Women and the Transnational Dynamics of Science Education in Early Twentieth Century China: A Quiet Revolution1

Abstract

This article explores both the personal and transnational dimensions of domestic science education and study abroad for the pioneering generation of Chinese women in science. By focusing on women’s unique calculus of risk and reward, the article not only distinguishes Chinese women’s experiences from those of their male counterparts but also delineates the special contours of the Chinese case within the global advancement of women in science. The article begins by outlining some of the features and dynamics of early Chinese girls’ schools that affected students’ interest in and preparation for further scientific study. Then it traces the emerging college-level opportunities that made it possible for women who were studying science in China to contemplate advanced work overseas. Turning to study abroad, the article highlights the radicalness of the decision to study abroad by examining the impact of both family background and national circumstances on Chinese women’s strategies of mobility. The article argues that if we are to take women’s experiences seriously, we cannot just look at scientific pursuits in terms of achievements in the development of Chinese science, we also need to consider the ways that ·scientific ambitions forced individuals—both male and female—to navigate and reimagine multiple social norms and expectations.