近代中國大學女教師的出現及發展（1920s-1940s）

Abstract

本文探索1920至1940年代中國大學女教師的培育與發展歷程，透過報刊、學校出版品，以及知識女性和男性的日記、書信、自傳、回憶錄與口述歷史等資料，觀察高等教育的開放，如何影響使女性的角色與教育經驗發生轉變，及其所反映的意義。 二十世紀初期以來，隨著對女子高等教育的倡議，以及女學生在中等教育後的升學需求，高等教育逐漸向女性開放。女學生得以透過留學、女子大學以及男女合校大學等管道，接觸高等教育，也影響到女子教育發展的轉變，出現「女性人才」與無分性別的「人才」兩類不同的目標。女性開始追求更高、更專門的教育，獲得高等學位。在畢業之後，她們大部分仍會選擇婚姻，但也部分有志學術與事業的女性，摸索自己可能的出路，最終進入大學執教。在大學教師相關的法規或制度中，並未明文規範從業者的性別，而女性在嘗試加入時，也並未受到太大阻力。然而，性別分工觀念與大學自身結構等無形的障礙，都使女性在從事教研時，更容易被排除在核心之外。在現代學術逐漸發展的過程中，各學科向女性開放的程度不一。女性一方面透過順應女性特質與角色期待，得以進入到外文、家政、教育、體育及音樂等學科；另一方面，她們也逐漸滲透到新興的自然科學與社會領域，並在過程中面臨不同的挑戰。1920至1930年代間，女性在大學教師群體中所占人數、比例都有一定的成長，不過，作為高等教育中的後進，當女性想謀求教研事業發展時，多需要透過男性前輩與同仁的支持，或是在女子大學這樣特殊的空間，方能找到更多的機會與可能。最後，本文以張肖松、蘇雪林和曾祥和為例，透過梳理她們的生命軌跡，呈現女性如何透過各種途徑，參與到高等教育中，並以此為基礎，構築自己的人際網絡、從事社會文化活動。透過她們戰前與戰後的轉變，勾勒出女性在政治、社會劇烈變動中個別處境與問題，以及她們在接受外在挑戰時，所反映的共同性與獨特性。This thesis explores the training and development of female university faculty in China from the 1920s to the 1940s by analyzing newspapers, school publications, and the diaries, letters, autobiographies, memoirs, and oral histories of female and male intellectuals. This study aims to investigate how the expansion of higher education during this period influenced the transformation of women's roles and educational experiences, as well as to interpret the broader significance of these changes. Since the early twentieth century, with the advocacy for women's higher education and the increasing demand for advanced education for female students beyond secondary schooling have facilitated the gradual inclusion of women in higher education. Female students accessed higher education through studying abroad, attending women's universities, and enrolling in co-educational universities. This inclusion significantly influenced the trajectory of women's educational development, leading to the emergence of two distinctive objectives: "female talents (女性人才)" and "talents(人才)" regardless of gender. As a result, women began to pursue higher and more specialized education, obtaining advanced degrees. While most graduates opted for marriage, some women with academic and professional aspirations sought to alternative, eventually entering the field of university teaching. Regulations and systems governing university faculty positions did not explicitly specify gender requirements, and women did not encounter substantial resistance when seeking to join academic workforce. Nevertheless, the concept of gender division of labor, along with other intangible barriers, often led to the marginalization of female faculty from core teaching and research activities. The openness of various academic disciplines to women varied significantly during the process of modern academic development. Female faculty found opportunities in the fields such as foreign languages, home economics, education, physical education, and music for they conforming to the traditional expectations of female characteristics and roles. Nevertheless, women gradually penetrated emerging fields in the natural and social sciences, encountering different challenges. Between the 1920s and the 1930s, the number and proportion of women in the university faculty increased to some extent. However, as newcomers to higher education, when women sought to develop their teaching and research careers, women often needed to acquire support from male predecessors and colleagues or opportunities through teaching positions at women's universities to advance their teaching and research careers. Finally, this thesis elucidates the participation of women in higher education through various avenues and examines how they leveraged these opportunities to construct social networks and engaged in socio-cultural activities. Focusing on the life trajectories of Zhang Xiaosong張肖松, Su Xuelin蘇雪林, and Zeng Xianghe曾祥和, this study traces their transformations before and after the war. It outlines the specific circumstances and challengesfaced by women amidst significant political and social upheavals, highlighting both the commonalities and unique aspects of their responses to external challenges.