著者

木村 涼子

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.54, pp.180-183, 1994-06-10

著者

馬居 政幸

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.75, pp.146-148, 2004-11-15

著者

内田 良

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.68, pp.187-206, 2001-05-15

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Much of the discussion on child abuse is influenced by the medical and psychological perspectives. Child abuse, however, is also a sociological issue. The purpose of this study is, by approaching the life-world of abused children, to consider the stigmatization and psychological damage that is brought on by the stigmatization. For children, and especially for abused children, experiences in the family of orientation have very significant meanings. When we think of the experience of abuse through a sociological perspective, we find there are important points in how the abused interprets his/her experiences in the family, from which we can discover the possibility of the stigmatization. The first section is an introduction, from a sociological perspective, to the problem of child abuse. The second, which is a review of earlier literature discussing the relationship between child abuse and stigma, forms the overall perspective for this study. The concept of stigma is also reviewed. In the third, three cases of abuse are analyzed from the viewpoint of social interactionism. The data obtained from the cases is summarized in the fourth section, and the implications of this study are discussed in the last. Oral life histories of abused children explain how stigmatization occurs and how the psychological damage is created (and occasionally reduced) through interactions with others under the norm of family affection. This research may be quite significant as psychological damage is usually discussed within the medical and psychological perspectives, but not dealt with from the basis of social stigmatization.

著者

内田 良

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.89-108, 2002-10-31

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The purpose of this study is to consider the definitions of child abuse by professionals, and the aims behind these definitions, and to clarify, with reference to the opinions of abusers, the issue of definitions in the course of support. The nuance of cruelty of the word "abuse" (in Japanese, gyakutai), is a key to this discussion. In recent decades, broad definition based on the welfare of children has become popular, but we have not paid great attention to the way the word gyakutai is used. Some earlier literature have suggested, in a summary way, the problems of definition, while others have researched and illustrated differences and consensus among professionals or lay people, leading to quantitative analysis. This literature is lacking in examinations of the relation between the professional and the abuser. In this study, with the aim of achieving the purpose suggested before, I conducted interviews with eleven helpers engaged in different jobs, and also interviewed a mother who had abused her child and referred to autobiographies and articles written by abusers. In analyzing the data, I took the stance of presuming that what a person perceives to be problems is precisely what should be looked at by the researcher. The results of the research are as follows. The definitions formulated by helpers were not necessarily based on social roles. Although many mothers felt that their treatment of their children was inappropriate, they did not define their actions as gyakutai. The definition by a helper depends more on whether he/she is mainly concerned with the welfare of children, leading to a broad definition, or the emotion of mothers, leading to narrow one, rather than on his/her social role. It is interesting to note that in the course of providing support, helpers who agree on the broad definition avoid using gyakutai, just like those who prefer the narrow sense, because of concern over the nuance of cruelty that gyakutai can have. It should be concluded, as stated above, that when we support or intervene in a case, or enlighten people, it is necessary to propose that gyakutai be the term not for condemning the abusers but for promoting the welfare of children and supporting the parents.

