教育社会学研究

学歴の社会学

その理論的検討

潮木守一

1983 年 38 巻 p. 5-14,en261
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.5

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Sociology of Educational Credentials can be divided into two parts; the analysis of the educational attainment process and that of the status attainment process. Most previous researches have mainly focused on analyzing the effect of educational credentials on the process of individuals' status attainment. However, the process of educational attainment should not be neglected, because, without it, the sociology of educational credentials can not be perfect. As for the analysis of educational attainment, there are two main approach, the functional approach and the moral socialization approach. The functional approach takesthe educational attainment process as a process for an individual to acquire knowledge andskills which are needed in the industrialized society.
Against that, the moral socialization approach takes the same process as an internalization process of value orientation which is prerequisite to maintain and reproduce the already established class system. It isan important contribution of radicals that they set up, not educational credentials which individuals have attained, but value orientation which individuals have internalized as a crucial product in the educational attainment process. However, radicals have not succeeded to analyze the dynamic process of moral socialization, and they are trapped by a simplistic and mechanic logic. They depend on the simple logic of one-to-one correspondence in exlaining the causal relationships among the social class system, the formation of sub-culture, the value internarization by the family as a socialization agent, the reinforcement bythe school system and the reproduction of the social class system. But More dynamic approach is needed for the more comprehensive understanding of the educational attainment process.

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学歴研究の今後の課題

新堀通也

1983 年 38 巻 p. 15-20
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.15

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産業化と学歴社会

その研究課題

今田高俊

1983 年 38 巻 p. 21-26
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.21

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検討領域拡大の必要はないか

岩田龍子

1983 年 38 巻 p. 27-32
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.27

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学歴研究のひとつの課題

「“まなざし” と自己概念」の視点から

梶田叡一

1983 年 38 巻 p. 33-37
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.33

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学歴問題研究の新たな課題

門脇厚司

1983 年 38 巻 p. 38-43
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.38

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教育の地位表示機能について

天野郁夫

1983 年 38 巻 p. 44-49
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.44

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学歴社会-その日本的特質

園田英弘

1983 年 38 巻 p. 50-58,en262
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.50

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Compared with western countries, Japan have developed a very hard competition system for aperson to obtain a good school career since late 19th century. Why?
First of all, because of the lack of serious class conflict, Japan did not de velop the class cultures which were very different each other. This class situation created the unified school system free from class cultures, and established a selective examination based only on an achievement test.
Secondly, the selection, which has no connection with social Origins, made the competition for a good school career very hard.

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学歴主義と学校文化

深谷昌志

1983 年 38 巻 p. 59-75,en262
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.59

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In this paper, I would like to clear the relationship between educational aspiration and school culture.
The percent of the students who feel to be a slow leaner increares as follows: 4 th grade=11%, 5 th=12%, 6 th=15%, 7 th=14%, 8th=26%, 9 th=25%. So in the junior high school, the students who cannot understand what he is taught reaches to 28% in English, and 32% in Math.
But thay believe the results of the achievement test depend on how they studied hard in school and after school. In this situation, the Juku school become the second school, and the half of the students attend the Juku school.

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学歴の経済的社会的効用の国際比較

藤田英典

1983 年 38 巻 p. 76-93,en263
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.76

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This paper examines the seemingly inevitable tedency toward a credential society along with the expansion of school education. In section one three major forces promoting the credentialization of society are identified: equalization of status orientation among individuals, demand for economic rationalization, and demand for organizational rationalization along with the industrialization and bureaucratization of society. Then, a brief review of the related literature shows that many previous studies support the inevitability hypothesistoward a credential society.
Section two points out some shortcomings of previous studies. First, previous studies have failed to consider the structure of objects for individual's needs of achievements, and secondly, their consideration of the function of school education has been insufficient in relation to educational expansion.
Section three, then, investigates economic benefits of obtaining educational credentials for an individual. It is confirmed that as school education has expanded, the rates of return of schooling have decreased at least in post-war Japan. Then, a cross-societal comparison based on the data of 43 countries also confirms the declining tendency of rates of return along with the expansion of school education. But, absolute differences of rates of return among various countries are not only due to the size of school education but also due to the level of equity in society.
Section four investigates social benefits of educational credentials. Here again, it is confirmed that as school education has expanded, more prestiged occupationssuch as professional and managerial ones have become occupied more and more by university graduates. Then, as for determinants of occupational attainment, the relative importance is examined between father's occupational status and son's educational credential by path and regression analyses and by a cross-societal comparison based on 27 sets of correlations. Here again, it is confirmed that the more industrialized, and the more expanded school education, the more important educational credentials for occupational attainment are.
Finally, section five discusses the relationships between the expansion of school education, credential society, and credentialism, and points out the unique characteristics of educational credentials as a determinant of individual career: that is, educational credentialis surely achieved by an individual, and at the same time it functions as an ascribed attribute in the process of one's status attainment.

