著者

朴澤 泰男

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.91, pp.51-71, 2012-11-30 (Released:2014-02-11)

参考文献数

36

被引用文献数

1 1

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本稿では男子の大学進学率の地域格差,すなわち都道府県間の差が構造的に生ずるメカニズムを説明することを目的に,人的資本理論の枠組みに基づいて,都道府県別データと,高校生及びその保護者を対象とする質問紙調査の分析を行った。 分析の結果,得られた知見は以下の通りである。第一に,大卒と高卒の男子一般労働者の平均時給を県別に推計したところ,その相対賃金(大卒/高卒)が大きい県ほど大学進学率が低い。20~24歳の男子の相対賃金は,男子大卒労働需要(出身県の20~24歳の大卒就業者数を高卒就業者数で除して定義)と負の相関関係にある。 第二に,男子大卒労働需要を用いて,県単位の大学進学率の回帰分析を行った。その結果,大卒労働需要の大きい県ほど地方在住者の県外進学率や,進学率全体が高いことがわかった。なお県外と県内の進学率は負の相関関係にあるため,収容率は大学進学率全体にはほとんど関連性がない。 第三に,高校生調査を用いた分析でも同様の結果が得られた。大学進学希望の有無に関する二項ロジスティック回帰分析を行うと,個人間で異なる家計所得や学力を統制してもなお,大卒労働需要の多い県に住む男子ほど,大学進学希望を(地方在住者の場合,県外進学希望も)持つ見込みが高いことが確かめられた

著者

金澤 貴之

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.92, pp.7-23, 2013-07-25 (Released:2014-07-28)

参考文献数

12

被引用文献数

2

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特別支援教育は,通常教育との本質的同一性を目的・目標としてきたことで,障害への対応としての「支援」を外在化させる状況を生み出してきた。通常教育へのプラスαとしての概念として「特別な支援」を捉える考え方は,今後ますますインクルーシブ教育が加速化していく中,通常教育関係者にとってのわかりやすさを生み出すことになると考えられる。その一方で,重度の知的障害児および知的障害を併せ有する重複障害児においては,「支援」は教育に内在化したものとして,引き続き使用させ続けていくと考えられる。 また,障害当事者の望む「支援」のあり方が,障害のない教員のそれとは必ずしも一致するわけではないこと,そして健常者である教育者から見れば障害当事者はしばしば支援のあり方を決定する成員の外部に位置していることを鑑みるならば,特別なニーズを持った子どもたちの支援のあり方について検討する際,その支援の方法を誰が決定するのかということにも十分留意しておかなければならない。

著者

宮崎 あゆみ

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.52, pp.157-177, 1993

被引用文献数

2

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It has been pointed out that, in both Japanese and Western research to date, gender has been largely left unexamined. In most studies of subcultures, girls are either invisible, peripheral, or stereotyped. More importantly, these studies have not considered the significance of gender. The influences of class and academic achievement can not be studied separately from the school culture as a whole. Gender is an important influence on development and behavior that is both intricately tied to achievement and complicates the influence of class background. We need to suggest ways in which gender is constructed within school cultures. In this paper, I will refer to subcultures studied through a gender framework as "gendered subcultures". Studies on gendered subcultures examine their organization and functioning, and also their influences on the formation of gender identity and the persistence of gendered culture. In my ethnographic research at a girls' high school, I found that students described themselves as differentiated into 4 groups : a "study group", an "otakkee (a Japanese word which means mania for comics, drama, fortune telling, or other unusual hobbies) group", an "ordinary group" and a "yankee group" (students who exhibit the most anti-school feelings). These groups differ, for example, in the way they accommodate or resist school rules, the way they wear their uniforms, the way they spend their time outside school, the content of their conversations, their degree of commitment to school work, and sex role behaviors and career plans. Students in the academic groups dress according to school rules, for example, wearing the required skirt length. Girls in the yankee groups remade their unifofms, lowering their necklines and shortening their skirts. More importantly, they also criticized each other's ways of demonstrating femininity. Students in the yankee groups criticized students in the academic groups for being snots and not pretty or attractive to boys, while yankee group students were criticized even more bitterly for being sexy and gaudy. These differences, unlike those observed in previous studies of subcultures, can be clearly seen as closely connected to gender construction. And a particular gender is tied to a particular subculture. Within the school, yankee group students are in a weak position not only because they are generally academically 'failing' students but also because the school excludes this kind of femininity. It is comfirmed that there is a criterion of appropriate feminine behavior as well as of academic achivement. Moreover, this criterion is exactly the same as that of social reputation. Thus, girls in the yankee groups are excluded twice.

