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

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.