Few empirical studies directly address education among women factory workers in China, much less their sense of agency, power, character and awareness. This dissertation seeks to discover whether among women factory workers in the core manufacturing center, the Yangtze River Delta region of China, educational opportunities and other resources enable women workers to make their own choices, increase their independence, and build a greater awareness of themselves and their role in this world, to self-empower. It examines the gradual transformation of Chinese women factory workers and analyzes their patterns of interaction, attitudes, and perceptions regarding some traditional Chinese values. Results of the study showed that these women factory workers in China, regardless of education level, familial status, or position in the workplace, continuously sought improvement, and that this improvement is their path to empowerment. These women use formal, informal, and nonformal education to develop themselves, and many of the participants acknowledged that continuing their education would have the potential to significantly impact their sense of awareness, self-sufficiency, and decision-making. Although Chinese women factory workers face great challenges in their lives, their willingness to succeed through continuing their education demonstrates their will to persevere. I conclude that increased opportunities in education can be used to facilitate women's empowerment for Chinese women factory workers and enhances the capability, agency and achievement of their aspirations by these women. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]