著者

潮木 守一

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.17, 1965-10-02

著者

青井 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.11, pp.120-125, 1957-03-30

著者

金子 元久

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.47, pp.21-36, 1990-10-05

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This paper examines the development of the sociology of education in Japan as a policy science. The first section focuses upon the origin of the sociology of education as a discipline in education, and examines how the idea of policy science emerged as a core of its identity. In the second section, the focus is turned to the 1960s when prominent researchers in the discipline started participating in government commissions related to educational policy and planning. Developments in the 1970s are traced, in the third section, in relation to the advance of the welfare state and its decline due to the looming fiscal stringency. In the last section, the economic and ideological changes in the 1980s are examined in light of educational policies. It is argued then that the need for policy sciences of education is rising and the sociology of education, with its past accomplishments in the field, should provide the principal basis of their development.

著者

中川 さおり

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.58, pp.65-66, 2006-09-22

著者

荒井 克弘

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.35-50, 1989-10-01

被引用文献数

4

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Reforming graduate programs in the university has become one of the most popular issues in Japanese higher education. Many recommendations such as RINKYOSHIN TOSHIN (reports on educational reform) which recommend reform have been presented to the government. The recommendations suggest that the graduate engineering programs in the university should be restructured to cope with Japan's socio-industrial demands, thereby reflecting Japan's present emphasis on high technology. The study consisted of four sections: (1) pressures for re-structuring programs in graduate schools of engineering, (2) the new graduate engineering programs established after 1975, (3) informal training programs in the university KENKYUSHITSU (unit of research laboratories), and (4) conclusion. Issues such as the new development of science and technology, the expansion of graduate engineering programd in the university, and the internationalization of those programs, including the issue of the increase of foreign students, were discussed in the 1st section as pressures for the reform. The 2nd section discussed the new graduate engineering programs which were established after 1975. Programs were classified into five groups according to the types of articulational relationships between undergraduate and graduate programs in the university. It was found that the apprenticeship-type informal training in the KENKYUSHITSU is still the dominant type in the university graduate programs. Furthermore, a structural simplification based on the managerial efficiency was observed as well. In the 3rd section, the educational quality of the 116 graduate schools of engineering in 1988 was examined. In order to examine each school, the ratio of teachers to students was used as the quality indicator for this analysis. This analysis revealed that 1/3 of 116 graduate schools of engineering were not qualitatively satisfactory. The last section concluded that there was no single and clear proposal to reform this educational system. Any single system would not be able to replace it. Therefore, it was recommended that diversification of graduate programs in engineering schools, including re-structuring the present KENKYUSHITSU system, be encouraged in Japan.

著者

今村 久美

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.61, pp.421-422, 2009-09-10

著者

中澤 渉

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.151-169, 2003-05-25

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C. Wright Mills once criticized Lazarsfeld's work as abstracted empiricism. I understand the current state of the sociology of education in Japan as resembling this kind of empiricism. We want the sociology of education to be policy science or applied science, and empirical data, especially numerical values, seem to be useful. However, inside of the field of sociology, sociologists are divided according to their methodologies, so there is no common language or communication method. If they insist on one methodology, especially statistics or multivariate analysis, they will lose sight of the linkage between the empirical data and sociological theory, or forget the sociological significance for using that type of method. In addition, they may make statistical errors because the packages (for example, SPSS) enable people who do not understand statistical theory or are poor at mathematics to use statistical methods, and statistical methods have improved rapidly. Incidentally, sociologists who want sociology to be a policy science take some risk. Sociological data seem to be objective and scientific. If they want sociology to be useful, sociology will be influenced by power because power decides the criterion for usefulness. Ideologies always try to take advantage of objective and scientific data and theory. Furthermore, sociological knowledge, which seems to be objective and scientific, influences social conditions, sometimes changes people's actions and causes self-fulfilling prophecies. We sociologist must always be conscious of that kind of problem.

