The Role of Graduate Education on the Life Course of Chinese Women - Research Proposal Example

By [Your full s Your The Role of Graduate Education on the Life of Chinese Women Abstract There have been major cultural changes in China with some striking features on women social status. With the improvements that have occurred in the education system, the transformations impacting on the position of the Chinese women in the society are on the increase. This proposal outlines a study that will be conducted to determine the level of change or impact that women graduates in China make for the improvement of their life course and social status. The study will be conducted to reveal the impact of graduate education by women to the Chinese community with regard to typical Chinese woman’s general life. The study will concentrate on contributions with respect to; community gender perspectives upon birth of a girl child, girl child education transformations, contributions to national issues, as well as gender activism. Women participation in social affairs at the national level to improve their social status will be also assessed. A survey will be conducted to follow up projects initiated by graduates with an aim of making any of the above impacts. Introduction Social changes may not be uniformly experienced across societies, partly due to cultural differences as well as the status of gender equity. Generally, specific conditions within the social and cultural practices determine the extent to which issues such as gender equity are transformed. China is a communist country with differences in the nature of cultural practices and the flexibility to embrace Western education and culture (Hershatter, 16). Education brings transformations in the social setting of a particular community, with expectations of profound changes in the role of different social groups. The social setting that a particular community has is altered completely, partly due to adoption of Western Culture as well as civilization. Social stratification with grave bias against women has been a painful experience of the majority of women in no only China but all developing countries. According to Bu and Mckeen (171), there are reduced chances of Chinese girls continuing with education due to stereotypic cultural practices. Consequently, the few graduates end up making a relative minimal contribution to the male dominated society. The little impact they make is faced by challenges of seclusion. However, there is some change in the social sector. Confucian practices have for a long time facilitated policies that discriminate against women in the Chinese society. Women and girl rights in a discrimination affected society could only be enhanced by involvement of the successful lot, among the best including university graduates. Graduate women contributions have been important in the transformation of women rights elsewhere (Yao, 127). Statement of the Problem Chinese women have made considerable advancements in attainment of university education whose trickling effect into the society has not been assessed. Promising steps are likely to be achieved by the education sector where major changes are being experienced. The majority of Chinese women have been brought up experiencing, at some point, harsh Confucian practices that are hinged on gender bias against them. Female graduates in China are better placed in the society to bring some changes to the stratified structure, both in education and general life (Boserup, 135). An example of an instance where cultural bias has been facilitated is by the introduction of the single child policy, which has aggravated the situation of girl child position in the Chinese society. Objectives General Objective To determine whether graduate education achieved by Chinese women changes their life course To establish role of women graduate education to their social status Specific Objectives to establish the level of social transformation with regard to gender stratification bias against women upon graduate education achievement to highlight areas of contribution needed by women graduates to enhance gender equity Significance of study To highlight the role of education in developing countries, to keep at pace with rapid social changes To illustrate opportunities that women graduates can take to ensure advancements in achieving gender equity Hypotheses Graduate education attainment by Chinese women has affected their participation in social processes when compared with their Western counterparts. A lot of challenges are experienced by female graduates in China when making contributions to reduce gender stratification. Just like their Western counterparts, Chinese female graduates have an easy time in participating in social processes in their life courses. Literature review Despite China being one of the most important emerging world economies, it is faced by some challenges in social setting. The improvement of social services and amenities is expected to have a multiplier effect that touches on the entire social setting. According to Hutchins (122), sociological studies can be used to illustrate level of social interactions with the environment. Life course is the analysis that can be given on the impacts of ones early experiences on lifelong decisions made (Elder, 3). According to an assessment made by Bu and McKeen (166) on professional Chinese and Canadian work environments with regard to women contributions, there exists a huge disparity between the two countries. Professional contribution based on education achievement by women is affected by gender issues in China than it is in Canada. Greene (524) states that the influence of women graduates is usually felt in terms of role modelling to the younger scholars. There are general observations that women success in education is likely to impact on choice of careers by upcoming professionals. In Summerfield (716), the change of cultural orientation by a particular society enhances the level of economic participation of marginalized groups such as women, if there are gender stratification complications. Participation of women in economic engagements following graduate education acquisition