Author

Mingyu Zhao

Year of Award

2025

Document Type

Dissertation

Degree Type

Doctor of Philosophy (PhD)

Degree Name

International Educational Leadership

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

William P. McCaw

Commitee Members

Erica Allen, Grace Gardner, John Matt, Liqin Tang

Keywords

Chinese Higher Education, Female Leadership, Glass Ceiling

Abstract

This study was designed to explore the phenomenon of the glass ceiling encountered by Chinese female deans in higher education, using a systematic qualitative research approach to uncover the phenomenon's nature and influencing factors. Adhering strictly to Giorgi's (2009) phenomenological methodology, the study conducted in-depth semi-structured interviews with 15 female deans from various regions and institutional types across China, collecting rich data on their career trajectories, multi-level challenges, and coping strategies.

Through data analysis, eight themes and three key structures were identified, revealing that the glass ceiling is a product of the complex interplay between institutional constraints, personal challenges, and cultural norms, reinforced by persistent gender biases and systemic barriers. Despite these challenges, the findings highlighted that female deans actively develop leadership resilience, adopt innovative adaptation strategies, and establish personal empowerment mechanisms to overcome professional obstacles. However, findings further emphasized that individual empowerment and adaptive strategies alone are insufficient to break the glass ceiling entirely. Achieving gender equality in Chinese higher education leadership requires broader institutional reforms and cultural shifts to foster a more inclusive and supportive environment.

This study not only filled a research gap on the glass ceiling faced by female deans in Chinese higher education context but also provided valuable theoretical and practical insights for policy formulation and institutional management. The findings offered significant implications for advancing gender equality in higher education leadership and enhancing career development opportunities for female leaders.

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