Language：Japanese   Publisher：新潟大学教育学部  

CiNii Article

researchmap

Language：Japanese   Publisher：一般社団法人 日本教育学会  

 Gender gaps in education have recently been changing, but remain substantial and persistent. While women have been attaining more and more equal levels of education with men, gender segregation by field of study is persistent and still high. To investigate these phenomena, this paper examines gender differences in mathematical and scientific academic achievements and self-concepts among Japanese high school students. Data for this study comes from the Programme for International Student Assessment (PISA) conducted by OECD in 2003 and 2006, which are nationally representative samples from 15-year-old students. The effects of individual attributes and school environment on students’ academic self-concepts are estimated by applying a hierarchical linear model. The main findings are as follows.<br> First, academic self-concepts differ greatly by gender, although women on average have equal mathematical and scientific test scores with men. Gender gap in these self-concepts is substantial and women have lower academic self-concepts than men after controlling for the test scores. Second, students’ relative advantage in reading is negatively associated with science and math self-concepts. This means that students compare their math and science achievement with reading or other subjects’ achievement and assess their “comparative advantage”. Third, student background directly affects academic self-concept even after controlling for the test scores. For example, students with a parent in a science-related occupation tend to have a higher science academic self-concept than those without. This result implies that parents’ science-related occupations are role models for their children and encourages motivation and interests for science study.<br> In addition to these individual factors, school population characteristics are associated with academic self-concepts. Fourth, the school average test score is negatively associated with student academic self-concepts after controlling for student level achievement. This result is in line with the “Big-Fish-Little-Pond-Effect (BFLPE)” proposed by H. W. Marsh. Fifth, the gender composition of schools has an effect on students’ academic self-concepts in addition to student gender. In particular, girls who attend high schools with a student body roughly equally divided between boys and girls have lower math and science self-concepts. This suggests that interaction between girls and boys in daily school life contributes to the formation of gender stereotype in academic subjects. Results confirmed that not only students’ achievement but also gender, social background and school characteristics have an effect on the formation of academic self-concepts.

CiNii Article

researchmap

Language：Japanese   Publisher：日本教育社会学会  

DOI： 10.11151/eds.93.151

CiNii Article

CiNii Books

researchmap

Language：Japanese   Publisher：日本教育社会学会  

This paper examines Japanese high school studentsʼ adjustment to school using data from the "Programme for International Student Assessment (PISA)" conducted by the OECD in 2003. The indicator of student adjustment is composed of their attitudes toward education and behaviors in daily life - the sense of belonging to school and the frequency of late arrival at school. The effects of individual level and school population characteristics on student adjustment are estimated by applying a hierarchical linear model. In particular, this paper focused on the effect of the diversity of student socio-cultural background and relative student academic position within a high school on their adjustment.The main results are follows.<BR><BR>First, student background certainly does affect the extent of adjustment to school, though it differs depending on which indicators and independent variables are used. Generally, students who have a higher socio-economic and cultural background adjust to school better than those who have a lower socio-cultural background. Second, it is confirmed that student attitudes and behaviors differ greatly between schools - many more students from schools with lower academic ranking are likely to be late for school and have a negative sense of belonging to the school. This result is consistent with "the studentsʼ status frustration hypothesis," which postulates that student frustration regarding anticipated educational and status attainment leads to anti-school attitudes and behaviors. Third, studentsʼ relative position of academic achievement and educational expectation within their high school has an effect on the extent of their adjustment to school. Students with relatively higher educational expectation within their high school have a good feeling about their school, and their educational expectations and academic achievement correlate negatively with the number of times the students arrive late for school. Fourth, dissatisfaction derived from their relative academic position is stronger in schools with a higher academic ranking. This suggests that students from schools with an upper academic ranking perceive pressure to achieve and attain higher educational attainments. On the other hand, what frustrates students from a high school with a lower academic ranking is not relative academic achievement within their high school, but the position of their high school in the academic ranking. Fifth, we found that studentsʼ socio-cultural composition has an effect on student adjustment in school - the sociocultural diversity of as chool has a negative effect on the sense of belonging and a positive effect on the number of times students arrive late. This result implies that a schoolʼs socio-cultural composition is important for interaction between students and the formation of informal student groups, which directly affects student adjustment to school. These results indicate that both individual student and school population variables have effects on studentsʼ daily behavior and attitudes toward school.

