著者

耳塚 寛明

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.35, pp.111-122, 1980-09-20

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Studies of student subcultures in high school have contributed to the development of studies in this field by discovering a variety of subcultures such as an anti-school subculture. These studies, however, have several problems. Amongst others, we need theories and methods which make it possible to explain the polarization of student subcultures as well as to describe the distribution of them among students. For this purpose, I clarified three theories that may explain the polarization between pro-school and anti-school subcultures, and applied them to two sets of research data. Clarified theories in this paper are following; (1) culture clash, (2) status frustration and (3) school organization. The result showed the possibility that the status frustration model would fit in with facts, and that this would explain the polarization of subcultures. But we have too restricted information about school organization to identify the effect of it on the polarization. We have to pay attention to school organization more systematically. Furthermore, we have not analyzed the micro-sociological process of differentiation of students by teachers. On the basis of a status frustration model, we need to explore the school organization, and especially the process of differentiation of students. This process will be explained fully by regarding it as a labelling process.

著者

須田 康之

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.49, pp.117-134, 1991

著者

耳塚 寛明 Hiroaki MIMIZUKA お茶の水女子大学 Graduate School of Humanities and Sciences The Ochanomizu University

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.80, pp.23-39, 2007-05-31

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The measurement of children's academic achievements and the explanation of differences between social classes should not be dismissed by sociologists of education. Although inequality is a major theme of the field, the sociology of education has lacked empirical evidence on the structure of disparities in academic achievements. This is partly due to the difficulties involved in collecting sufficient data on academic achievement through schools. In and after 2002, studies were begun on the relationship between academic achievement and social class in Japan. At the time, schools were being heavily criticized within the context of the debate over falling children's academic achievements. Some significant surveys were administered at that time, though they were small in number. However, they left some important issue to be solved. The first is that analyses of the determinants of academic achievement are inadequate for clarifying what factors will diminish class differences in achievement. The second concerns the reliability and validity of the variables collected. In particular, variables on the economic conditions of households are lacking. Finally, the surveys were conducted only in large cities. This paper examines the factors that affect children's academic achievements, and the extent of the effect of such factors, through an analysis of the data of the Japan Education Longitudinal Study 2003 (JELS2003). JELS2003 was conducted in two areas: one a middle-sized city within the capital metropolitan areas, and the other a small local city. It also contains variables about the economic conditions of households. The major findings of the paper are as follows. 1. In the small local city, the differences of academic achievement between social classes were relatively small. 2. In the middle-sized city within the metropolitan area, children's academic achievements were affected by the level of monthly educational expenses, level of educational expectations of the child, and income level of the family. Inequalities in children's academic achievements in our society should be grasped in the context of the substitution of "parentocracy" for meritocracy.

著者

井上 好人

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.73, pp.5-24, 2003-10-31

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The purpose of this research is to determine which samurai classes among the graduates of Kanazawa I Middle School in the old Kaga domain successfully entered new careers as elites in school education. The data for the research was gathered from a list of Kanazawa I Middle School graduates for the middle and final part of the Meiji Era. In recent years, research on the samurai classes that dealt with reorganizations of the old social standing into new class systems did not observe the classes as a single group, but examined them according to their property, social awareness and cultural ethos, which were divided unequally under the old social class system. In this thesis, I choose to focus my analysis on social awareness and cultural ethos in the middle and final part of the Meiji Era, a time in which models of people who moved ahead in society were spreading among ordinary people. Below are the outcomes of my research : 1. There was one specific condition that significantly improved the prospects of a family producing an elite. The families that succeeded in producing elites were ranked yoriki and kyunin or higher. My calculations on the number of elites produced show that there were significant differences between families in these ranks or higher and those that were not. It was found that the families in the higher ranks produced elites four to five times as often than the lower families, which makes it clear that higher ranked families produced more elites in school education. Of the families lower than the two above-mentioned ranks, there were some whose ranks had risen due to promotion within the clan. Although such promoted families were a minority under the strict class system, it seems that they were regarded favorably in the society after the Meiji Restoration, which set a greater value on academic background. By contrast, I found that the ratio of production of elites from kachi and ashigaru ranks was very low. 2. Why is the percentage of elites produced in school education high in the yoriki and kyunin ranks? It seems that the reason is that the members of these ranks internalized the original attitudes of the samurai toward "duty" and studying. After the Meiji Restoration, they did not find value in studying due to its merits, but naturally entered into schools of higher grade under the modern system under their attitude that samurai should have "a homeless mind." They tried hard to make themselves into a functional group by educating their children and by marriage strategies.

