Gender, Education and the One-Child Policy: The Lived Experiences of Young Chinese Women in Urban China
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Date
2014-09-29
Authors
Gammons, Samantha
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Publisher
University of Oregon
Abstract
Many studies have interpreted the positive and negative consequences of China's One-Child Policy on Chinese women, but few have relied upon contribution from Chinese women and only children themselves. However, by valuing personal, lived experience, researchers may discourage the propagation of Western media stereotypes of what it means to be a young Chinese woman in urban China. The use of an intersectionality framework showcases how Chinese women's lived experiences must be framed more widely than a single aspect of their identity and that gender, educational experiences, family dynamic, and single child status (among other identity markers) form a more complex and holistic identity than any marker considered individually. This thesis argues that the intersectionality of lived experience makes it necessary to consider each individual's story as valuable and that commonalities and differences are both crucial to understanding how individual's lives intersect in the context of this complex birth policy
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Keywords
China, Education, Family Dynamics, Gender, Intersectionality, One-Child Policy