioning

confidence: 99%

“…Research and writing in North America have consistently noted barriers women academics face in managing home and work responsibilities (Acker 2003;Caplan 1993;Skachkova 2007). For example, tension between career and family care among women faculty in Canada and the United States is captured by Caplan's (1993) work, who noted that a common dilemma many female faculty members face is whether to inform their departments about childcare or motherhood obligations.…”

Section: Women Academics and University Life From A Global Perspectivementioning

confidence: 99%

“…The idea that women academics face serious barriers in their career pursuits in China should of course not come as a major surprise, given that women academics around the world have been described as dealing with a variety of barriers different from their male counterparts (Bagilhole 2002(Bagilhole , 2007DesRoches et al 2010;Gregory 2006;Ismail and Rasdi 2006;Jones and Lovejoy 1980;Normile 2001a, b;Ozkanli and White 2008;Skachkova 2007). Our intent here is not to single out China for the extra or more-taxing challenges faced by women academics, but instead we are interested in contributing to a global dialogue about women's lives in the academy and how they might be improved.…”

Section: Introductionmentioning

confidence: 99%

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A gendered point of view on the challenges of women academics in The People’s Republic of China

Rhoads

Gu²

2011

High Educ

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The authors conducted a qualitative study of women's experiences as faculty members at Northern Research University, a pseudonym for a top 40 university in The People's Republic of China. Based on 27 semi-structured interviews with women (15) and men (12), and drawing from feminist standpoint theory and symbolic interactionism, the authors identified four key findings that highlight serious barriers confronting Chinese women faculty. They describe these as: (1) working double time, (2) the glass ceiling, (3) the boys club and social exclusion, and (4) comrades in arms. The first three findings support previous international studies of women's experiences as faculty members and thus contribute to an expanding global body of knowledge about challenges faced by women academics. The fourth finding-comrades in arms-highlights a structural quality somewhat unique to the Chinese university and raises important concerns about the limited role women play in critical personnel decisions influencing academic promotions and advancement.

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Section: Discussionmentioning

confidence: 99%

Section: Women Academics and University Life From A Global Perspectivementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A gendered point of view on the challenges of women academics in The People’s Republic of China

Rhoads

Gu²

2011

High Educ

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“…Here, a number of mostly qualitative studies show that expatriate academics, at times, experience feelings of loneliness and isolation contributing to them being less satisfied on the job than their local counterparts (Lin et al, 2009). For example, Skachkova (2007) found that expatriate academics regularly experience exclusion based on collegial ethnocentrism. In a different study by Garson (2005), the author, an American expatriate, also described how she was informally excluded from a central network of colleagues at an Egyptian university.…”

Section: Literature Reviewmentioning

confidence: 96%

“…One of the issues often mentioned is the feeling of isolation and loneliness experienced by expatriate academics (Skachkova, 2007).…”

mentioning

confidence: 99%

Job resources and demands for expatriate academics

Jonasson

Lauring

Selmer

et al. 2017

JGM

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Jodie-Lee TrembathDepartment of Anthropology, Australian National University, Canberra, Australia Abstract Purpose -While there is a growing interest in expatriate academics, their specific role as teachers with daily contact to local students seems to have been largely ignored when examining their adjustment and work outcomes. Based on the job demands-resources model the authors predict that good teacher-student relations, as a supportive job resource, will have a positive effect on expatriate academics' job satisfaction. This effect, however, will be even stronger for individuals experiencing high job demands and challenges in terms of intercultural job adjustment. In other words, expatriate academics that have difficulties adjusting will benefit more from the social support that can originate from good relations to their students. The paper aims to discuss these issues. Design/methodology/approach -The authors surveyed expatriate academics adjusting to a university position in China by use of 124 responses from foreign university employees.Findings -The authors found that teacher-student relations had a positive association with job satisfaction and that positive teacher-student relations increased job satisfaction more for individuals being slow to adjust. Originality/value -This is one of the few papers to explore the impact that students can have on expatriate academics and treat this relationship as a potential resource for universities to capitalize upon in socializing their new foreign academic staff members.

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Chinese women faculty in US universities: Transnational experiences and challenges

Liu,

Lin,

Zhang

et al. 2024

New Dir Adult Contin Educ

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Due to the distinct language, cultural values, and social structures, dedicated qualitative research is needed to explore the challenges and supports faced by Chinese women faculty (CWF) members in US academia. Adopting a transnational feminist perspective, this study aims to explore how five CWF members navigate various disadvantages arising from the intersections of race, gender, and cultural values in one US institution. The findings indicate that CWF members encounter language barriers, academic authority challenges, and the struggles of balancing work and life. However, findings also show that they strategically navigate language barriers and challenges to their professional authority by establishing their own voices. Additionally, they benefit from mentoring, fostering their academic development, and contributing to their professional growth. Through this study, we aim to shed new lights on the experiences of CWF members in overcoming obstacles and pursuing professional development within US academia.

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Academic careers of immigrant women professors in the U.S.

Cited by 120 publications

References 20 publications

A gendered point of view on the challenges of women academics in The People’s Republic of China

A gendered point of view on the challenges of women academics in The People’s Republic of China

Job resources and demands for expatriate academics

Chinese women faculty in US universities: Transnational experiences and challenges

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