教育社会学研究

「女性と教育」特集にあたって

原芳男

1985 年 40 巻 p. 5-8
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.5

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「日本人と母」再論

山村賢明

1985 年 40 巻 p. 9-22,en276
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.9

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Replying to the critiques given to my previous work, on the one hand, and commenting on the recent works touching upon the significance of Japanese mother, on the other hand, I stressed the necessity to treat this problem not from individual and/or depth psychological perspective, but from the cultural point of view. It is unsustainable to presuppose the universal motherhood and fatherhood in order to analyze characteristics of Japanese society. It is also difficult to make an assertion that Japanese family has been mother-child centered from ancient times.
I think that the Japanese mother gradually entered into “the vocabulary of motive” as disorganization of Japanese traditional family (IE) and vertical combination of IEs (DOZOKUDAN) proceeded. In the society where IE and DOZOKU relations prevailed, members of inferior IE must have always served to superior IE and its representatives, as Kizaemon Ariga states. Superior IE was regarded as “public, ” in relation to which inferior IE was regarded as “private, ” and the supreme order to make each IE prosper dominated the behavior of every individual.
In this sense “Japanese groupism” which is another key concept for understanding Japanese should not be viewed in terms of motherhood principle or significance of mother. Groupism has been consistently the norm which orients and coordinates Japanese activities as “public.” As the consequence of disorganization of IE and DOZOKU, IE was confined in “private” sphere of, family, which supports its member's activities outside of the family, which supports its member's activities outside of the family, that is “public.” It was in such situations that mother-child relation surfaced and the mother assumed motivational meaning for japanese.

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女子の生徒文化の特質

武内清

1985 年 40 巻 p. 23-34,en277
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.23

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The characteristics of girls' student subculture quite differ from those of boys'.
Academic and delinquent subcultures are more dominant among boys, while girls are much involved in fun subculture.
The girls' subculture seems to be influenced mainly by five factors.
Those are-
1) girls' physical and mental nature.
2) conformity to parents' and teachers' expectation of “being feminine.”
3) patterns of girls' peer friendship.
4) girls' career orientation.
5) school organization.
By committing themselves to a specific subculture that is affected by five factors mentioned above, girls form their own specific value pattern and attitude.

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女性の生活時間

平田道憲

1985 年 40 巻 p. 35-49,en277
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.35

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This article attemps to examine the everyday life of women reflected in the use of time from the educational point of view.
Reviewing the research on the use of time, we find a great difference of time allocation between men and women. This difference is derived from the role of sex. Among women; those who are employed feel higher “time pressure” than housewives because of their dual role of work and housework.
Taking these characteristics into consideration, three analyses were conducted.
First, I examine the effect of life cycle from ten years old to seventy and over on the women's use of time.
Sex difference on the use of time was found even in the teen-age. Girls devote more time to housework than boys and less time to leisure. Among adult women, those who are older have more free time than younger women.
But the time devoted to educational activities such as study or reading is less among older women.
Second, I analyze the effect of education on the women's use of time.
As Japanese data show, it is ambiguous to assert that better-educated women tend to spend more time to child-care. Better-educated women have more time devoted to studies, hobbies and association. Least-educated women spend more time to rest and relaxation. The age difference of time devoted to educational activities may be derived from the better-educated among younger women. Cntrolled by education, age difference about study does not appear.
Lastly, I conducted cohort analysis on the five NHK time-budget surveys from 1960 to 1980.
Although new cohort that includes better-educated people who have new life style could not be found, additional facts that could not be given by the simple time series analysis were discovered.

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女性の職業経歴と教育達成

ライフ・ヒストリー・アプローチから

今田幸子

1985 年 40 巻 p. 50-64,en278
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.50

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The objective of this paper is to clarify the relationship between women's employment status and their life histories.
The situation of women's employment has remarkably changed. The most essential aspect of this change is that women's occupational careers have been more contingent on their life histories. The tendency has recently been strengthened that women firstly enter into the labor markets soon after completing school education, then separate from the labor markets for marriage, childbirth and childrearing, and re-enter after finishing the childrearing. Namely, entry into and separation from the labor markets at each life stage have been more frequent. It has, therefore, become more and more important to analyze the women's occupational achievement from the viewpoint of life history approach.
Women's occupational careers mainly consist of two phases. One is the primary career from entry into the lacbor markets after completing school education to separation from them for marriage, childbirth and childrearing, and the other is the secondary career after re-entry into the labor markets after finishing childrearing. The study of women's occupational achievement to date is used to focus on the continuation of career. But this paper claims, in addition to this, that the examination of the linkage between the two careers is more important as the problem of women's work careers.