will change social practices of the society by accepting more gender friendly policies. The impact of women playing economic reforms is likely to trickle down to other sectors of social establishments. In Bu, Nailin and McKeen Carol, A. (171), chances of success by Chinese graduate women in careers were explored in relation to their Western country’s counterparts. Chinese women graduates were far behind the Western world mainly due to cultural disparities. The improvements of social conditions are however likely to affect prospects of gender equity in the long run and improve life course parameters. Methodology Qualitative analysis will be conducted to reveal the impact of graduate female education on the improving social sector in China (Glen and Janet, 45). Open end interviews in form of questionnaires will be used to collect data which will be analysed using qualitative techniques. The following four areas of assessment will be highlighted. Community Gender Perspectives The single child policy has left the Chinese society with a preference for boys to play the role of heirs. At birth, the typical Chinese family receives a newborn girl child as a disaster. There are efforts by the academic elite of Chinese women to improve the society perceptions concerning the importance of girls. The aim of these contributions is targeted at reducing the stereotype discrimination and educates the society on the gravity of such practices. Graduate education in the sceptical society has however met some negative sentiments where tags such as “third gender” have been used to depict resentment. It has been reported that they usually face rejection from the society to an extent of lacking dating or marriage partners form the Chinese men. Assessments will determine the impact of graduate education on women education perceptions and stereotypes (Hershatter, 150) Girl Child Education There are huge transformations in the enrolment rates for girls in Chinese schools over the last five decades. The rising number of Chinese women in professional engagements surpasses that of any other third world country. The impact of university education gained on further enrolments will be assessed. New graduates will be interviewed to determine the level of influence by their graduate counterparts. The survey will be conducted in form of a questionnaire assessment detailing the source of inspiration, and the extent of women graduate influence. Male chauvinism in the Chinese society continues to hinder female graduates’ inspiration to the young womenfolk in taking up education advancement. The study will assess the influence that the disregarded graduate female elite have on notions against female education and reduced role model impact. Women Contribution to National Issues While China is not alone in terms of poor participation of women in national issues, the level of Western country’s participation is far much better. The sensitization programs and efforts made towards enhancement of women contribution to issues such as politics must be spearheaded by women elite. World over, women graduates have participated in offering much needed support and encouragement, especially for participation of women developing world national arena. There are organizations in China led by elite women, either graduates or inspired by graduates, aiming at improving the level of involvement at the national level. Involvement of the graduate females who face some level of resentment within the society negatively impacts on the general success of the female contributions to national issues. Assessments will be done to determine the impact of resentment to the contributions made by female graduates in China and the success thereon. Gender Activism Gender activists promoting women rights are on the increase in countries having some level of social stratification. The feminist movements in China face many critic attacks mainly due to the fact that it is a male dominated society. The impact of these gender activism organizations could probably have a different image and acceptability level, were it not for the involvement of graduated women (Davin, 115). Qualitative assessments will be conducted to reveal the impact of their presence on the progress made by such movements. Conclusions Graduate education for women in China has made a lot of impact to the social setting. Just like it is with the rest of the human society, transformations will occur within the society through education, despite general resentment which will fade away with time (Sung, 180). Social stratification can be assessed to reveal the level of infiltration of cultural transformation in a society. Works Cited Boserup, Ester, Womens Role in Economic Development, Oxford: Allen and Unwin, 1970. Print Bu, N., & McKeen C. A. “Work Goals among Male and Female Business Students in Canada and China: The Effects of Culture and Gender.” International Journal of Human Resource Management, 12.2(2001):166-183. Print Bu, Nailin & McKeen Carol, “Career and Life Expectations of Chinese Business Students: The Effects of Gender.” Women in Management Review, 13.5(1998):171. Print Davin, Delia, Woman-work: women and the party in revolutionary China. Oxford: Clarendon, 1976. Print Elder, G. H., “The Life Course as Developmental Theory.” Child Development, 69.1(1998):1-12. Print Glen, H. Elder, & Janet, Z. Giele, Methods of life course research: Qualitative and Quantitative approaches. Thousand Oaks, CA: Sage Publications, 1998. Print Greene, C. K. “Factors that influence women’s choices to work in the trades.” Dissertation Abstracts International, 56.2(1994): 524. Print Hershatter, G. Women in Chinas long twentieth century. Berkley, CA: University of California Press, 2007. Print Hutchins, E. Dimensions of human behaviour; person and environment. Thousand Oaks, CA: Sage Publications, 2008. Print Summerfield, G. "Economic Reform and the Employment of Chinese Women", Journal of Economic Issues-, 28.3(1994):715-32. Print Sung, Y. W. The China- Hong Kong connection: the key to China’s open door policy. New York: Cambridge University Press, 1991. Print Yao, E. L., Chinese women: past & present. Mesquite, TX: Ide House, Inc., 1983. Print Read More