Social and professional status of higher school teachers: gender aspect

The article deals with the sociological analysis of the social status of Russian higher school teachers in terms of gender-based assessment. The author analyzes the sociological study data showing gender aspects of socio-professional status of teachers in Russia. It based in terms of methodology on the P. Bourdieu’s resource approach, defined the social status of higher school’s teachers depending on the possession of different types of capital: economic, political, cultural. The data of the sociological research, conducted in Russian universities, shows gender peculiarities of the Russian teacher’s socio-professional status in conditions of higher education system’s transformation.