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女性の職業アスピレーション

その背景, 構成要素, ライフコースとの関連

中山慶子

1985 年 40 巻 p. 65-86,en279
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.65

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Female life courses exhibit many patterns, and these cannot be analyzed as they can for males, using one model of graduation from school and then working continuously. Some females become housewives without entering the labor market, while others work for a period, marry and bear children, and then reenter the market later. In short, female's work life is closely associated with their home life and with life events they experience as female. Female aspirations arise from the combination of occupational and marital aspirations. In particular, female marital aspirations in Japan have certain characteristics.
This paper considers these issues for a sample of females with high occupational attainment, namely female executives, in Tokyo and New York.

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「女性と教育」研究の動向

神田道子, 亀田温子, 浅見伸子, 天野正子, 西村由美子, 山村直子, 木村敬子, 野口真代

1985 年 40 巻 p. 87-107
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.87

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成人女性の生活時間と生涯学習

塩崎千枝子

1985 年 40 巻 p. 111-125,en280
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.111

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The purpose of this paper is to study the characteristics of learnings by adult women, and to analyze the factors that have led their active participation in learnings in these years.
Findings based on the national survey conducted by Sorifu give us insightful information on learning activities by women, and on how they allocate their time in every day life.
According to the second analysis of the statistical data by Sorifu, adult women participate in learnings more actively when they are younger, have higher educational background, and are working (as opposed to being housewives). Their learning behaviors are also fairly independent of the amount of free time they have, and do not support the generally accepted belief that the lack of time is one of the largest barriers against adult learnings.
In identifying the relevant variables of learnings and their interrelationships, I adopted the Chain-of-Response model designed by P.K. Cross, and found that internal psychological variables are the most important in motivating the adults to participate in learnings. The level of education, as well as the job participation influence on those variables in many ways, and thus become key characteristics in defining learning behaviors of adult women.

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学校教師の状況的ジレンマ

教師社会の分析にむけて

山本雄二

1985 年 40 巻 p. 126-137,en280
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.126

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There are many articles about the conflicts or dilemmas with which teachers confront. In these studies, conflicts are treated from two aspects: the one is struc-tural conflicts which include status conflict or role conflict (Ambivalence), and the other is conflicts on the level of action (Dilemma). They treat dilemmas, however, just as the restatement of ambivalences, that is, they do not examine the particular features of dilemmas. This paper focuses on the dilemma itself with which teachers confront in the face-to-face situation. Such dilemma should be caused when teachers find out no response from their students (situational dilemma).
When one tries to resolve a dilemma in one situation, it might bring out another new dilemma. In some cases, this causes a vicious cycle. There are very few sociological studies on the features of such a vicious cycle and the mechanism by which it is created.
This paper analyzes, using the concepts of “situational dilemma” and “strategy, ” the problematic face-to-face situation and the vicious cycle which comes out in the effort of the resolution of dilemma.
Firstly, I describe the features of the dilemma with which teachers confront in the interaction with their students (situational dilemma).
Secondly, I explain the significance of strategies teachers use as a means of avoiding such a dilemma.
By using the concepts of “situational dilemma” and “strategy” as the core of the study, we shall be able to make clear the process of the reproduction of teachers' alienated situation. Furthermore, it should provide a new perspective for the studies of staff room culture, occupational socialization and deviance of teachers.

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「問題」行動の社会的構成

相互行為論の視点から

北沢毅

1985 年 40 巻 p. 138-149,en281
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.138

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This paper attempts to consider the process of the social construction of “problem” behavior where the “process” is defined as the application of a de-viant category to a social act.
In the interactionist perspective, it is the teacher-student relationship that is of paramount importance when categorizing a student act. For example, if a teacher strikes a student this can be justified by applying the category “educa-tional guidance.” However, in the reverse situation-namely, if a student strikes a teacher-the student has no category at his/her disposal to justify his/her act.
Thus, if a student comes into physical contact with a teacher, whether this act may be considered to be “striking” or not is of utmost importance. The student's physical contact with a teacher doesn't necessarily mean “striking.” It could merely be a case of “touching, ” “pushing” or “elbowing, ” and so on.
What, then, constitutes the category of “striking?” At least, two factors should be considered. Firstly, when determining which category of deviance shoud be applied to any given act, the typified knowledge about the etiology of a deviant behavior functions as a framework for deciding what kind of knowledge about the student is relevant.
Secondly, the “definition of situations” has a double effect on the process of the social construction of “problem” behavior.
Finally, I point out that the interactionist perspective, which places prime importance on analyzing the “process, ” questions the validity of the etiologica approach.