著者

保田 直美

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.82, pp.185-204, 2008-06-15 (Released:2017-06-01)

参考文献数

26

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Recently, the active acceptance of psychological knowledge has progressed in Japanese schools. The institutionalization of school counselors is a typical feature of this movement. Generally this movement has been understood as one aspect of the psychologization of Japanese society as a whole. The psychologization of Japanese society has been conceptualized as a trinity of the following three components. The first is the acceptance of psychological knowledge. The second is an enlargement of the value of psychological reductionism, which is regarded as encouraged by the spread of psychological knowledge. And the third component is an enlargement of the value of emotivism, which signifies attaching great importance to taking care of the minds of oneself and others. Psychologization is a phenomenon under which these components progress simultaneously.The purpose of this paper is to reexamine the general presupposition that the active acceptance of psychological knowledge in Japanese schools is one aspect of psychologization of Japanese society, using analyses from nationwide survey data. It is certain that all the three components of psychologization are commonly observed in Japanese schools today. However, we lack sufficient evidence to believe that there is correlationality between the components and that they have a meaningful association.Data from JGSS-2005 were used for the analyses. Although the units of the data are individuals, the data contain variables that can be used as indices for all three components of psychologization. Can it be said that the more psychological knowledge one has, the more psychological reductionism and emotivism one adopts when considering the child’s education? The author examined this question using loglinear models and logistic regression analyses.The results of the analyses made it clear that people with psychological knowledge showed a tendency toward emotivism, but did not show a tendency toward psychological reductionism. From an additional analysis, it was found that the cause of the spurious correlation between psychological knowledge and psychological reductionism is educational background. This finding has some implications. The active acceptance of psychological knowledge in Japanese schools should not be perceived as one aspect of the trinity of psychologization. Rather, it should be interpreted as a diffusion of a child-centered perspective, which is affinitive with emotivism.

著者

佐藤 智美

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.108, pp.185-206, 2021-07-07 (Released:2023-04-08)

参考文献数

19

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学校女性管理職比率は,1990代に小学校を中心に本格的な上昇を示していたにも関わらず,2000年代半ば以降停滞・低下している。 本稿の目的は,女性管理職比率の停滞・低下の要因について,「教育改革」下における女性教員の意識や経験の変容とそれらが管理職志向にもたらしている影響を明らかにすることである。 調査対象とした大分県の小学校女性教員のライフヒストリー・インタビューを分析した結果,以下のような知見が得られた。 ①「教育改革」下の多忙化は,男性教員より家庭責任の重い女性教員の方により多くの困難をもたらしていた。そのために,女性教員は,管理職試験の準備や昇任後の家庭との両立に危惧をもち,管理職志向を低下させていた。②女性教員は,「教育改革」下の管理職を,権威的な「管理者」「評価者」とみなし,それに対する親和性が低いため,管理職志向を低下させていた。③「教育改革」下の管理職の重責化に対して,女性教員は自らを力量不足と見なし,管理職志向を低下させていた。彼女たちは,男性教員の倍以上の努力や成果を示さなければ認められなかった経験を通して,女性管理職に対する厳しい視線を強く意識し,優秀な女性でなければ管理職は務まらないと見なしていた。 これまで,「家庭との両立」「キャリアパスや登用過程」の側面から論じられてきた女性管理職の低比率や停滞の要因に,「教育改革」という政策の影響を付加することができたと言えよう。

著者

中村 高康

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.59, pp.145-165, 1996-10-15 (Released:2011-03-18)

参考文献数

56

被引用文献数

2

著者

山崎 博敏 島田 博司 浦田 広朗 藤村 正司 菊井 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.38, pp.94-109, 1983-10-20 (Released:2011-03-18)

