女性主义研究一直将女性主体性视为一个重要的研究议题，它强调在日常领域生活与社会参与中重视女性的主体意识与主体经验。女博士作为女性群体中受教育水平最高的一类人群，她们在学术发展过程中，主体性的建构对于自我的成长起到了重要的作用，因此呈现她们的主体性发展历程将有助于为更多女生树立榜样。

但是后现代女性主义认为，女性的主体性不是恒定不变的，而是受到社会、环境等诸多因素的影响。因此在求学过程中，女生们如何受到社会文化的影响以及她们如何对这些影响做出反应，是本研究的重点。研究基于女性主义的相关理论，运用半结构访谈与叙事研究的方法，通过在读女博士回看求学过程中的经历与心路历程，了解和审视她们主体性建构的特点。

女博士生在求学过程中，会受到社会性别文化带给她们的一些阻滞因素的影响，以“女性气质”对女生的发展设立刻板化的期待，这些因素往往存在于家庭、婚恋、学校以及社会机构等多方面的日常生活领域与实践中，包括父母对女儿的期待、学校老师对男女生的偏见、自我发展与婚恋的平衡困难、实习中因为性别而受到不平等对待以及周围对于女博士的偏见言论等等，它们使女生在主体性建构上产生一定程度的矛盾与拉扯。影响的方式主要有两种：一是与他人的互动中，外界的性别刻板印象直接给女生的选择造成压力；二是社会性别文化在女生的成长和社会化过程中，逐渐内化到她们自身的认知和情感结构中，从而自我形塑成社会期待的女性形象。这些对于女博士的求学深造以及人生规划会有不利影响。但是，外界仍然有积极的因素促进了女生的主体性建构，这些积极因素包括长辈的关怀、学术同行的肯定；此外还有身边榜样的激励，对于女博士生，老师所体现的师德和修养为她们树立了目标，女性同伴的积极行为也给她们树立了自信心。女生通过这些支持得以“赋权”从而生长出主体力量，并驱动女生在求学道路上勇敢前进。本文特意呈现出两例个案故事，展现女博士生在求学这样一个连续而动态的过程中所遇到的困境、压力以及得到的社会支持，因此她们在这期间的主体性建构也是不断变化的，并且强调女生的个人能动性是促进她们主体性建构发展的另一重要动力。

由于女生主体性的建构，是在外界的性别阻滞因素、支持和榜样因素以及自身的主观能动性三方面的共同作用下而发展的，但每一种作用都不是恒定的，因此主体性呈现出螺旋曲折的发展态势。此外，本研究认为，即使女生通过努力进入博士学习，学术领域内依然难以达到性别平等，尤其是在理工科领域——女生在性别文化下呈现出在理工科领域内自我评价趋弱；在被默认为“无性化”的学术环境中，男性主导的理工科领域，女性反而因为需要克服更大的性别障碍以求发展。最后，针对女生在求学过程中的不利处境，研究也对当下的性别平等教育提供了建议，包括重视女性榜样的树立、尊重女生的情感与经验、学校和教师破除性别刻板印象，以及鼓励女生组织团体进行自我赋权，来促进女生的学术探索与良好发展。

Feminist scholars have always regarded female subjectivity as an important research topic. It is emphasized that women’s self-awareness and self-experience should be valued in life and social participation. Female doctoral students, as a group of women with the highest level of education, have played an important role in self-growth in the process of academic development. Therefore, the presentation of their subjective development process will help girls set an example.

But post-modern feminism believes that female subjectivity is not constant, which is influenced by many factors such as society and environment. Therefore, in the process of searching for higher degree, how female students are influenced by social culture and how they react to these influences is the theme of this study. The study based on feminist theories, uses semi-structured interviews and narrative research methods to review and examines the experiences and mental journey of female doctoral students to understand the characteristics of their subjective construction.

In the process of leaning for higher degree, female doctoral students will be affected by some of the blocking factors brought about by the traditional gender culture. They set stereotyped expectations for the development of girls with "femininity". These factors often exist in family, marriage, school and social institutions and other aspects of daily life and practice, including parents ’expectations of “female offspring”, school teachers’ discrimination about male and female students, difficulties in balancing self-development and marriage, unequal treatment due to gender differences during internships, and surrounding prejudices about “female”doctoral and Ph.D students and so on. They make female students have a certain degree of contradiction and pulling in the construction of subjectivity. There are two main ways of influence: one is that in the interaction with others, the external gender stereotypes directly put pressure on the choice of female students ; the second is that gender culture is gradually internalized to themselves during the growth and socialization of female students In the cognitive and emotional structure of the self. It has shaped itself into the female image that the society expects. These will adversely affect the female doctoral students’ education and life planning. However, there are still positive factors in the outside world that promote the construction of female students' subjectivity. These positive factors include the care of elders and the affirmation of academic peers. In addition, there are incentives for role models around them. Set goals for them, and the positive behavior of female peers also gives them confidence. Through these supports, they can be "empowered" to grow their main power, and drive girls to bravely advance on the road to school. This article deliberately presents two case stories that show the difficulties, pressures, and social support that female doctoral students encounter in such a continuous and dynamic process of studying, so their subjective construction during this period is also constantly changing. And emphasize that girls' personal initiative is another important driving force to promote their subjective construction and development.

Because the construction of female subjectivity is developed under the combined action of external gender blocking factors, support and role models, and its own subjective initiative, but each role is not constant, so the subjectivity shows Spiral twists and turns. In addition, this study believes that even if girls work hard to enter doctoral studies, it is still difficult to achieve gender equality in the academic field, especially in the field of science and technology-girls show a weaker self-evaluation in the field of science and technology under the gender culture; In an academic environment that defaults to "sexlessness", in the science and engineering fields dominated by men, women instead need to overcome greater gender barriers for development. Finally, in response to the disadvantages of girls in the school process, the study also provides recommendations for current gender equality education, including attaching importance to the establishment of female role models, respecting girls ’emotions and experiences, schools and teachers to eliminate gender stereotypes, and encouraging girls to organize The group conducts self-empowerment to promote academic exploration and good development of female students.