Dreams of Flight: The Lives of Chinese Women Students in the West

by Fran Martin

In Dreams of Flight , Fran Martin explores how young Chinese women negotiate competing pressures on their identity while studying abroad. On one hand, unmarried middle-class women in the single-child generations are encouraged to develop themselves as professional human capital through international education, molding themselves into independent, cosmopolitan, career-oriented individuals. On the other, strong neotraditionalist state, social, and familial pressures of the post-Mao era push them back toward marriage and family by age thirty. Martin examines these women’s motivations for studying in Australia and traces their embodied and emotional experiences of urban life, social media worlds, work in low-skilled and professional jobs, romantic relationships, religion, Chinese patriotism, and changed self-understanding after study abroad. Martin illustrates how emerging forms of gender, class, and mobility fundamentally transform the basis of identity for a whole generation of Chinese women.

Genres: Anthropology, China

368 pages, Hardcover

Published February 22, 2022

Reviews

[Eva Yang · Rating 4 out of 5]

乡愁是属于男人的奥德赛 逃离是刻进女性身体里的史诗

[Etienne RP · Rating 4 out of 5]

Chinese Women Students in Australia

Reading Dreams of Flight made me reexamine my preconceptions about Australia, China, and university studies abroad. When I was a graduate student in France back in the early 1990s, I didn’t identify Australia as a land of opportunity for academic studies. In the disciplines that I have studied, Australia is (or was) a scientific backwater, an outlier when compared to North America or Western Europe. I don’t trust university rankings that much, but last time I checked Australian universities ranked quite low in terms of research output, number of Nobel Prizes, well-identified schools of thought, or emerging paradigms. I was under the impression that an academic career in an Australian institution was a second- or third-best choice for aspiring scholars who failed to land the position of their dreams in North America or in Europe. Spending more than a decade in East Asia made me revise that opinion. I have met many Asian scholars for whom Australia was definitely on the academic map. For a prospective graduate student in South Korea, in Taiwan, or in South-East Asia, pursuing a degree in Australia, applying for a faculty position, or doing research as a post-doctoral student in an Australian university are serious options to consider. Australia’s attractiveness is not only linked to geographical proximity. Language, lifestyle, natural environment, diasporic presence, and academic freedom in well-funded research universities also weigh in the decision for an academic destination. Besides, the international students who form the focus of Dreams of Flight—a cohort of about fifty young Chinese women that the author follows across the full cycle of international study between 2012 and 2020—did not wish to pursue an academic career in science or in the humanities. Their ambition was to acquire a degree in a practical field such as accounting, finance, or communication and media studies, to broaden their horizon by getting an experience of living and studying abroad, and to follow a career marked by international mobility and promotion opportunities. Australian universities could build on these expectations to attract a growing number of students from China: in December 2019, just before Covid, there were over 212,000 Chinese students studying in Australia. Students from China represented the largest proportion of international students, while Australia was the third foreign destination for Chinese students after the United States and the United Kingdom.

Study in France, Study in Australia

Reading that higher education in Australia is also a commercial venture wasn’t really a surprise for me. In my previous posting as cultural counsellor at the French Embassy in Hanoi, I was involved in managing a Study in France programme and in attracting Vietnamese students to French educational institutions. Australian universities were clearly our direct competitors. La Trobe University had an admission office and a partnership program within Hanoi University, while RMIT was the first completely foreign-owned university granted permission to operate in Vietnam, delivering Australian degrees for a hefty tuition fee. But even with this experience in mind, I personally don’t like to think of academic studies abroad as a field ruled by competition and marketization. For France, attracting foreign students is a matter of public policy, not market development: it is a way to promote our model and our values, to uphold the position of French as an international language, to train potential recruits for French multinational firms or research labs, and to build long-lasting influence through a network of alumni who will keep a close connection to France. This assumes, of course, that foreign students will adhere to the values conveyed through education and living abroad, that they will practice French in the classroom (where courses are increasingly taught in English) and in everyday life, and that they will keep a positive attitude toward France after their study period (remember that Ho Chi Minh and Pol Pot both worked and studied in France.) Unlike many universities in Australia, in the US or in the UK, French universities and Grandes Écoles offer high-quality training without imposing unaffordable tuition and fees. In fact, the French government offers many foreign students a benefits programme that reduces tuition fees to almost nothing. Although this is not the case for every institution of higher education, these fee structures are still lower than other universities in Europe, let alone Australia or North America. This is not always the best selling point among prospective students and their families: especially in Asia, quality comes at a price, and what is low-priced tends to be perceived as low-quality. But in countries like Vietnam, the affordability of studies in France, coupled with the known quality of French curricula, was clearly a strong argument to attract students to France and to persuade them to study French in our cultural institutes located in Vietnam’s four main cities.