参考文献数

172

被引用文献数

1

著者

高野 良一

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.94, pp.65-89, 2014-05-31 (Released:2015-06-03)

参考文献数

37

被引用文献数

2

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日本でも学際的に社会関係資本の研究が進み,研究は中間総括期に入っている。本稿もささやかな知的企てを通して,この中間総括の一端を担いたい。その企てとは,社会関係資本の理論的な原型といえる言説を取り上げて,その理論装置を分解し組み立て直すことだ。パットナム,ブルデュー,コールマンの言説を理論的原型と見なすことに,異議は出ないだろう。だが,彼らの理論装置を比較し,その交錯(共通点と対立点)を整理する知的作業は皆無に近い。小論では,資本の性格付け(捉え方・扱い方),社会関係資本の位置付け(外延),構成要素(内包)の諸点からその装置を解析し,彼らの理論的特質の抽出を図った。その結果,コールマンを物象的親ネットワーク論と,ブルデューをハビトゥス「再生産」ゲーム論,パットナムを参加・互酬・信頼「三位一体」論であると総括した。加えて,ヒューリスティックな言説分析の中から,エートス,ハビトゥスや心の習慣という一群の理論的・思想的カテゴリーを再発見した。エートスの社会存在論は,教育目的,教育実践や教育改革の根幹である主体像を問い直し再構築を迫る。ハビトゥスは教育分野でも旧知に属するイシューであるが,エートス論と交差させれば脱構築への道も開ける。社会関係資本とエートスは,教育の社会理論を進化させる「可能性の中心」となる光源に他ならない。

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.151-170, 2002-10-31 (Released:2011-03-18)

参考文献数

11

被引用文献数

12 7

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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.

著者

保田 直美

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.131-149, 2003-05-25 (Released:2011-03-18)

参考文献数

16

被引用文献数

3

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Recently, Japanese schools are increasingly employing clinical psychologists as school counselors. This increase is generally understood as reflecting a characteristic trend of present society that emphasizes psychological reasoning in everyday life. On the other hand, however, clinical psychologists have not been accepted in hospitals as successfully as in schools. The purpose of this paper is to search for the key factor behind the increase in clinical psychologists in changes of clinical psychology itself, especially its “knowledge” and “scientific principles.”Forty-five textbooks published in post-war Japan were analyzed. It was found that a remarkable change of scientific principles in clinical psychology occurred in the 1970s. Most of the textbooks published before 1970 emphasized the importance of objectivity. However, therapists could not completely exclude subjectivity from their practices because of the face-to-face relationship with their clients. This dilemma was resolved through the introduction of a new perspective in clinical psychology, which simultaneously emphasizes both subjectivity and objectivity. Clinical psychologists applying this perspective believed that therapists could reach universal objectivity through subjectivity. After the 1970s, this belief came to prevail in clinical psychology and to support the practice of therapists.Generally speaking, the change of principles has led clinical psychologists to construct more “soft facts, ” which Latour, the French anthropologist of science, defined as facts with less resources for persuasion. This transformation to “soft facts” from “hard facts” may be a contributing factor to the increase of clinical psychologists in schools. First, by constructing “soft facts” instead of “hard facts, ” clinical psychologists became able to conduct counseling at school without strictly controlling the conditions for it. Second, by emphasis “soft facts” rather than “hard facts, ” the practice of therapists becomes more easily approved by schoolteachers, who have the same orientation. From this point, some differences between schools and hospitals are considered.