著者

山本 雄二

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.84, pp.65-81, 2009-05-31

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The purpose of this paper is to apply text theory to the reading of documents and to show an example of how the theory is applied. In the field of cultural studies, there has been an accumulation of attempts to read texts. Among texts, a document is a special text, since it is written to be read from the beginning and therefore requires a particular way of reading. One method of analysis is to locate a document in different discourses in which some words gain meanings and others lose them. This paper examines a judicial ruling as an example of a document and attempts to show how to read it. The judicial ruling taken here is a decision on a lawsuit seeking compensation for a suicide caused by bullying in Iwaki City (1990). The victim was a third-year male junior high school student. It attracted considerable attention because it was the first case in Japan in which a court accepted professional negligence by school teachers as the cause for the suicide of a student. Three different meanings in three different discourses, that is, judicial, sociological, and educational radiate from this decision. First, in the judicial discourse, it is seen as quite senseless since it accepts the negligence of school teachers who could not foresee the suicide of the victim. This senseless decision, however, may be understandable in a sociological discourse. For, as Durkheim states in The Suicide, people tend to commit suicide for reasons of trifling matters when they cannot feel any bond with their society. If people accept the thought that ijime bullying breaks the feelings of a bond with society, and if they recognize the maliciousness of this, school officials can be seen as responsible for preventing the worst possible outcome, even if the particular direct causes of a suicide are not necessarily identified. This is the logic of the ruling. At the same time, the ruling placed 40 percent of the negligence on the victim himself. This 40 percent acknowledges his will and reason, in other words, his personality until immediately before death. This indicates that other people can work with a victim as long as he is alive. There is no education without a personality. This is none other than to read the ruling as an educational discourse. As I have shown in the example above, reading a document in different discourses gives us opportunities to consider the many possible issues it potentially entails.

著者

太田 拓紀

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.78, pp.169-189, 2006-05-31

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This article aims to clarify the position of graduates of private schools in the hierarchy of secondary school teachers and their self-images, by means of a case study involving graduates of Waseda University Higher Normal School (Waseda Daigaku Koto Shihanbu). Prior to World War II, a hierarchy existed among secondary school teachers, based on their educational backgrounds. Preceding studies have mainly focused on teachers who graduated from national schools (e.g., Imperial Universities and National Higher Normal Schools). Those studies clarified the fact that graduates from national schools were highly privileged among secondary school teachers. Graduates of private schools played an important role as teachers in secondary schools, especially in terms of their number. However, their stature and cultural background have not yet been examined in detail. This article focuses on their position and their self-images in comparison with teachers who graduated from Tokyo National Higher Normal School (Tokyo Koto Shihan Gakko, Tokyo Koshi). First, the author examines private schools that trained secondary school teachers and evaluates the career paths of the teachers. The result may be summarized as follows. The entrance exam of Waseda University Higher Normal School was not as competitive as that for Tokyo National Higher Normal School (a rate of 1-2 versus 5-17) and had fewer candidates. Private schools were regarded as undesirable, and graduates from these schools had less successful careers than those from national schools. Graduates from Waseda usually remained at the secondary school level and only very rarely became teachers of higher education (in 1930, 2.1%). In contrast, graduates from Tokyo National Higher Normal School had better opportunities to become professors (in 1930, 9.8%). Furthermore, graduates from Waseda often taught in vocational secondary schools, which were considered inferior. The possibility of Waseda graduates becoming principals of secondary schools was also much lower than that of graduates from national schools. In 1930, only 2.3% of all teachers who graduated from Waseda were able to become principals (in the case of Tokyo Koshi, 17.9%). Moreover, the schools in which Waseda graduates did get such opportunities were newly founded and small in scale. In other words, they were not prestigious schools. Next, the author examines the self-image of Waseda graduates with respect to their position. The result may be summarized as follows. Waseda graduates perceived themselves as teachers with "autonomy and independence" or "freedom." Although graduates from both Waseda and the National Higher Normal School were trained to be secondary school teachers, their statuses differed considerably. Therefore, it is presumed that in order to uplift their status and alleviate their dissatisfaction, Waseda graduates capitalized on the ideologies of Waseda ("autonomy and independence" and "freedom") and strategically used it to improve their situation.

