University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Educational Administration: Theses, Dissertations, Educational Administration, Department of and Student Research Spring 5-2014 THE INFLUENCES OF THE AMERICAN BOXER INDEMNITY REPARATIONS REMISSIONS ON CHINESE HIGHER EDUCATION Xiaojuan Zhou University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/cehsedaddiss Part of the Higher Education Administration Commons Zhou, Xiaojuan, "THE INFLUENCES OF THE AMERICAN BOXER INDEMNITY REPARATIONS REMISSIONS ON CHINESE HIGHER EDUCATION" (2014). Educational Administration: Theses, Dissertations, and Student Research. 189. http://digitalcommons.unl.edu/cehsedaddiss/189 This Article is brought to you for free and open access by the Educational Administration, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Educational Administration: Theses, Dissertations, and Student Research by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. THE INFLUENCES OF THE AMERICAN BOXER INDEMNITY REPARATIONS REMISSIONS ON CHINESE HIGHER EDUCATION By Xiaojuan Zhou A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts Major: Educational Administration Under the Supervision of Professor James Griesen Lincoln, Nebraska May 2014 THE INFLUENCES OF THE AMERICAN BOXER INDEMNITY REPARATIONS REMISSIONS ON CHINESE HIGHER EDUCATION Xiaojuan Zhou, M.A. University of Nebraska, 2014 Adviser: James Griesen The purpose of this study was to consider the influences of the American Boxer Indemnity Reparations Remissions (ABIRR) on Chinese higher education. These remissions were used to establish two universities, to establish the American Boxer Indemnity Scholarship Program (ABISP) to support Chinese students’ studying in America, and to support other higher education- related projects. This study focused on higher education considering ABISP as an individual case. The ABISP students were selected from all the students who studied in America in the corresponding period in part because of the inconsistencies of research before 1949. Through tracking 1,152 ABISP students of Type (a) “admitted to American student” and Type (b) “pre-admitted to American student” one by one, the researcher found 707 (61.28%) of them were engaged in Chinese higher education. Among those 707, 597 (84.44%) had title of professor or associate professor. The research listed that ABSIP students created 19 “firsts” for Chinese higher education. ABISP students also created 12 departments of Tsinghua University as well as established 19 departments and universities other than Tsinghua. Nineteen (19) ABISP students were engaged in compiling authoritative collegiate textbooks. Acknowledgements First of all and most important, I want to thank my adviser Dr. James Griesen for his great help and support for my graduate program. I took courses mostly online and one semester on campus. Without his patience, and the long explaining emails back and forth, my course selection would not be taken care of and the completion of my degree would not have happened. Without his full support in exploring new fields, I would not do a historical research paper, a concept that was entirely new to me. I appreciate all your help, Dr. Griesen. I must thank my boss, Dr. David Wilson, for supporting me in completion of this degree. He helped me get scholarships and a graduate assistant position. Thank you for allowing me to work full-time while taking classes. I need to thank Dr. Miles Bryant, the coordinating person for the 2012 Summer Workshop for Zhejiang University City College (ZUCC) at UNL. I was an assistant in the program and Dr. Bryant showed great patience and responsibility in dealing with issues. He organized a variety of presentations and discussion groups for ZUCC members to know UNL and the US higher education system. I learned a lot from the workshop, which deepened my understanding of American higher education. I want to thank my parents. They have supported my decisions with an open mind. My Dad is my role-modal. His braveness in conquering difficulties in his childhood was my driving force. I want to give the greatest thanks to my husband, Yuxiang Weng, who has supported me in every aspect he can think of. He took care of the housekeeping, did all the cooking, and helped me research thesis materials. He took me out for relaxation when I was stuck somewhere and wanted to pull the hair out of my head. He listened to all my complaints about having to work and study at the same time. He promised to take me for trips after graduation. i Table of Contents Chapter 1—Introduction ............................................................................................ 1 Brainstorming ...................................................................................................... 1 Purpose of Study .................................................................................................. 2 Study Target ......................................................................................................... 3 Study Methods ..................................................................................................... 3 Significance of Study ........................................................................................... 4 Definition of Terms.............................................................................................. 5 Explanation of Special Cases ............................................................................... 7 Chapter 2—Literature Review ................................................................................... 9 Introduction .......................................................................................................... 9 Original Documents ............................................................................................. 9 Research Materials ............................................................................................... 11 University Historical Archives ............................................................................ 12 Autobiographies and Biographies ........................................................................ 14 Research on the Influence of ABISP Students on Chinese Higher Education ............................................................................................................ 15 Conclusion ........................................................................................................... 16 Chapter 3—Historical Background............................................................................ 17 Boxer Rebellion ................................................................................................... 17 Boxer Indemnity .................................................................................................. 17 The Remitting of American Boxer Indemnity Reparations ................................. 18 Chinese Government’s Reaction to Remitting Reparations ................................ 21 ii Chapter 4—Overview ................................................................................................ 24 Usages of the Remitted American Boxer Indemnity Reparations ....................... 24 Established Two Universities ........................................................................ 24 Sent Students to U.S. ..................................................................................... 26 Supported Cultural and Educational Projects ................................................ 31 Created Projects ....................................................................................... 31 Cooperated Projects ................................................................................. 32 Subsidiary Projects................................................................................... 33 Overall Status of ABISP Students ....................................................................... 34 Major Distribution of ABISP Students .......................................................... 34 Degrees Received........................................................................................... 35 Relationship to Chinese Higher Education .................................................... 37 Chapter 5—Achievements on Higher Education ....................................................... 39 General Status ...................................................................................................... 39 Classification of Achievements ........................................................................... 41 Tsinghua and the Nobel Prize ........................................................................ 41 Direct Connections................................................................................... 41 Indirect Connections ................................................................................ 42 Creative Work ................................................................................................ 42 The Firsts ................................................................................................. 42 Foundations .............................................................................................. 46 Textbooks ......................................................................................................