Ethnographic Study of Chinese Women in America's Chinatowns

Introduction

The objective of this study is to investigate the complex challenges faced by Chinese women after they settle in Chinatown communities in the United States. Despite remaining culturally traditional, Chinese women living in these communities are exposed to numerous ways in which globalized American culture influences their social lives. By exploring how globalization affects the role of traditional Chinese women in Chinatown, and by conducting interviews with Chinese female immigrants of different ages, levels of education, and marital statuses, this research seeks to capture a range of perspectives on that transformation. The project offers anthropological discussion on the relationship between the culture of transnational Chinese women's migration and American culture in a globalized world.

The Chinese and American cultures are quite different from one another — in many respects, foreign to one another. Culture is described in the work of Zheng and Cui, in their article "Kluckhohn and Strodtbeck's Value Model in Chinese and American Culture," as "the holistic interrelationship of a group's identity, beliefs, values, activities, rules, customs, communication patterns, and institutions" (Zheng and Cui, 2008). Culture is also described as "the total way of life of a people, composed of their learned and shared behavior patterns, values, norms, and material objects" (Zheng and Cui, 2008). Culture exists not only between different "nationalities and ethnic groups," but also among "communities, organizations and other systems" (Zheng and Cui, 2008).

Culture is created by each different "population or group that best fits their situation, and they live in cultures like fish living in water. Values, as one element of culture, involve what a culture regards as good or bad, right or wrong, fair or unfair, just or unjust, beautiful or ugly, clean or dirty, valuable or worthless, appropriate or inappropriate, and kind or cruel" (Zheng and Cui, 2008). Values are stated to "not necessarily describe behaviors in a culture; they provide explanations for what we do. They tend to be the basis of all the decisions we make and provide criteria for us to assess our own and others' actions. Therefore, values can be regarded as a hidden part of a culture if culture is likened to an iceberg. If we intend to know better about a culture, it is inevitable for us to go deep into it and study its values" (Zheng and Cui, 2008).

Kluckhohn and Strodtbeck's value model as applied to Chinese and American culture is discussed in the work of Zheng and Cui (2008). The most frequently cited generalizations drawn from this comparative framework are illustrated in Figure 1 below.

Figure 1: Comparison of Chinese and American Values (Source: Zheng and Cui, 2008)

Kluckhohn and Strodtbeck's Value Model in Chinese and American Culture

Regarding beliefs about human nature, Zheng and Cui (2008) note that while the traditional American view — shaped by Judeo-Christian influences — holds that "humans are basically evil," the Chinese perspective, shaped by "the teachings of Confucius," holds that human beings are "born pure and innocent." The Chinese believe that human nature is fundamentally good and becomes corrupted through societal interactions and influences. Preventing such corruption is considered an obligation of parents and other key adults, who are expected to set good examples and to provide proper education.

Differences also exist at the societal level. American social relationships "are constructed on the basis of the autonomy of each person. They emphasize equality and evenness, even though certain groups have been treated in discriminatory and unequal ways" (Zheng and Cui, 2008). This belief opens the possibility for all individuals to achieve high levels of success and status "regardless of their backgrounds" (Zheng and Cui, 2008). By contrast, Chinese culture is "stratified and hierarchical" (Zheng and Cui, 2008), placing emphasis on social hierarchy with "clearly defined privileges and obligations according to their positions." As one illustration, the father is considered to be in charge of a family, while the son is expected to listen and obey him (Zheng and Cui, 2008).

A high school "People Around the World" Bimonthly Faculty Newsletter published in May 2007 documents an interview with Chinese, Chinese-American, and Taiwanese students and staff. The first question asked was: How do you feel your culture is different from American culture? The answers included the following:

Cultural Differences Through Interview Perspectives

1. The Chinese language has more than a hundred dialects, and each dialect has different tones.
2. Chinese writing is not alphabetical; there are thousands of Chinese characters used in writing.
3. Family names always come before given names.
4. Our culture is very traditional and strict, whereas in the US there is a great deal of freedom.
5. We are in school longer and for more hours.
6. We eat healthier, more balanced food.
7. Americans are very generous — for example, if your car breaks down on the side of the road, someone will stop to help. In China, nobody would stop.
8. We seldom hug people; we don't usually touch people.
9. Most Chinese families do not allow their children to have a boyfriend or girlfriend when they are young, and sometimes the parents choose their spouse for them.
10. There is much emphasis on the son as the male continuation of the family name. (QO, 2007)

The second question asked was: How do you feel your culture is similar to American culture? Answers included:

1. We share things. We offer our seats to seniors.
2. I think there is nothing similar with American culture.
3. Both cultures have family reunions on holidays.
4. The holidays are big and important.
5. There are many of the same values, such as education, work ethic, and a sense of responsibility.
6. In school, we get a summer and winter break.
7. I wear American-style clothing and speak English. (QO, 2007)

The third question asked participants to name one tradition or cultural expectation that conflicts with American culture or school life. Responses included:

1. We often have a week off for Chinese New Year in our home countries, but here we have to attend school.
2. During the Year of the Horse, I had to always wear red for good luck.
3. Americans do not respect older people, especially teachers.
4. Calling people older than you by their first names is considered disrespectful.
5. One would never open a gift in front of guests; this is considered rude.
6. We usually live with our parents, and if we don't, we visit them frequently.
7. We don't encourage our children to date until they are in college.
8. We don't encourage girls to wear makeup at young ages. (QO, 2007)