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明治～大正期の地域社会における中等教育の社会的機能

埼玉県川越地方の事例

吉田文

1985 年 40 巻 p. 150-164,en282
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.150

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The purpose of this paper is to analyze the change in the social function of secondary education and try to relate secondary school to the local society.
The objects are Kawagoe Seconday School and Kawagoe Technical Secondary School in Saitama Prefecture.
Major findings are summarized as follows
(1) The base of the schools.
The organizers of both schools were from higher class of Kawagoe Town. They were engaged in commerce and aimed at modernization and industrialization of the local society. Though both higher and middle classes entered into secondary schools, the educational demand by the middle class was weaker than that of higher class in the early years.
(2) The change of the social function.

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教師の対生徒認知と類型化

教師の「判断枠」に関する研究

油布佐和子

1985 年 40 巻 p. 165-178,en283
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.165

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Recently, it has been pointed out that the studies about the process of schooling is very important. Especially since Pygmalion in the Classroom was published, it has been argued that teachers have much influences upon their students. However, in Japan there are few studies that refer to the relevance of teachers' perceptions to educational problems.
The purpose of this paper is to investigate the formation of teachers' perceptions for the analysis of the Japanese educational problems.
First of all, I reviewed some American and English studies which are concerned with teachers' perceptions and their formation. Then I examined the variables which seem to be useful when the educational problems are analyzed.
I pointed out the significance of societal prejudice (social consciousness) that shapes the perceptions of students. Nevertheless we couldn't perfectly explain the formation of teachers' perceptions in Japan from the point of societal prejudice.
Secondly, I investgated two educational trends that affected the teachers' perceptions: 1) the transformation of school function, 2) specializations of teacher's work.
In conclusion, I can consider that teachers' perceptions based on their students' achievements are formed under these educational trends

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ソ連邦における大学生の社会的構成の変化

ラブフアック制度と予備校制度の役割を中心に

相原次男

1985 年 40 巻 p. 179-192,en284
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.179

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One of the most important problems in the process of the goverment-party policy-making for higher education from the socialist revolution on to the present is to fill the gap in social compositions between Soviet citizens (e.g.; social and class structures) and Soviet BUZ students (e.g.; social positions and origins). As a medium of social regulations, the Rabfaks (the workers faculty) in the 1920s and the 1930s and the preparatory departments established 1969 are mainly the result of an attempt to solve that problem. The aims of these systems consist in developing academic levels of workers, collective farmers, and their children to the point of learning levels required for university applicants.
It is due to these systmems that the social composition of BUZ students has changed. However, any comprehensive study including the effectiveness and limitations of the both systems has not been undertaken so far in the Soviet Union. This study attempted to analyze the actual conditions of the both systems and to clarify quantitatively the influences exerted by these two systems on a change of the social composition of the BUZ students. The three main viewpoints underlying this study were as follows:
(1) the Rabfak system and a change of the social composition in BUZ students.
(2) policy-making for higher education in the 1950s and 1960s and the social composition of BUZ students.
(3) the preparatory departments system and a change of the social composition in BUZ students.

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「新しい教育社会学」その後

解釈的アプローチの再評価

志水宏吉

1985 年 40 巻 p. 193-207,en285
発行日: 1985/09/30
公開日: 2011/03/18

DOIhttps://doi.org/10.11151/eds1951.40.193

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The aim of this paper is to re-evaluate the “New sociology of education.” In the 1970s, an academic movement called “New sociology of education” arose in England. What made the moment was Young's readings, Knowledge and Control. Young criticized the “traditional” sociology of education on two points:(1) It takes for granted the reality of schooling and the presuppositions which make it existing;(2) It devotes itself to extract the relationships between inputs and outputs, so that it sees the “process” of schooling as a blackbox. Then, grasping the school as a culture-transmitting agency, he asserted that we have to call the organizing principles of the school (not only on knowledge but also on students) in question.
We can say that the main character of the “New sociology of education” is its application of the “interpretive approach” for schooling. Its origins exist in Schutz's phenomenological sociology and Mead's symbolic interactionism, and it sees schooling as the negotiation process between teachers and students. One uses participant observations, interviews, video-cameras to understand the reality of schooling.
Criticisms against the “New sociology of education” are as follows: it overemphasizes the discontinuity with its tradition; it stands on super-relativism which puts values nowhere; it lacks the contact with the “structural” factors; its tecnique of data-analysis is unestablished and its findings are not suitable for generalization. Responding to these criticisms, the “New sociology of education” has been unfolding itself towards two directions: one direction that focuses on the micro process of schooling from the standpoint of symbolic interactionism and another direction that focuses on the macro constraint to the micro process from the standpoint of Marxism.
In these circumstances, Willis's “Cultural reproduction theory” attracts our attention. Using the interpretive approach, it tries to reveal the interrelations between structural factors and interactional practices in a particular social setting. His study implies theoretical and methodological potentialities contained in the “New sociology of education” and its substance, that is, the interpretive approach.

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