著者

新谷 周平

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.71, pp.151-169, 2002-10-31

被引用文献数

2

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The increasing number of mugyosha or freeter has frequently been pointed out in Japan. These terms refer to people who, after graduation from junior or senior high school, don't go on to either college or to full-time jobs. Educational sociology researches have made clear the correlation between career perspectives and academic achievement, social stratification, and youth subculture through questionnaires and interviews. Some authors have suggested offering scholarships or opportunities for career development. However, are such suggestions effective? Past researches have failed to answer this question, either because they did not make clear the process of choosing future courses or see the influences of subculture upon such choices. The purpose of this paper is to describe the process of making future choices, and to make clear the relationship between subculture and future courses. The method adopted is participant observation and interviews of a youth group, specifically a group of street dancers. The members did not aim to be professional dancers, and became freeter. The following findings were made. A lack of confidence in academic abilities and strong resistance to becoming constricted kept them away from college and full-time jobs. The amount of wealth and the occupation of their parents had an influence on the transition from freeter to college student or full-time worker. But it was more important that youth who remained in a local area formed a subculture, or "local relationship culture, " in which place, time and money were jointly owned. The status of freeter was appropriate for this subculture. If the function of culture is taken into consideration, the effectiveness of suggestions that presuppose social mobility and movement between regions, such as scholarships or career development programs, becomes uncertain. It is necessary to make clear the real state of subculture and to work out programs appropriate to it.