Education, Employment and Empowerment: The Case of a Young Woman in Northwestern China

Maslak, Mary Ann

doi:10.2304/rcie.2011.6.1.119

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…According to Maslak (2011), China has made serious efforts at reducing discrimination against women in particular through education which will increase their well-being. Education has influenced women's marriages because of its empowerment effect.…”

Section: Education and Women Empowermentmentioning

confidence: 99%

“…The lowest level of well-being is associated with a bad view of Confucianism. According to Chen and Wen (2019), Hannum et al (2013), andMaslak (2011), Confucianism is a traditional identity. Women who obey Confucian's rules and are willing to play the role of traditional women feel happier than people who are unaware of their identity and those who have a subtle attitude toward Confucianism and identity.…”

Section: Heterogeneity In Well-being By Confucianismmentioning

confidence: 99%

“…With the one-child policy, educated women's incomes have increased which makes them more empowered not only in their families but also in society. Women's empowerment conflicts with the traditional Confucian culture, leading to gaps in well-being among men and women (Chen and Wen 2019;Hannum et al 2013;Maslak 2011). Improvements in women's education levels lead to changes in their relative incomes which in turn lead to changes in empowerment within families (Chen and Wen 2019).…”

Section: Introductionmentioning

confidence: 99%

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Relationship between education and well-being in China

Liu¹

2022

J. Soc. Econ. Dev.

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Well-being is often quantitatively measured based on individuals’ income or health situation but the relationship between education and well-being has not been fully investigated. It is also important to compare well-being using different individual characteristics especially gender. This paper analyzes well-being using a unique dataset from the Chinese General Social Surveys in 2012, 2013, and 2015. Two measures of well-being are used: self-assessed unidimensional subjective well-being and parametrically estimated multidimensional objective well-being. Objective well-being is a composite parametric index with contributions from different domains of education influenced by identity, capability, and material well-being. These help in understanding the differences between and compare subjective and objective well-being. The results of our descriptive and regression analysis suggests that the multidimensional well-being index differs from subjective well-being in ranking individuals grouped by important common characteristics. These differences are captured by our study which helps to broaden the measurement and analysis of the multidimensionality of the well-being index. Education influences well-being positively, conditional on controlling for identity, capability, material and marital status, and Confucianism. Investments in education and female empowerment which target well-being measures will help reduce the dimensionality of the gender gap in rural China, in particular those attributed to Confucianism.

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Section: Education and Women Empowermentmentioning

confidence: 99%

Section: Heterogeneity In Well-being By Confucianismmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Relationship between education and well-being in China

Liu¹

2022

J. Soc. Econ. Dev.

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“…The studies seemed to represent almost all of China, where 16 studies were based on nationwide data, with others having different settings, including schools and universities. Also, several studies mentioned the setting of rural China (e.g.,Maimaiti & Siebert, 2009), rural regions (e.g.,Maslak, 2011), western China (e.g.,Gong et al, 2014, and eastern China (e.g., Yu &.Sample, Phenomenon ofInterest, Design, Evaluation, Research type (SPIDER)…”

mentioning

confidence: 99%

Is female education ‘gendered’ and procedurally yet substantively practiced' in China? Insights from a systematic review and the practical theory

Alduais

Deng

Gökmen

2021

Review of Education

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Female education in China is an over‐researched area, yet it does not provide enough evidence on the country's exact pattern of female education practice. On the one hand, the National Plan of 2010–2020 emphasises equal education policies regardless of gender type. On the other hand, reported research raises several gendered and procedural yet substantive practices of female education in China. Thus, it was essential to conduct this study to inform policymakers, practitioners and researchers on the status of this area, based on a systematic review of 47 eligible included studies conducted between 2009 and 2020, including quantitative, qualitative, and mixed designs. The review answers two questions: (1) What are the substantive findings of qualitative synthesis on gender equity of female education in China? (2) Regardless of the existence or absence of gender inequity, what patterns of female education exist, and what kind of framework or model could be proposed to reform female education in China? The PRISMA guideline and SPIDER tool were used to conduct and report this study. The practical theory was also used—proposing a model that may serve to diagnose as well as intervene in the conflict of female education equity in China. Findings and conclusions showed that both gender equity and gender inequity are disadvantageous at short‐term and long‐term levels. For this reason, relativism might help to reduce the impact of these two patterns. While cultural and social capital is still the main impacting factor on gender equity in any country, reform should take place. Relativism could be achieved through reasonable understanding and interpretation of the sources that form the cultural and social capital. It takes place also by preventing the causes of gender gaps. These include over‐interpretation and under‐interpretation of gender roles, mainly those which are female. Gender should never be used as a factor in human capital. Rationale for this study To examine the claim of female education in China being gendered and procedurally yet substantively practised or not; we therefore did a systematic review of the quantitative, qualitative, and mixed‐method design studies on female education equity in China between 2009 and 2020.Why the new findings matter It is not clear whether China's female education system manifests gender or another type of inequality, or what patterns characterise it compared to other countries. This systematic review introduces a framework to understand the female education system in China through the different patterns which govern human capital, social capital, economic capital and cultural capital.Implications for education researchers and policymakers This study has implications for policymakers, decision‐makers, teachers and researchers interested in conducting systematic reviews in education science. The literature review identified some themes: gender equity and minorities, gender equity in higher and vocational education, national development and policy adjustment, Chinese cont...

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An Introduction

Maslak

2022

Global Perspectives on Adolescence and Education

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Education, Employment and Empowerment: The Case of a Young Woman in Northwestern China

Cited by 7 publications

References 11 publications

Relationship between education and well-being in China

Relationship between education and well-being in China

Is female education ‘gendered’ and procedurally yet substantively practiced' in China? Insights from a systematic review and the practical theory

An Introduction

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