著者

山田 浩之

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.50, pp.308-324, 1992-08-07

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The purpose of this article is to clarify the pre-World War II status differences among secondary school teachers through examining their educational background. Secondary school teachers before the War have not been examined in detail. As well, status differences and their influences on professional activity and culture have not yet been clarified. These two topics are discussed. First, changes in teachers' social status and differences in their salary as influenced by educational background are examined. Second, among the graduates of Teikoku-daigaku (Teidai, Imperial Universities) and Koto-Shihan (Koshi, Higher Normal Schools) and others, differences in salary and types of secondary school to which they belonged are analyzed, using Yamaguchi prefecture as a case study. The results may be summarized as follows ; 1) Social status of secondary school teachers before the War was high, and declined until the mid-Taisho era and then rose in the Showa era. It also differed due to their educational background. 2) In Yamaguchi prefecture, the status of graduates of Teidai and Koshi as secondary school teachers was superior to others. And it was supposed that teachers qualified by Bunken (examination by the Department of Education) and graduated from Senmon-Gakko (special schools) were inferior to those graduated from Teidai and Koshi. That is, a hierarchy existed as follows, Teidai, Koshi, Senmon-Gakko and those qualified by Bunken. 3) In particular, graduates of Teidai held dominant positions, and they were superior to those of Koshi in salary and promotion, and more often occupied the positions of principal of prestigious secondary schools, etc. Finally, based on these findings, hierarchical influences on secondary school teachers' life are discussed.

著者

山田 浩之

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.80, pp.377-379, 2007-05-31

著者

古川 千絵

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.77, pp.27-46, 2005-11-15 (Released:2011-03-18)

参考文献数

14

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Many people living in advanced countries have sympathy for the desire for self-realization or self-discovery. However, particularly in Japan, society does not provide any support for the process of jibun-sagashi (finding oneself) or the negative consequences of the process. Given this situation, the purpose of this paper is to investigate the possibility of institutional support for jibun-sagashi. For this purpose, the gapyear in the U. K. is chosen as a subject of a case study, since it is an institutionalized support system that allows mainly young people to take time off for a process of self-discovery, with a time limit. The contents of newspaper articles during the past fifteen years are used to examine the social awareness that is said to be the basis for the popularity of the gapyear.From an analysis of the contents of newspapers, it is clear that positive expectations have long been placed on the gapyear, although many problems, which in some cases threatened its viability, have also been revealed during these fifteen years. These problems have included a deterioration of the financial situation of students led by the introduction of university tuition, and the excessive institutionalization and commercialization of the gapyear. There are two aspects of the expectations toward the gapyear: it is seen as a period for finding oneself, and as a period for learning new skills and gaining new experiences. The two are not separate, but rather are related to each other.These findings confirm the fact that it is important for society to support people in taking a gapyear or similar period in response to these expectations. Yet, on the other hand, it seems that expectations are thrown at the gapyear in an uncritical manner, and there is a need to accurately grasp this situation. How do people experience the gapyear or other similar self-discovery, what needs do they feel that makes such a period necessary, and how do these experiences bring actual benefits in their future careers? It is critical to find answers to these questions. In addition, it is possible that the gapyear has resolved the problems resulting from the distortions of the educational system or employment situation, rather than rectifying these systems themselves. These points are essential when thinking about the possibility of institutional support for jibun-sagashi in Japan as well.

著者

海後 宗臣

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.1, pp.5-13, 1951-05-30

著者

粒来 香

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.61, pp.185-209, 1997

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Recently youth unemployment has been rising, which means the number of MUGYO-SHA is increasing in newly graduated students. MUGYO-SHA is a person who is not going to enter higher education, or get a job. This article aims to explore the following, focusing on MUGYO-SHA in high school. 1. What kind of mechanism is it that produces MUGYO-SHA ? 2. How does it relate to the mechanism and the hierarchical structure of high school in Japan ? 3. How will educational reform in high school influence the MUGYO-SHA problem ? Since the 80's the condition of the labor market into which high school graduates enter has become worse, and fewer students obtain jobs immediately. The change in the labor market has been more serious for graduates from general courses than from vocational courses, and more MUGYO-SHA are produced from the general courses. According to our investigation on high school students, the findings are as follows. If students delay the decision on their future, they tend to become MUGYO-SHA. General course students delay making a decision about their future as opposed to the vocational students. This is because there is no clear derection throughout the general course syllabus. They are not so much unemployed as temporarily suspended and are at a disadvantage in starting their career. Because of the difference between the counseling on the general courses and the vocational courses, it is more difficult for students of general courses to decide their future. Many of the vocational courses, however, are now under educational reform. As the result of the reform action, especially forming the "subject with distinguished features", it is supposed that vocational courses will face an unclear and uncertain direction and produce more MUGYO-SHA. If we approve an unclear direction in every high school, we should discuss how high school students can decide their future course.

