The popularization of higher education has brought about an increase in the number of women entering colleges and universities. more and more women have obtained opportunities for public participation. Higher education plays an increasingly important role in promoting women's public participation. 

This study focuses on the actual situation of female college students' public participation in Z university. by using the methods of questionnaire survey, in-depth interview and participation observation, this study extensively collects all kinds of first-hand data and materials, and explores the specific process and influencing factors of female college students' public participation from gender perspective, and analyzes its subjective characteristics and the role and effect of women's university education in promoting female students' public participation. 

Female college students' public participation is mainly concentrated in three different fields: community activities, voluntary service and university management. The results show that the common characteristics of female students' participation are: participation motivation tends to be personalized, participation spontaneity is strong, and consciousness is weak; The types of activities prefer daily life, and the consciousness of political participation is weak; Participation strategy focuses on the use of emotion and relationship and its feminization is prominent; Participants have the characteristics of "excessive gender subjects", and selectively fight against gender bias under the premise of focusing on personal interests. 

The above characteristics of female students' public participation are related to many internal and external factors. Among them, culture is the fundamental factor in the external factors. The game between the two kinds of gender culture restricts the participation of female students. On the one hand, the gender equality culture created by Z university aims to enhance the awareness of gender equality and the spirit of "four selves" to create conditions for the participation of female students; On the other hand, the market-oriented gender culture formed by the collusion of materialistic consumerism and traditional gender culture strengthens the characteristics of female students such as "emotional", "materialistic" and "physical" through the ways of society, family and daily life, which hinders the participation of female students. The tension of these two kinds of gender culture is shown as follows: Although Gender equality culture is reflected in Z university’ curriculum teaching, professional setting, academic activities and campus culture, it is still insufficient. In recent years, Z university is facing the pressure of university ranking and job market competition, which makes the practice space of gender equality gradually narrow. Market-oriented gender culture is easy to occupy an advantage in the game, and has an impact on girls in a diffuse way, restricting their various participation.

Female students do not passively accept the discipline of gender culture, and their subjectivity plays an active role as a key factor. In the process of participation, their subjectivity shows the characteristics of emotion, relationship, development and morality. In different situations, the combination and expression of these characteristics are different, and their trade-offs between ideal and reality are not the same; Under the role of subjectivity, they show the action logic such as rule obedience, rational choice and value pursuit. 

Education is an important way to cultivate students' subjectivity. To a certain extent, the gender equality education implemented by women’s university is conducive to the exertion of female students' subjectivity. However, due to social and cultural reasons, there are still limitations. Universities should implement the educational concept of "student-oriented", deepen gender equality education, empower female students, grasp the uniqueness of their subjectivity, face up to and excavate the positive value of their emotional and relationship characteristics, balance their development and moral characteristics, and build an effective connection between female individual experience and social life to enhance their subjectivity and promote their public participation through targeted education. 

Many unique experiences of women have not been included in the education field. To restore the valuable value of women's experience which is easy to be ignored for modern education is helpful to form knowledge related to women's position, and to promote education to shape students' ideas and actions.