Chinese Culture – Argumentative essay

Chinese Culture

My topic is # 5 in the “Paper Topics” PDF attachment: (you can slao find the format requirements in this PDF attachment)

5. The role of women in Chinese culture: consider women’s educational texts (see nexus folder
and textbook pages 819-839, and other texts of your choosing) to explain roles for women in
traditional Chinese culture. Women are generally thought of as being oppressed within
traditional patriarchal cultures. What evidence can you find to support and contradict this idea?


I need 6 pages research page draft.

I attached my proposal&outline with my professor’s comments. You can start work on my paper based proposal,outline, and comments.

Analysis of examples should be strongly and deeply.

All requirements for the paper are in the attachments. Please take a look carefully.

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The other PDF file I attached are the article “Women’s Education” you need read as a primary source.

Please feel free to find to more sources to support the content and don’t forget to cite them in the Refrence list.


  1. Role of women in traditional Chinese culture
    • Women education in traditional China
    • Confucian teachings on women’s behavior
    • Admonitions to women
    • Duty of men towards the women
    • Early indications of women submission to the men
    • Contrast between the traditional men and modern men
    • Embracing education for women in China



Many traditional cultures get viewed as being oppressive in different aspects towards women, for instance, lack of equal education opportunities to the male counterparts. Women in traditional cultures have always got viewed as only being capable of handling simple house chores and raising children, and this is an obvious case even in the Chinese culture.

The book titled, the source of Chinese traditions, begins by highlighting that traditionally in China, the privilege to acquire an education was only accorded to the men and women were left to handle household issues. However, the assertion that women were not allowed to access an education in traditional China is opposed by the tributes paid by some of the great male scholars in China.

The position of women in Chinese society

Before male children attained the school going age, the women under whose care they were left had to teach them some basic concepts and these scholars attribute their academic achievements to these basic lessons. It indicates that women were not all that uninformed even in traditional China.

In traditional China, individual families were regarded as being the custodians of conventional education. Surprisingly, where one of these families lacked a male to carry on this tradition, no woman would be allowed to do it instead. This aspect further evidences the extremity with which education for women got curtailed in traditional China even at the family level. Educating the women was found to be essential during the onset of musical arts and neo-Confucian, and it got further boosted by an increase print materials and growing literacy among the women.

The Confucian model supported education for the women in the sense that it presented a doctrine of new culture hence new practices. However, it is interesting to note that Confucian taught women to be submissive to the men by upholding the fact that men are mean to be dominant and forceful and that women hold a less inferior position than the men. Confucian doctrine further acknowledged that a woman’s role should be within the confines of the family alone. Female authors such as Ban Zhao published texts in support of the Confucian teachings urging the women to uphold the wifely way as defined by Confucians texts.

The inferiority of women in ancient China was depicted immediately after the birth of a girl child. In her book, Admonitions for women, Zhao states that a girl child had to be placed on the bed for three days after birth to signify that the girl’s role was majorly submission to others. A spindle was the child’s playing toy, and it was used to indicate that the child should train herself to toil and be industrious. The child’s birth was made known to the ancestors through sacrifices, and this was to signify that the child ought to carry on these traditions as well. These traditions emphasized that women were supposed to be selfless in all aspects.

Traditional culture in China taught that naturally order required women to serve the men but also taught that men should respect and take care of the women without compromising their authority over the women. These were considered to be the appropriate principles of life. Zhao further indicated that a woman ought to restrain herself always from showing contempt towards her husband otherwise this would consequently cause the man to shout at her.

Further, she stated that if a man’s rage spun out of control, he would end up beating his wife. This scenario indicates that the woman did not have an upper hand in any case. A Chinese woman’s greatest challenge is elemental in nature in that, survival through the proper cycle of life. The birth of baby girl comes with the infanticide threat. Many similar cultures idolize sons while the birth of a daughter gets dreaded in China such as India.

Even in this age and time, women in China get discriminated in the type of jobs they apply and even get lower salaries as compared to their male counterparts. Some of the careers women choose are also products of brain-washing from discrimination from women in an older and different generation who insist that women cannot take some jobs. For example, being a doctor would be despised because it does not give a Chinese woman enough exposure for a man.

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In the past, chances for Chinese women were narrow with women being limited to the family life alone. However, women have proven themselves capable of fashioning lives that bring satisfaction to themselves and the community despite the insinuation cultural discrimination.



De, Bary W. T, Irene Bloom, Wing-tsit Chan, Joseph Adler, and Richard J. Lufrano. Sources of Chinese Tradition. , 1999. Internet resource.

De, Bary W. T, Wing-tsit Chan, and Richard J. Lufrano. Sources of Chinese Tradition, Volume Ii: From 1600 Through the Twentieth Century. New York: Columbia University Press, 2000. Internet resource.


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