著者

佐々木 宏

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.94, pp.113-136, 2014

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現代福祉国家を構成する生活関連の諸施策(本稿では一括して「社会福祉」と呼ぶ)とそれにまつわる知は,学校教育,医療,司法の営みと同じく,20世紀後半にモダニズム批判として登場したポストモダニズムの諸論から「近代の抑圧的統治の装置」として,しばしば批判されてきた。本稿では,ポストモダニズムからの批判に対し,社会福祉政策とソーシャルワークにかんする諸理論がどのように応答してきたのかを整理した。この作業のねらいの一つは,ポストモダン以降の社会理論の可能性を検討することである。と同時に,日本社会において近年ますますその存在感を増している社会福祉という営みの内省の試みでもある。このような目的をおき,まずは,ポストモダニズムによる社会福祉批判を概観した。次いで,社会福祉からの応答を,社会福祉学の中核の動向と社会福祉という営みを哲学的に下支えする規範理論の動向に分けて整理した。これらの作業を通じては,ポストモダニズムからの批判に対する様々な応答のなかで,民主的対話の実現によって社会福祉の営みと知を常にオープンエンドにし続けておくという,「参加」を鍵概念とする応答が最も建設的であることが浮き彫りとなった。この点を確認した上で,「参加」を鍵概念とする応答が示唆している,後期近代における人間と社会をめぐる思考が錨を下ろすべき場の所在を,ポストモダン以降の社会理論の可能性として指摘した。

著者

保田 卓 薄葉 毅史 竹内 洋

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.65, pp.49-67, 1999-10-15 (Released:2011-03-18)

参考文献数

25

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First Higher School was the prototype of the higher schools, that forged the elite in early modern Japan. In this paper, we examine the hitherto unexplored connection between the social origin of First Higher students and their subsequent career paths. As tools of analysis, we examined admissions records of First Higher School as well as alumni registers over a span ranging from 1907 to 1936. Our analysis revealed the following.Firstly, examining a distribution of the professions held by the fathers of First higher students, we found that the number of those engaged in the agriculture, forestry and fishing industries declined while the number of white-collar company employees increased. This same trend can be seen in middle schools and Tokyo Imperial University, but not the same degree. This suggests that First Higher School grew to absorb characteristics seen predominantly among the new middle class. In addition, if we take into account the findings of Hirota (1997) in relation to this, we can note that estrangement grew over the years between military officers, hailing from military academies, and civil officials, hailing from higher schools. The habituses of military and civil officials began to diverge and this was most likely an underlying cause in the rise of fascism in the Showa era.Secondly, by analyzing the relation between the social origin of First Higher students and their subsequent careers, we were able to find the following: 1) any part that their family backgrounds may have affected the career choices of First Higher students disappeared by around 1920; 2) in the choice whether to become a public official or to become a whitecollar company employee, the economic conditions of the time were a determining factor, especially for those born among the old middle class people; 3) a high proportion of those students whose fathers were professionals went on to become members of the same professions; and, if we limit our discussion to those students who went on to the faculty of law at university, a high proportion of them became public officials.

著者

盛山 和夫 野口 裕二

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.39, pp.113-126,en307, 1984-09-30 (Released:2011-03-18)

参考文献数

9

被引用文献数

4 1

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The extra-school education by such as juku or private instructor is an important element in contemporary Japanese educational system. Those extraschool educations (abbreviated as ESE) are considered as producing undesirable effects on the public education, but there is a popular belief that the opportunity of educational attainment is enhanced by taking advantage of the ESE.In this paper we attempt to evaluate the extent to which this belief can be sustained on empirical grounds, especially the effect of parental socio-economic status on the difference of opportunity in senior high school entrance through the ESE investment during junior high school age. Samples are collected from graduates in 1982 of nine junior high schools in Sapporo. Questionaires were mailed to 2588 samples and returned from 470 male and 443 female respondents.Key variables in the analysis are family background factors (socioeconomic status of parents), amount of the ESE investment on jukti and private instructor, achievement test score (in terms of standardized score) at the age of seventh grade, change in the score from that time to the age of ninth grade, and ranking of senior high schools (trade school, for some respondents) which the respondents entered after the graduation.The analysis shows:(1) For male students, the ESE investment is positively correlated with parental socio-economic status, but no effect of the investment is found on either the change in the standardized score or the ranking of senior high school.(2) For female students, though the investment increases slightly the ranking of senior high: school through the change in the standardized score, the investment itself is not affected by parental socio-economic status.(3) Hence, for both male and female students, there is no causal chain from parental socio-economic status to the senior high school ranking through the ESE investment.(4) There are, however, for both male and female students, strong effects of parental socio-economic status on the senior high school ranking, directly, and indirectly through the test score at freshman age or the change in the score.