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学歴研究の動向

山崎博敏, 島田博司, 浦田広朗, 藤村正司, 菊井隆雄

1983 年 38 巻 p. 94-109
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.94

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科学における報賞の分布と配分

日本の化学を例にして

山崎博敏

1983 年 38 巻 p. 113-121,en264
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.113

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The purpose of this article is to study the characteristics of the reward system of Japanese chemistry, using 124 university chemists sample in Japan. After reviewing R.K. Merton'stheory of the reward system, the distribution of rewards (measured by citation count) is examined, and the factors affecting the numbers of citation received is analized. The results are as follows:
(1) The distribution of rewards follows to the negative binomial distribution. It means that the more a chemist has enjoyed rewards, the more he gets rewarded, while the less he has enjoyed rewards, the less he gets rewarded. We confirmed the Mathew effect in the reward system of Japanese chemistry.
(2) The principle of reward allocation is not ascription (age, affiliation, terminal degree conferring institution), but performance (productivity). The Mathew effect operates as a performance principle in japanesechemistry.

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社会的相互行為としての初期社会化の様式

しつけ場面におけるカテゴリー化問題

清矢良崇

1983 年 38 巻 p. 122-133,en265
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.122

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This paper attempts to analize early socialization process as a social interaction. The method of discourse analysis is used in order to re-examine the traditional learning theory (operant conditioning theory) and Parsons' socialization theory which does not discusses the socio-cognitive process in early socialization.
Two types of categorization are introduced here to compare the structure of the behavior model in discourse analysis with thatof the learning theory, and to analize the videotaped data of toilet training situations in a day nursery.
As an adult-child interaction, training situations are not ruled by distinct reward-punishment norm which functions with corresponding categorization under sucha condition that it has the observational correctness warrant. Rather, early socializationis an ongoing accomplishment in which the accomplished categorization, that is, determining procedure among several possible categorization devices, is dominant.
In addition, this study has found a characteristic form of interaction in the early socialization process, in which adults attempt to have children learn to become “an actor” in social interaction, which is possible only by presupposing children's interpretive competences.

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若年労働市場の組織化と学校

岩永雅也

1983 年 38 巻 p. 134-145,en265
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.134

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The rapidly increasing number of unemployed youths has now become a most common phenomenonin 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 youthsremain 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. Thissort of structure is known as the institution of “collective employment” of school leavers. Because this institution minimizes the “gap” between schools andwork, 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 (especialy high-schools) based on a kind of hierarchy of schools.By thisway business companies can shift the responsibility for measuring the productivityof theirnew conscripts to schools.

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わが国における「学級制」の成立と学級の実態の変化に関する研究

濱名陽子

1983 年 38 巻 p. 146-157,en266
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.146

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The purpose of this paper is to examine how the “class system” of the elementary school in Japan has been formed, and according to which, to analize how the pupils' groupin the class and its educational function have changed. One way to measure the characteristics of the pupils' group is the homogeneity-heterogeneity of the pupils' age and their scholastic achievements and another way is the stability of the group. And it is supposed that the educational function of the class is constituted of the two dimensions; that is, the functionof instruction and the function of discipline.
In the “grade system”, which was introduced in the beginning of the Meiji era, the pupils' group was homogeneous in scholastic achievements but heterogeneous in age, and the stability of the group was low.
But, in the “one class system” after the institutionalization of the “class system” in 1891, the pupils' group became stable and heterogeneous in both age and scholastic achievements.
In the 1900 s, the “school year class system” has spread. In this system, the pupils' group hasbecome homogeneous in age but heterogeneous in scholastic achievements. This system added the function of instruction to the function of discipline in the “one class system”, and the control of the teacher has become stronger.

