Abstract: Exploring the obstructive factors that affect the academic career development of female teachers is conducive to improve the human capital value of female teachers and alleviate the phenomenon of gender segregation in colleges and universities. Based on the Heckman two-stage model, 293 female teachers from two agricultural and forestry universities in Yunnan province were used as data sources to overcome the endogeneity and non-random sample problems caused by the "self-selection" of sample teachers in the questionnaire survey, which were tested by empirical test and robustness test.The research shows that:first, the essential characteristics of female gender, social role setting and the marginalization crisis of higher education have all differently restricted the development of academic career of female teachers in colleges and universities. Secondly, the sex ratio of teaching and research staff, college size, discipline area, education level and daily housework time of female teachers in universities significantly influence the incidence of academic behavior of female teachers.Thirdly, there is no significant correlation between the gender segregation cognition degree held by female teachers and the occurrence of academic behaviors. Accordingly, the author puts forward four suggestions from the perspective of industry supervisor and university governance.