Social Practices of Women Teachers in China and Kazakhstan: Gender Asymmetry in the Scientific and Educational Space

Abstract

This paper provides an in-depth comparative study of the social practices of women teachers in higher education institutions in China and Kazakhstan, with particular attention to gender asymmetry within scientific and educational spaces. Although women constitute a numerical majority in teaching positions, their participation in academic leadership, high-level research, institutional governance, and policy-making remains disproportionately low. Drawing on a mixed-methods approach that combines large-scale survey data (N = 240), in-depth semi-structured interviews (N = 60), and institutional statistical records from eight representative universities, this study reveals persistent structural and cultural barriers shaping women’s academic careers. Quantitative analysis demonstrates significant gender gaps in publication output, grant acquisition, promotion rates, and leadership representation. Structural equation modeling further identifies workload distribution, access to academic networks, mentoring opportunities, and institutional support as key mediating variables. Qualitative findings illustrate how gender norms, family expectations, and invisible labor intensify women’s professional constraints. The study argues that gender inequality is reproduced through routine institutional practices rather than isolated discrimination. Policy recommendations emphasize gender-sensitive evaluation systems, transparent promotion mechanisms, leadership training, and long-term institutional accountability frameworks.