著者

伊藤 茂樹 古賀 正義 上杉 孝實 秋葉 昌樹 酒井 朗

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.70, pp.257-259, 2002-05-15

著者

盛山 和夫

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.176-178, 2002-10-31

著者

亀田 温子

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.79, pp.133-135, 2006-12-10

著者

片山 悠樹

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.83, pp.23-43, 2008-12-15

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With the universalization of high school education, problems such as bullying, delinquency and other behavior have manifested themselves in high schools. A number of studies aimed at understanding these phenomena and identifying the causes have been conducted, but there are few experimental studies regarding high school dropouts and this area has not been studied systematically. Most of the studies conducted in this area have focused on high schools themselves or the educational system, concluding that dropping out is caused by academic failure or non-adaptation to school. Dropping out is, of course, a phenomenon that cannot arise without schools, so there is a certain validity to seeking the causes in schools. However, it seems necessary to include other factors such as changes in the social conditions surrounding high school students. Existing studies on high school dropouts seem to lack this perspective. In the United States, where high school dropouts have been well researched, the mechanism behind dropping out has been discussed, focusing not only on school education but also on the labor market and the shifts within it. Taking this as the research trend, it is necessary to discuss the impact on the dropout phenomenon of changes in the Japanese labor market for high school graduates. The author believes that further study from this perspective will add new knowledge to the study of dropouts in Japan. The aim of this study is to grasp the mechanisms generating dropouts in Japan, taking the shift in the labor market for high school graduates into consideration. More precisely, it examines the correlation between the acceptance of becoming a part-time job hopper -free-ter- among high school students and the actual act of dropping out with the shift in the labor market as background. The research concludes that dropouts from the first year of high school were not influenced by the acceptance of becoming a free-ter, as typified by responses such as "I want to be a free-ter" or "I don't mind being a free-ter." however for dropouts from the second year, the acceptance of becoming a free-ter did have an effect. This can be interpreted as meaning that in the first year, students do not yet have a clear career path and even if they have favorable views on being a free-ter, it does not necessarily lead to the act of dropping out. However as the years progress and career options become clearer, a free-ter orientation can lead to the actual act of dropping out. It has rarely been pointed out so far, but the mechanism that generates dropouts may differ from grade to grade. These findings pose challenges surrounding the study of the phenomenon of high school dropout.

著者

加藤 隆雄

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.43, pp.136-147, 1988-10-03

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Socialization is one of the most important mechanisms in social theory, but socialization theory has scarcely progressed in the past twenty years and the concept of "socialization" has become hollow. The main cause of this stagnation is that socialization has been explained by "internalization", especially by the theories of Parsons and Berger and Luckmann. They all suppose that society and individuals will be connected if individuals internalize the set of values or the signification system. But if internalization means something more than, for example, "acquisition", then what is "the interior"? We have found several inconsistencies if supposing "the interior" is the agent for socialization. We must consider that socialization is no longer an internal affair but is an "external" process, and, as such, socialization must have a societal character. Indeed, internalization is not necessary for the major processes of socialization such as language acquisition, role-taking or imitation and playing games. These are types of interaction, and the child must perform the interaction well with others (mostly its mother). This is what is called Sprachspiel. We can understand the existence of the "take-for-granted" region of everyday life if socialization is accomplished by "social preconsciousness". It functions so as to articulate the types of interaction, i.e. Sprachspiel. The investigation of this preconsciousness will bring us the field of ≪meso-sociology≫.

著者

上西 充子

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.84, pp.273-275, 2009-05-31

著者

原 芳男

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.45, pp.187-189, 1989-10-01

著者

清矢 良崇

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.46, pp.149-152, 1990-04-30

著者

北村 和夫

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.39, pp.187-199, 1984-09-30