Intersection of culture, professionalism, and gender: Why Chinese female novice teachers fail to manage conflicts in professional learning communities

Abstract

Using intersectionality theory as a heuristic lens to expose and understand conflicts in professional learning communities (PLCs), this qualitative longitudinal study explored how and why some Chinese female novice teachers fail to manage conflicts in PLCs. Through two rounds of in-depth interviews with four Chinese novice female teachers five years apart, this study constructed an intersectionality framework of how culture, professionalism, and gender contribute to their failed conflict-handling experience in PLCs. Findings from this research not only shed light on enhancing novice teachers' professional development in PLCs, but also demonstrated the potential for applying intersectionality theory in this area.