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教育機会の拡大と定時制高校の変容

片岡栄美

1983 年 38 巻 p. 158-171,en267
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.158

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(1) 定時制高校へ吸収される生徒層の変容を, 出身階層と学力の2側面から検討した結果, 高校教育が大衆化した今日でも, 定時制高校は低所得者層, 出身階層の中・底辺層に教育機会を拡大する役割を果たしている。しかし定時制志願者の減少に伴って, 生徒の学力水準の低下は著しく, 勤労青少年のための教育機関という独自の位置づけをもっていた定時制は, 全日制の亜流としての役割を増大させてきた。
(2) こうした生徒層の変化は, 定時制高校の人材配分の機能にも大きなインパクトを与えてきた。定時制卒業後の職業達成 (初職) を, SSM調査の高校卒, 中学卒と比較した結果, 時系列的にみて定時制卒業生のブルーカラー化は, 維持期の昭和30年代から急速に進行し, 定時制高校の人材配分機能は大きく変容してきた。
(3) 初職における定時制卒と高校卒の職業機会格差は, ほぼ同じパターンで現職における格差となって生じている。つまり定時制高校の人材配分機能の変容とともに, 定時制卒業生の職業達成は低下してきた。
(4) 以上の結果を, 世代間社会移動の観点からブードン指数を用いて分析した。その結果, 社会の産業化の進行に伴い, 移動における開放性は, 全体として高まってきたにもかかわらず, 定時制卒業生の世代間移動の開放性は逆に低下してきた。定時制高校は, 個人の社会移動に関し, 出身階層からの制約を解消するよりも, むしろ固定化する機能を強めることによって, 教育機会の不平等化の方向に展開しつつあるといえる。

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学校知識の編成に関する社会学的試論

M. ヤング「知識成層論」を越えて

熊谷一乗

1983 年 38 巻 p. 172-184,en268
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.172

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M.F.D. Young, in his theory on knowledge stratification, has tried to grasp the inter-relationship between the organization of school knowledge and the social structure through making knowledge as an important problem to inquire, paying attention to the relation betweenthe learning in the school and the particular character of the knowledge. This theory is very remarkable for its theoretical framework which, from the stand point of control, relates cyclically the micro level of education such as success or failure of the children in their learning to the macro level of society such as economical-political structure and historical context. Young's theory based on phenomenological sociology of knowledge, which isunder the influence of Marxist theory and Weberian theory, is very suggestive. However, itis not enough to clarify the dynamic inter-relationship among the factors concerned in theorganization process of the knowledge, because of the negative attitude to the f unctionaist approach. And moreover, it lacks the critical view point which makes it possible to analyze the character of school knowledge, because of ignoring Manheim's sociology of knowledge.
This paper intends to formulate a theoretical framework for a sociological inquiry into the organization of school knowledge, through trying to overcome the incompleteness of Young's theory with keeping its important suggestions, reinstating the functional approach and Manheim's viewpoint which Young has turned down, and introducing the concept of “social dynamics”.
According to this framework, the factors of school knowledgeare divided into the following four categories that is, the action factor as the initiative and promotive function, the structure factor as the regulative function, the idea factoras the directing function, the situation factor as the inductive function, and the knowledge system factor as the conditioning function. We must give attention to the action factoroccupying the central position in the organization process of school knowledge as the initiative and promotive function, which is composed of the central authorities, local authorities, teacher class, and cultural elite. The focus of that process is how the above four elements, each of which has the definite social position, role, and capability, interact with one another for the formation of school knowledge.

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ウェーバーの教育社会学

教育システムの理論の系譜と課題 (2)

森重雄

1983 年 38 巻 p. 185-197,en269
発行日: 1983/10/20
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.38.185

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We distinguish “sociology of educationinMax Weber” from “Weberiansociology of education”. The latter means the viewpoint of M.S. Archer, R. King, M.F.D. Young and R.Collins. So does the former ours.
It is never mere our conviction, that numerous works of Weber do not only provide terms which is useful to sociological analysis (i.e. methodological contribution), but also constituteaworld of unity. This world indicates unique characters of the modern western world. And theeducational systemwas born onlyin this modern western world.
So, we would like to use works of Webersubstantially (which means acute contrast toWeberiansociology of education). In short, in this discourse, we examine the historical and cultural origin of educational system alongside to the unique characters of western world which are the central interest of Max Weber. Our work means no less than “sociology of education in Max Weber”.

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