Wang Hong, the first Chinese woman to receive the Fields Medal—the most prestigious award in mathematics—has sparked a wider discussion about China’s education system by openly sharing her experiences of discouragement during her early university years. Wang, 35, and fellow Chinese mathematician Deng Yu, 37, were among four recipients of the Fields Medal announced on July 23, marking the first occasion that two Chinese mathematicians won the prize in the same year.

Wang’s reflections have resonated with many young students across China, who often face intense academic pressure. In interviews following her win, Wang described how her confidence waned after entering Peking University at age 16. “When I went to college, suddenly mathematics became difficult,” she said, recalling the transition from a high school environment where math felt like an “inner sanctuary” to the demanding challenges of higher education. Despite years of effort and discipline, she said she felt discouraged.

She credited her subsequent studies abroad with changing her outlook. During her time at Ecole Polytechnique in France, Wang realized she did not have to solve problems in isolation and received valuable mentorship from French mathematician Yves Martin. This support, she said, helped her become more patient and less anxious, and allowed her to develop greater independence in her work.

Wang was born in the Guangxi Zhuang autonomous region and completed her undergraduate studies at Peking University in 2011. She went on to study in France before earning a PhD at the Massachusetts Institute of Technology in 2019. She is currently a professor at New York University’s Courant Institute and the Institut des Hautes Études Scientifiques in France.

Her comments have ignited debate on Chinese social media, where many students noted similar struggles with self-doubt in a system heavily focused on academic success measured through exams and awards. One doctoral student expressed gratitude for Wang’s openness, saying it allowed her to acknowledge her own feelings of discouragement.

The discussion taps into a longstanding conversation about China’s education and research environment, which often emphasizes quantifiable achievements such as publications and degrees over mentoring and creative exploration. Academics in China frequently must juggle competing demands that leave little time for in-depth guidance, potentially limiting long-term development.

Song Chunwei, a professor at Peking University’s School of Mathematical Sciences who taught Wang, noted that young researchers face a succession of evaluations that may prioritize easily measurable outputs over substantive academic progress. He warned that excessive pressure can drive work motivated by external incentives rather than personal interest or curiosity.

Hu Xijin, former editor of the nationalist newspaper Global Times, added nuance to the debate, arguing that Wang’s experience should not be seen as a simple comparison between Chinese and foreign education. He highlighted that both Wang and Deng started at Peking University before completing advanced studies overseas and achieving international recognition, a fact that reflects the strong foundation provided by Chinese institutions. Hu suggested that while some might find this trajectory regrettable, it also shows that China is approaching the capacity to nurture top-tier scientific talent domestically.

Deng Yu began his undergraduate studies at Peking University before transferring to MIT, subsequently earning a PhD at Princeton University. He is now a professor at the University of Chicago. Their career paths have spurred hope among observers that China’s universities may soon cultivate world-leading scientists entirely within the country’s academic system.