Australia has a different approach to attracting foreign students. Australia has been recognized as having “the most organized and aggressive international recruitment and marketing strategy” for its universities abroad, and yet the central government has little involvement in higher education promotion. Universities, and in some respects provinces, are in charge of attracting foreign students to Australia and building an image of academic excellence and cosmopolitanism. They compete among themselves and against foreign education institutions for private income from international students, with the students themselves conceptualized essentially as consumers. To attract new students and maximize revenue, they maintain a network of commercial education agents abroad, organize student fairs and promotion events, open offices on the campus of partner universities, and sign agreements with local institutions. They use marketing strategies to target the public and divide the market into various segments: the cohort of young students studied by the author, who belong to the “post-90” (jiuling hou) generation, were more likely than the previous generation to be female, to study business and management as opposed to sciences or engineering, to start studying at the bachelor’s level, and to apply for permanent resident permit after their studies. The selling points for studying in Australia increasingly focus on urban lifestyle, natural scenery, food and beverage, and opportunities for tourism. International student offices at Australian universities emphasize the quality of students’ live & learn experience. They offer a range of support, advice and information about housing, daily life, and job opportunities. The objective is to create value and maximize consumer experience, not to promote a particular model of democracy and use education as a policy instrument. If exposure to daily life in Australia makes student acquire a taste for freedom and democratic ideals, so much the better. But studying in Australia is responding to economic rationality, not to the logic of a sovereign state. The education sector is Australia’s third export market after agriculture and mining. It generates indirect revenues by contributing to nation branding, tourism, and export promotion. If anything, dependence on Chinese student income was construed as a problem, especially at the end of the period studied by Fran Martin. Excessive market concentration affects product quality and exposes producers to increased political risk.

Preconceived ideas

As Fran Martin writes in her preface, “the young Chinese women whose stories are told in this book represent the human face of this marketization of education.” I was surprised by the description of their social background as middle class: they were the (often only) daughters of middle-rank party cadres, local officials, small business entrepreneurs, or corporate executives, who could afford to pay tuition fees and living expenses abroad. By comparison, in Vietnam, studying abroad remains the preserve of the elite or the upper middle class, and parents are making huge sacrifices to send their children abroad. Even in France, where secondary education is mostly state-led and university tuition fees are very low, sending one’s child to study abroad is a tough financial decision, and most French students content themselves with a one-year mobility in a different European country under the Erasmus student exchange program. Getting a degree in the United States, in Australia, or even in post-Brexit United Kingdom is out of the financial reach of most French families. The huge number of Chinese students abroad (over 700 000 in 2019) made me realize how rich China has become, and how devoted Chinese parents are to the education of their children. A related surprise was to read that for these young urban Chinese women, Melbourne and other Australian cities felt provincial and underdeveloped. Words like Mocun (“Melvillage”) and TuAo (“native Oz”) disparage the cultural and economic backwardness of Australia as a whole, while complaints about the nation’s backward infrastructure and early shop closing times were frequent among Chinese students. For some students, the village-like living conditions in Melbourne felt safe and friendly, while other complained against the unfriendliness of the locals, the unavailability of jobs in non-Chinese-run businesses, the ethnic concentration of Chinese students and migrants in clustered urban areas and housing, and racism and violence in public places. The dream of immersing oneself in the local culture and to get to know local people often ended in disillusion and fear. Indeed, many respondents in the study found that they had left China only to arrive in a subworld populated by Chinese friends, Chinese landlords, Chinese classmates, Chinese flatmates, Chinese bosses, Chinese media, and Chinese businesses. Everyday verbal interactions were held mostly in Mandarin, and the city was experienced as a sociospatial network of connected clusters.

Another preconceived idea I had about China was that increased openness through foreign travel and studies abroad might change Chinese society for the better and steer its citizens toward more liberal attitudes on the political and social fronts. This is a delusion I share with many people in the West: the notion that exposing young Chinese people to our ideas and values will make them think and behave more like us and will turn China as a whole into a responsible stakeholder on the global scene. In France, international education is recognized as a significant tool of soft power, a mechanism of attraction and persuasion. Through student exchange programs and cultural institutions such as Alliance française and Campus France, countries convey particular cultural, social, educational and political images of themselves abroad. These not only enhances their global visibility and influence but also their ultimate goal to reach and win the hearts and minds of people worldwide. It seems hard to deny the fact that internationalized higher education, with its cross-cultural and multi-national exchange activities, lays the ground for an intensified cross-border dialogue, contributes to a greater understanding between countries as well as enhances international cooperation. Education as a global phenomenon attracts people, and generates interest in the languages and cultures of other places. But Australia doesn’t seem to make such assumptions. For Australians, education is a lucrative business, not a policy tool, and promotion efforts focus on short rather than long term objectives. If anything, the increased number of Chinese students in Australian universities, and their dependence on partnership agreements with China, are perceived as a threat to academic freedom and domestic sovereignty. After Fran Martin completed her study, it was announced that Australia’s federal government was to shut down Chinese learning centers, known as Confucius Institutes, after the latter has been suspected of functioning as a plank of the Chinese Communist Party’s propaganda. In 2021, Human Rights Watch published a report entitled How China’s Long Reach of Repression Undermines Academic Freedom at Australia’s Universities, giving voice to students and academics who felt forced to self-censor their views about the human rights abuses of the communist regime in China. Cases of nationalist outbursts and peer harassment have been reported among Chinese students abroad, making true the Chinese regime’s assertion that “leaving the country is more effective than a hundred patriotic education classes.”

