The purpose of this study is to investigate the locations of jyuku (supplementary tutorial schools-more commonly referred to as ‘preparatory schools’ or ‘cram schools’) and to consider their surroundings from a geographic perspective.

First, I examined national tendencies. Second, I investigated these tendencies in detail in Ukyo Ward of Kyoto City.

The following results were obtained:

1) Many of the major jyuku were founded between1955 and 1986, and since that time have continued to develop and increase their number of outlets. The industry grew in accordance with the growth in population of school-aged children, as well as a new orientation towards higher education in society.

2) The typical location of jyuku in Ukyo has change as follows: previously, the majority were independent establishments, generally located in owner-occupied buildings in residential districts. Many of these expanded, however, and opened branch schools in multiple locations, using rented space in commercial districts.

3) To meet a large variety of demands, jyuku now offer a wider array of services. For example, whereas previously these served mainly children of upper grades, now they have classes for all ages and levels of children. Furthermore, they have reinforced some systems of individual tutoring.

4) Students choose jyuku on the basis of the distance from their homes, as well as for their educational policies.

Private educational agencies, including jyuku, have and will continue to play an important role in education. Research about education from a geographical standpoint will make better progress if the jyuku share more information with the public.

１．はじめに

　通塾に関して，公立中学生は高校受験を控え，通塾の必要性が高いにも関わらず，貧困から中学生の子どもを通塾させられない親の存在が指摘されており（中西2022），

　こうした現状を踏まえ，本研究では横浜市を対象に拡張2段階需給圏浮動分析法（以下E2SFCAとする）による空間的アクセシビリティとNakaya et al.（2014）による地区の貧困度合いを示す地理的剥奪指標（以下ADIとする）を地区の非空間的アクセシビリティとして，両者の関係について

２．データ・分析手法

　本研究における

　空間的アクセシビリティとADIの全体的な関連性は，スピアマンの順位相関分析によって明らかにする．続いて，空間的アクセシビリティとADI に対しBox−Cox変換をした上で，2変量Local Moran’s I統計量を算出し，統計的に有意な町丁目の空間的アクセシビリティとADIの関係を4つに分類することで，町丁目単位での空間的アクセシビリティとADIの関係を明らかにする．

３．結果

　スピアマンの順位相関係数は，集団指導塾が−0.30，個別指導塾が−0.27で，どちらも1%水準で統計的に有意であり，弱い負の相関が確認された．

　2変量Local Moran’s I統計量については，集団指導塾と個別指導塾ともにHigh-lowの町丁目の周辺にLow-Lowの町丁目が分布し，Low-Highの町丁目の周辺にHigh-Highの町丁目が分布する傾向が見てとれた．また，空間的アクセシビリティもADIも不利な状況にあるHigh-Lowの町丁目は，主要な鉄道駅から離れたところに多く分布している．集団指導塾と個別指導塾では青葉台駅や戸塚駅，鶴見駅等，一部の駅周辺で地区類型の分布に違いが見られた．

本稿では，中国浙江省慈渓市に住む47世帯の親から聞き取った事例を用いて，異なる社会階層の親が