The Difficulties And Reconstruction Of High-educated Women’s Motherhood In Education In The City Under The Tide Of Parentocracy

With the development of the market economy,family structure transformation and education competition continue to intensify,and the importance of children in the family continues to increase.A child-centered,parent-heavy parenting style has become the mainstream.This shift is closely linked to the tide of parentocracy that the world is experiencing,emphasizing the self-selection and self-responsibility of parents in the educational field.Influenced by the traditional gender culture,the traditional parenting norms of "father support the family and mother raise children" still exist.Parentocracy is characterized by gender.The educational responsibilities of mothers are gradually increased,and motherhood is gradually intensified.Among them,high-educated women are even more highly expected.In order to understand the real situation of high-educated women under the tide of parentocracy.Using the theory of social gender construction and Bourdieu’s habitus theory,adopting semi-structured interview method,and selecting high-educated women from three cities of Jinan,Qingdao and Weifang in Shandong Province to conduct in-depth interviews.The purpose is to explore the difficulties encountered by high-educated women in practicing their motherhood in education under the tide of parentocracy,the reasons for the formation of the difficulties,and the strategies of high-educated women to reconstruct their motherhood.The study found that high-educated women have a stronger sense of subjectivity and selfreflection.In the process of practicing motherhood in education,they are more likely to be restrained by paternalistic discourse.They will increase their own pressure under the influence of reflective monitoring and the norm of wives in the process of reconstructing the motherhood in education.First,the motherhood in education of high-educated women presents distinct individual characteristics,which are manifested in the educational concept of achieving the natural growth of children,the action concept of maintaining cultural separation,and the action mode of following school education and diversified rational education investment.However,they cannot fully adapt to the actual educational environment,which makes high-educated women have strong anxiety about education selection,education quality and individual choice,and face the difficulty of family upbringing.Second,These difficulties that high-educated women face in motherhood in education is the result of the intertwining of individuals and society.The habitus acquired and internalized by high-educated women in the family field,education field,workplace labor field,and gender power field guide them to form their own motherhood in education.It is intertwined and conflicted with the ideal form of society.Third,high-educated women will reconstruct their motherhood in education to cope with these difficulties.By reconstructing their own value and educational field,they are given a new position of motherhood in education to achieve self-identification and improvement.However,in the process of reconstruction,high-educated women are prone to fall into reflective monitoring and the norm of wives,which echoes the ideology of "intensive motherhood".And then,it is expected to pay attention to the difficulties and pressures encountered by higheducated women in motherhood in education.It plays an active role in promoting gender equality in family education and provides mothers’ voice for the adjustment and implementation of future birth policy.