著者

藤村 正司

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.85, pp.27-48, 2009-11-30

被引用文献数

2

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In a society like Japan, where half of students graduating from high school go on to college, there seems to be a universal belief that anyone who wishes to can gain access to college. In line with this, higher education policy has been directed toward increasing the quality of education. As a consequence, less attention seems to have been given to the ideal of equal opportunities for higher education. However, parental financial support for children has been pushed to the limit because of decreasing public finance and rising tuition at private universities. Yet there has been little systematic investigation of economic disparities in access to universities and the potential of equal opportunity policy. This article attempts to fill this gap. The 2005 National Students' Career Survey (NSCS) data set, which consists of the data from 4,000 high school seniors and their parents filled by random sampling, provides materials for examining these issues. We first estimated the marginal effect of the "achievement-income" dummy variables, high school rank, sex, and parent's education on the probability of university attendance. Secondly, in order to examine the role of national universities, which are supposed to enroll students with "high academic achievement and low-income," we examined mobility patterns of application and admission among respondents as a function of city size, and university type (national/private). After examining the relationship between these patterns, we reported the results of the logit model to predict the marginal effect on four outcomes (national/private, home/away). We then investigated the effectiveness of scholarship loan programs (category 2 loans from JASSO, which bear interest) on the probability of university attendance. And finally, to clarify the reason not of "risk aversion" but of why parents go into debt, and to identify the latent group which applies for the loan program, a latent class analysis was used. The major findings are as follows: (1) Economic inequality in access to university education still exists after controlling other factors. (2) National universities guarantee post-secondary opportunities for students with "high academic achievement and low-income." (3) Student loan programs based on prior applications do not increase the accessibility of low-income students to colleges. These results show that, rather than loans themselves acting as an incentive, parents who have already intended to enroll their children into university apply for the loan program. (4) Parents who are willing to go into debt belong to a latent class, which are characterized as low-or middle-income, upward mobility. These findings show that the tight financial conditions facing higher education since the 1990s have changed the incentive structure by creating policies that give low-income families incentives comparable to those of higher-income families. Therefore, guaranteeing college opportunities for the low-income students, and extending opportunities for individual choice, are important problem for higher education policy.

著者

岩永 雅也

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.38, pp.134-145, 1983-10-20

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The rapidly increasing number of unemployed youths has now become a most common phenomenon in many western capitalist countries. In Japan, however, there is no visible increase in the rate of youth unemployment, because in Japanese labor markets the number of so-called "first job seekers" is very small. On the other hand Japanese unemployed youths remain without jobs for a longer period than their western counterparts (especially U.S.A.). Thus we can presume that the Japanese youth labor markets are structurely organized not to discharge the employed and also not to charge the unemployed from the outside. This sort of structure is known as the institution of "collective employment" of school leavers. Because this institution minimizes the "gap" between schools and work, business companies can meet their demands for labor, and school leavers can also avoid the risk to be unemployed. But for companies, it would be better to recruit workers whoes productivity has already been tested through previous job experiences. How do companies measure the productivity of school leavers without job experience? Japanese companies (especially big ones) resolve this dilemma through organizing the youth labor markets in the dual (outer/inner) dimensions. First, the "outer" organization is the segmentation of the labor market rigidly combined with educational attainments of school leavers. Secondly, the "inner" organization is the organization of the career education system in schools (especially high-schools) based on a kind of hierarchy of schools. By this way business companies can shift the responsibility for measuring the productivity of their new conscripts to schools.

著者

冠野 文

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.66, pp.256-258, 2000-05-15

著者

門脇 厚司

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.399-402, 1992-08-07

著者

阿部 耕也

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.41, pp.151-165, 1986-10-15

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This paper attempts to investigate caller-counsellor (child-adult) interaction focusing on typification. By means of discourse analysis, councellor's typification of children is dealt with as social interaction. We believe that this typification process can be considered to be an important function of socialization. The form of typification in conversational data was analysed by following procedures. (1) The counsellor tipifies the caller by selecting a certain categorization device out of many possible devices applicable to the caller. We can formulate "adequacy" of this typification in caller-counsellor interaction from the viewpoint of Sacks's "categorization problem". In terms of this standard of "adequacy", counsellor's typification acts were examined in reference to all possible categorization devices. (2) It was analyzed in counselling process how the counsellor used those typification devices for redefinition of caller's situations and for producing prescriptions. As a result, we find (1) typification has a tendency to convergence into certain devices, especially the "school year" device which is seemed to have a "previlege" in counsellor's selection, and (2) typification of caller is managed by counsellor all the way through counselling process. These findings suggest that "telephone counselling" as a socialization process has a function as "circuit to school (education)".