Competing models of identity

This is not to say that international education had no effect on the Chinese students who responded to Fran Martin’s questions or discussed together on their WeChat group. The author identifies two competing models of identity among the young Chinese women from the post-90 generation: neoliberal-style enterprising selfhood, and neotraditionalist familial feminity. The first one values mobility, individual freedom, cosmopolitanism, professional orientation, gender equality, and consumerism. The second one prefers stability, family orientation, filial piety, collective discipline, job security, and traditional gender roles. Studying abroad accompanied a shift from the second to the first model. Contacted a few years after the study, women in the focus group were more likely to be unmarried, independent, focused on their professional career, following a flexible life course, and geographically mobile. They valued professional ambition, cultural reflexivity, and leisure consumption. All were not able to translate international studies into higher-status jobs in the private sector, in China or in Australia, and a significant number experienced downward social mobility. Some remained in Australia, navigating the state immigration regime and accumulating points in pursuit of permanent resident status while doing odd jobs in precarious conditions. Other graduates returned to China and faced gender-based discrimination in their job searches, competing with a large number of haigui returnees and having less guanxi than those who had stayed behind. Most of them delayed marriage and childbearing, with the risk of falling behind the gendered life script of marrying before their late twenties and becoming shengnü, or “leftover women.” The other model of gender neotraditionalism also retained its influence, in alliance with family structures and the modern apparatus of the socialist state. Pressures to marry and have children on a fixed schedule were difficult to escape, and heteronormativity weighed on some women who had developed same-sex leanings while in Australia. In political terms, Chinese students abroad tended to manifest expressions of “long-distance nationalism” and “patriotism from afar.” Faced with “insults to China”, the ethics of national representation demands that one make counterclaims to defend the national honor against hostile outsiders: “A son never complains that his mother is ugly; a dog never complains that its household is poor.” But nationalist feelings were also complicated by time spent abroad: the author observes a growing tendency to distinguish patriotism (aiguo) from attachment to the party or government, as well as a growing appreciation of the heterogeneity of Chinese identity. As she observes, “national feelings on the move are characterized by multiplicity, mutability, and ambivalence.”

I wish I had with me a similar book about Vietnamese students abroad when I was posted at the French Embassy in Hanoi, covering the education sector. In our efforts to attract Vietnamese students to France, we were more or less walking in the dark. We had no market research reports, no focus group results, no customer satisfaction surveys, no communication strategy. When we organized a Study in France fair in a big hotel in Hanoi and in Ho Chi Minh City, we were overwhelmed by the number of young Vietnamese who showed up to gather information. We did invest resources to create and sustain a network of Vietnamese alumni: they were our best salespersons, and often took an active role in attracting their junior peers to the same institutions and programs from which they had graduated. A private philanthropist, who was particularly fond of elite institutions such as Ecole Polytechnique, played a tremendous role in attracting the best and the brightest Vietnamese students to France through a scholarship program. The “bourses de l’ambassade” (scholarships at the graduate level) were also very sought after, and a process was designed to guarantee the total independence of student selection. For many students, the French language was a barrier, as most courses in France were taught in French, but it was also an incentive to enroll in French language classes in Vietnam and develop a deeper engagement with French society. In our efforts to attract Vietnamese students to France, we stood halfway between economic rationality and the logic of a sovereign state. Higher education was not identified as a business sector that could generate revenue and contribute to economic growth, but as a tool of national influence and soft power. We were in competition with other foreign destinations or domestic programs, but we tended to present the Study in France experience as unique and special, not as a competitive option amongst many. Of course, a book like Dreams of Flight is not a market research report or an exhaustive survey of Chinese students in Australia. The insights it generates are, in my view, more relevant for public policy than for private sector development. In this way, it confirms my preconception that studies abroad should not be left to market forces and wealth considerations.

[RYAN PHAM · Rating 5 out of 5]

It was so good that I bought a hardcover copy mid-read

It covers a lot about Chinese female students that come to study in Australia. The topics include

1. Why they come to Australia and thể desire to see kids in the One Child Era develop a sense of independence
2. How they experience racism from white people and how they see other minorities as violent
3. How they earn cash through part time work and daigou services to China
4. How they navigate sexuality and cohabitation even though they maintain conservative cultural ties to their homeland
5. How they mấy become Protestant in Australia and yet this isn’t a game changing move since their religion tends to be conservative and reflective of the values they brought into the religion
6. How they develop a cognitive dissonance about their homeland country. Like anyone else, they want to defend the place they grew up but realize that the Party and Chinese society are not the same