DOI： 10.11151/eds.90.123

CiNii Article

CiNii Books

researchmap

Language：Japanese   Publisher：大阪大学大学院人間科学研究科  

DOI： 10.18910/7701

CiNii Article

CiNii Books

researchmap

Language：Japanese   Publisher：国際教育学会  

CiNii Article

CiNii Books

researchmap

Language：Japanese   Publisher：日本社会学会  

The prevailing view on educational stratification in recent decades is that inequality in educational opportunity has persisted despite educational expansion. This paper examined these trends in Japan after World War II and tested some stratification mechanisms by applying ordered logit models, especially "partial proportional odds models." The data from the 2005 Social Stratification and Mobility (SSM) survey were used. The major findings are as follows: (1)The effects of socioeconomic variables—father's occupation, high parental education, and family possessions—on educational attainment clearly decreased in the middle-aged cohort, which comprised individuals who had finished compulsory education after the high economic growth of the 1960s. (2)Although the effects of parental education partially increased in the younger cohort, which comprised individuals who entered high schools and universities after the mid-1980s, the effects of family possessions continued to decrease and the effects of father's occupation showed little change. From a long-term perspective, we may conclude that social inequality in educational opportunities has been decreasing. In addition to the trend analysis, we examined a "relative risk aversion" (RRA) hypothesis. To test the hypothesis, we specified a necessary condition—namely, that there must be an interaction between the socioeconomic variables and thresholds in the ordered logit models. (3)On these grounds, we found that the effect pattern of parental education consistent with the RRA hypothesis. However, this is not the case for father' s occupation. We concluded that the RRA hypothesis was irrelevant in Japanese educational stratification, insofar as it was speculated in the context of occupational mobility.

DOI： 10.4057/jsr.59.682

CiNii Article

CiNii Books

researchmap

Language：Japanese   Publisher：日本教育社会学会  

<p>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.<br><br>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.<br><br>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.</p>

CiNii Article

CiNii Books

researchmap

Language：Japanese   Publisher：一般社団法人日本教育学会  

This paper aims to show the trend of educational opportunity in Japan's contemporary higher education, as well as the reason for the increase of students from low-income families since 2002. In recent years, countries have had difficulty in financing higher education for several reasons. One response to this crisis is to increase the scale of private funding. For example, in some European countries, tuition fees have increased and grants were replaced by student loans. By these political changes, students from low-income families have shouldered a larger burden than students from high-income families. Similarly, Japan's higher education, which has a large private sector, has suffered from financial constraints and tuition fees have been increasing. Therefore, access to higher education for students from low-income families may diminish due to the rising tuition fees. Using "Survey on Student life" data collected by the Ministry of Education, I examined the recent trend of educational opportunities for higher education. In the 1990's, differences in participation rates between low-income students and high-income students have increased. However, we surprisingly found that access from low-income families has improved and that class differences in participation reduced in the private sector after 2002. Next, I explored the reason for an improvement in access from low-income families, in spite of the rising tuition fees. Our data indicated that students have been more and more dependent on student aid after the expansion of "scholarships" in 1999 by the Japan Scholarship Foundation. Moreover, empirical analysis showed that the rate of students receiving the "scholarship" grew rapidly in low-income students who attended private college and university. Thus, I concluded that the new student aid scheme contributed to equalizing the opportunity for higher education. In Japan, the term "scholarship" does not mean grant but loan. So students must pay back the loan after graduation. So far, parents have paid for their children's education and now the student himself must share his expense for education by making use of a student loan. Because the debt is larger for the student from low-income families, it may cause them to become reluctant to go on to college or university, because of debt-aversion in the near future. Therefore, we must consider to what extent and how we should pay for higher education.

CiNii Article

CiNii Books

researchmap

Total pages：184  

ASIN

researchmap

Total pages：209  

ASIN

researchmap

Total pages：349  

ASIN

researchmap

Total pages：382  

ASIN

researchmap