著者

濱口 恵俊

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.51, pp.14-29, 1992-10-10

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This paper aims at clarifying the basis of education in advanced information society. This type of society depends on four functional requisites : (1) completely digital form of information, (2) congruency of processing of information by computer with its transmission, (3) systematic composition of various media, and (4) an easy search of and retrieval from database as well as data processing, approximating, as much as possible, human brain. Next we examined the demerits of that kind of society from the viewpoint of users as to the following four points : (1) the feasibility of information as economic "goods," (2) the correspondence of eufunction of new media with the neccesity of them, (3) the real possibility of man-machine interface, and (4) dealing with excessive information in the present situation. More important problems in advanced information society are discussed. One is the significance of human nexus in an electronic communication. The realities of "Off-line Meeting" among the chatting members of Bulletin Board System are reported, based on data obtained through participant observation. Face-to-face relations are recognized as significant among them in spite of their intimate contact through nightly computer networking. The other problem exists in the recent developement of "Virtual Reality." This new apparatus produces "more real than reality" using Computer Graphics. But it makes us confound the realities and the computer-made environments. This may prove a possible source of mental crisis because it distorts our proper recognition.

著者

深谷 昌志

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.54, pp.188-191, 1994-06-10

著者

河野 員博

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

no.53, pp.p199-202, 1993-10

著者

元森 絵里子

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.83, pp.45-63, 2008-12-15

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This paper analyses the discourse on Japanese composition writing education (tsuzuri-kata) in the pre-war period and attempts to elucidate the development of the autopoietic educational system along with the rise and changes of the concept of "children." The discourse on writing education provides an image of the way of second order observation on children's observation in a Luhmannian sense: (1) What were the unique characteristics of children, which separated them from adults? (2) How should adults, as socializing agents, be caring for children? The findings are as follows: Beginning around 1900, the concept of "children" as something different from adults, but who were in the process of becoming adults, was discovered, along with an image of adults providing care for children. The "nature" and "life world" of children was discovered first, followed by the finding of the children's "interior," especially the "childlike" interior. Finally, in the 1920s, the ability of children to "see" and "feel" things beyond the assumptions of adults was discovered. There, new practices arose, in which socializing agents demanded that children see and reflect themselves by writing, and through that, came to be "ideal children" and "future adults". In relation to this phenomenon, N. Luhmann suggests, in his educational system theory, that the relationship between children's observations and socializing agents' second order observations enables education to become an autopoietic system. Now that we have seen the details, we can refine it. By seeing "children" and their interior as half black-box and half guidable, education was able to become autopoietic. Moreover, since the system was developed, greater freedom for children and ambivalence between children's freedom and educational intentions were repeatedly discovered within the educational discourse.

著者

大田 直子

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.72, pp.21-36, 2003-05-25

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The recent educational reform in developed countries is not an isolated phenomenon. Education reform is pursued as a part of a broader reform, which attempts to transform the welfare state into a post welfare state. The term, New Public Management (NPM), seems to be a keyword here and is used by the OECD, IMF, WB, etc., as if it is a universal standard. However we should not overlook the fact that NPM was developed as a part of the strategies of the Quality Assurance State (QAS) that emerged from Thatcherism in the UK. The strategies of the QAS in the UK are hybrid. There are old-fashioned regulations, direct state interventions and funding system as well as NPM. It is dangerous to understand a whole reform in terms of NPM alone. It is also dangerous to ignore the historical and cultural as well as political and social contexts of the English situation from which the QAS was born. Under the QAS, the main features of reforms are the use of market mechanisms, standards and evaluations (especially evaluations of performance), and the State has the power to set them at the first place. However, if we look back at the facts in 1860s in England, we note that there are two useful examples of a quasi-market in education. One is so-called "Payment by results" in the Revised Code of 1862, at the level of compulsory education. The market mechanism there has two effects : maintaining educational standards and giving incentives for schools and teachers. Another example is the strategies adopted by the Headmaster Conference (HMC). In order to prevent state intervention, it introduced its own quality assurance mechanisms : external examinations held by universities, along with its own inspection system. Under the QAS, civil society also has opportunities to challenge the dominant discourses of standards and evaluation, because they are "open." In other words, the QAS is a state that questions the power of civil society.

