VIRTUAL Lisbon Livable Cities

Abstract

This study explores the educational experiences of Hui Muslim women, members of China’s third-largest ethnic minority group, as they navigate tensions between the Han-dominated party-state’s modernization discourses and community Islamic traditions. In many Hui communities, religious-cultural norms—such as limited education and early marriage for girls—stand in contrast to state policies promoting educational attainment as a pathway to national development. Focusing on at least two Hui communities in Ningxia and Gansu province with differing levels of economic development, this qualitative research employs interviews with key stakeholders, including Hui girls, parents, imams, and local officials. It also incorporates perspectives from Hui women studying at universities in Yinchuan, Ningxia’s provincial capital, and Beijing, China’s national capital. By examining how Hui families and students navigate intersecting cultural and institutional expectations, the study sheds light on the influence of religious, gendered, and ethnic dynamics on female educational trajectories. Central to this research is an emphasis on the voices and agency of Hui Muslim women, who negotiate their aspirations within the constraints of family, community, and state schooling. In doing so, the study addresses significant gaps in the predominantly Western- and male-focused scholarship on China’s Islamic minorities, providing a nuanced understanding of how young Hui women reconcile competing cultural pressures. The findings are thematically and comparatively analyzed, offering insights into how cultural conflict shapes educational outcomes. By foregrounding the lived experiences of Hui Muslim women, this research contributes to discussions on culturally sensitive strategies for promoting gender equity and educational inclusion among China’s minority communities and beyond.