THE DEVELOPMENT OF A MODEL TO ENHANCE GENDER EQUITY FOR FEMALE UNIVERSITY INSTRUCTORS IN KUNMING, YUNNAN, CHINA

Gender equity for female instructors is crucial for higher education because it fosters a more diverse, inclusive, and dynamic academic environment. This study used a quantitative instrument development design to develop a statistical model of gender equity for female university instructors in Kunming, Yunnan, China. It identified eight factors influencing gender equity. These factors included gender roles, gender norms, gender stereotypes, gender discrimination, family dynamics, institutional policies, economic conditions, and educational opportunities. We collected data from 365 female instructors across five public universities, and quantitative analyses revealed generally high levels of perceived gender equity. The study found that as gender roles, gender discrimination, and institutional policies increased, the perception of gender equity decreased. In contrast, family dynamics (β = 0.184, SE = 0.0607, p = 0.017), economic conditions (β = 0.1263, SE = 0.0577, p = 0.029), and educational opportunities (β = 0.417, SE = 0.0495, p < .001) were positively associated with gender equity. Notably, gender norms and gender stereotypes did not significantly predict gender equity. The findings underscore the need to prioritize anti-discrimination measures and educational empowerment in institutional reforms, while also critically evaluating policy implementation to avoid mere symbolic compliance.