著者

岩田 弘三 Kozo IWATA 武蔵野大学 Musashino 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.82, pp.143-163, 2008-06-15

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The entry rate into the elite of university graduates who graduated with honor was higher than that of other graduates in Japan in the pre World War II period. What kinds of effects can explain this phenomenon? Three possibilities can be considered to explain it: first, honor graduates may be more successful in any job, so that there would naturally be a correlation between the university adaptability indicated by high grades and vocational success; second, they might have found it easy to gain sponsorship from established elite groups because of their honor grades, even if there were no necessary correlation between college grades and vocational success through severe competition; third, they may have found it easier to enter vocational sectors which were more accessible to the elite. The aim of this paper is to clarify how these three possibilities worked to create elites in the pre-war period, sampling mainly Summa Cum Laude graduates from Tokyo Imperial University. The main findings are as follows: (1) it is clear that Summa Cum Laude graduates entered jobs which were more accessible to the elite, such as Imperial University professorships or prestigious government positions; (2) they were more successful in whatever job they entered; (3) however, it is obvious that the Summa Cum Laude graduates received some special treatment in becoming Imperial University professors and were sometimes given advantageous positions and experiences as government officers, despite the fact that the competition for high elite positions in private companies was based on merit.

著者

千葉 勝吾 大多和 直樹 Shogo CHIBA Naoki OTAWA 東洋大学大学院 東京大学 Graduate School of Toyo University University of Tokyo

出版者

THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

雑誌

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

巻号頁・発行日

vol.81, pp.67-87, 2007-11-30

被引用文献数

4

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The school system continues to occupy a central position in the system of social distribution. However, the school is changing from a social screening institution, as it was in the 1970s, to a support institution. Schools now tend to support the decision-making of students based on their own academic achievements and career plans. It is difficult for schools to intervene in students' decision-making in the way they did in the 1970s. However, the relationship between student's school records and their academic and career achievements has not been broken down despite the drastic change in this internal process. In this paper, the authors describe this mechanism in the school by investigating one commercial high school in the Metropolitan area. The authors examine data from the "Student Kartes" of all students in 2002. In these documents, teachers record students' academic achievements and their process of career determing. The authors then analyze how students move between the various channels offered by the school to make academic and career choices, and show some typical patterns. The main conclusions are as follows. First, many students failed to attend group counseling formally provided by the school, and teachers need to give individual support to students. Second, ironically, due to the fact that academic affairs were not highly valued at the commercial high school and that academic competition was not stiff, students with a strong commitment to school tended to have better achievement than those who had a weak commitment. In that sense, the school, as a support institution, also functions as a social screening institution.

著者

山本 裕子 Yuko YAMAMOTO 早稲田大学人間科学学術院人間総合研究センター Advanced Research Center for Human Sciences Faculty of Human Sciences Waseda University

出版者

THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

雑誌

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

巻号頁・発行日

vol.81, pp.45-65, 2007-11-30

被引用文献数

2

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This study aims to identify issues of school management from a the perspectives of teachers in a credit-system high school, a new type of secondary school in Japan. Eleven teachers in the school were asked to write, on schedule sheets, what, when, where, and with whom they did their work. Based on the written schedule sheets, interviews were conducted on how the teachers saw their own work. As a result, it was found that teachers' work was composed of: 1) classroom lessons, 2) school affairs, and 3) teaching art-related special subjects. The teachers shared their work with one another. There were differences in their work according to their duties. In particular, there was a large difference of workload between those who taught art-related special subjects and homeroom teachers. The details of their work changed each month, but the total time taken up by their work did not change. This suggests that each teacher played many roles in school affairs, so that they spent their time doing a multitude of work. Teachers reported that they tended to add new work demanded by the new educational system onto their conventional work, and that they consequently felt very busy. This was the critical issue in the introduction of the new school system. There is a need to examine the organizational design which can effectively incorporate new work into conventional work after considering teachers' working form.

