Dawe, Christopher J.; (2025) Chinese Students in America during the Qing Empire, 1818–1912. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This dissertation examines the evolution of American educational efforts directed at Chinese students between 1818 and 1912, exploring how these initiatives reflected and influenced Sino-American relations in the later Qing empire. The study addresses several key research questions: How did American educational efforts towards Chinese students evolve during this period? In what ways did the United States use education as a form of soft power or quasi-imperialism to influence Qing China? How did the experiences of Chinese students in America change over time, from early missionary-sponsored students to those of the Boxer Indemnity Scholarship? What role did individual students, such as Yung Wing, play in facilitating and shaping these educational exchanges? Finally, how did the Boxer Indemnity Scholarship programme reflect evolving Sino-American power dynamics, contrasting with the experiences of Chinese students in America ninety years prior? This research showcases the intricate interplay between educational initiatives and broader geopolitical dynamics through a chronological analysis of key periods and programmes, including the Foreign Mission School, the Chinese Educational Mission, and the Boxer Indemnity Scholarship, and an in-depth examination of individual student experiences. The study employs a mixed-methods approach, drawing on archival research, personal correspondence, and contemporary accounts to provide both macro-level analysis of educational policies and micro- level insights into individual student experiences. Through examining the lives of influential figures such as Yung Wing, the first Chinese graduate of an American university in 1854, the research illustrates how these individuals played crucial roles in bridging cultures and shaping educational policies. The dissertation argues that while imperialistic ambitions often drove American educational efforts, they also created5 opportunities for cultural exchange and mutual understanding, ultimately contributing to China’s modernisation efforts and the evolving Sino-American relationship. By highlighting the transformative nature of these evolving exchanges, this study contributes to existing scholarship by offering a comprehensive overview of Chinese student experiences in America throughout the Qing empire. It provides valuable insights into the historical roots of contemporary Sino- American educational exchanges and their broader implications for international relations.

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