著者

新谷 周平

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.374-376, 2007-05-31

著者

古田 和久 Kazuhisa FURUTA 大阪大学大学院 Graduate School Osaka 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.207-225, 2007-05-31

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This paper examines the impact of social class and a variety of attitudes regarding society and education on attitudes toward educational expenditures. In Japan, the rapid rise of educational participation rates has been strongly supported by household expenditures. The scale of private funding is very large in comparison with other countries, and not only high income parents, but also low income ones, make expenditures for their children's education. Therefore, the following question arises: what motivates Japanese people to give education to their children? Previous research on economics and the sociology of education has focused on investment and consumption. However, considering that the motives for educational expenditures are complex and are influenced by a variety of characteristics of parents, including attitudes on society and education, this paper investigates attitudes toward educational expense using data from the 2003 National Survey on Work and Daily Life. In order to identify significant patterns in many variables, decision tree analysis is used as a data mining techniques. Following a brief introduction of decision tree analysis, the technique is applied to delineate the key features that distinguish between people who are eager to pay their children's educational expenses and those who are not. First, the data indicate that many people believe that parents should pay for nearly all of their children's educational costs. Second, decision tree analysis reveals that the most important factor influencing the payment of educational expenses is not the benefit of education, but rather the recognition of educational inequality in contemporary Japanese higher education. People who perceive educational opportunities as being equal are more willing to pay for their children, because they believe that there is stiff competition for educational credentials. Third, investment and consumption are important factors for people who believe there is educational inequality. As a result, the motive for making educational expenditures depends on attitudes toward society and education. On the other hand, the group that showed most strongly negative attitude is people who believe that educational opportunities are closed by family income and that their own subjective social status is low, and that education does not play a central role for achieving high income and social status. This finding suggests that at present, educational costs are very heavy, and that if the burden of tuition fee and other educational expenses clearly brings an awareness of educational inequalities according to family income, many people will perceive education as being meaningless for them.

著者

川口 俊明 前馬 優策 Toshiaki KAWAGUCHI Yusaku MAEBA 大阪大学大学院 大阪大学大学院 Graduate School Osaka University Graduate School Osaka 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.187-205, 2007-05-31

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The aim of this paper is to discover a route for the resolution of "differences in scholastic ability," which are a serious problem in Japanese Education, using the idea of "Effective Schools". "Effective Schools" are schools which have relatively small differences in scholastic ability between social groups. This report looks at the continuation of effects of schools, and studies the characteristics of "Effective Schools" in Japan. In conventional studies on "Effective Schools" in Japan, seven characteristics are clarified: (1) Ordered child groups, (2) Mutual empowerment by students, (3) A school administration that values teamwork, (4) Connections between schools and outside organizations, (5) A positive school culture, (6) A system that encourages learning, and (7) Leadership. These were found in data from a single year, however, and were not based on data collected continuously. Therefore, surveys to date are inadequate. This report demonstrates the existence of "Effective Schools" and analyzes the characteristics of schools in one city in Hyogo Prefecture, based on continuous data. The findings are as follows. To begin with, from an analysis of scholastic ability data, it is clear that the evaluation of "Effective Schools" is considerably affected by grade groups. In previous studies in this area, attention had not been given to the differences between grade groups, and this suggests a danger in relying on data for a single year. In addition, caution must be exercised in basing policymaking on data on scholastic ability performed in a single year. Next, while the results of the surveys varied greatly by grade groups in most schools, there were two schools (A and B) that were continuously effective. School A was unified several years ago. The teachers are building a new school culture, involving "watching and checking inside school" and "taking learning hours." On the other hand, School B is characterized by "good class atmosphere" and "self-direction in learning." The two schools seem to have very different characteristics, but it can be pointed out that teachers of both are supportive in various aspects. Comparing these with the seven characteristics of "Effective Schools" in Japan, School A is a school that has (1) Ordered child groups and (6) A system that encourages learning (in School). By contrast, School B has (2) Mutual empowerment by students and (6) A system that encourages learning (at home). Moreover, both schools have (3) A school administration that values teamwork and (5) A positive school culture. From those analyses, it can be hypothesized that "Teacher Culture" and "School Culture" are important factors in the study of "Effective Schools."