A range of social investigations was carried out in Kure City, which is a regional hub and an industrial center, by a group of Kure community researchers of Hiroshima University. The investigations revealed the presence of two distinct parts in the lives of women during the period of child-raising.

　Women in the first part of the course of their lives have the choice of either resigning the job or continuing with it at the opportunity of marriage and/or at child birth. After that, women in the second part of their lives‘ have the option of resuming employment or to continue as housewives during child raising (not after child raising). The percentage of women engaged as housewives was the maximum at 59.3%, when their last child is preschool-age. However, groups of newly re-employed women began to appear at the entrance of the last child to nursery school or infant school.

　Mothers have many difficulties such as the elimination in various fields due to the problems of all their activities related with children. In addition, groups of mothers who develop their activities positively and widely, using many support systems of child raising, began to appear. Many of these mothers have hopes of reemployment in part time jobs. However, it is expected that the established good relations with support systems can not continue as before. Once they start re-employment, effective support systems of child raising for housewives can not be received any more.

　More than 70% of the mothers who have preschool-age children have jobs. Majority of them (40.2%) have part time jobs. Three categories of mothers, mothers with full time jobs, part time jobs and mothers engaged as housewives have different types of lives and consciousness, especially in dealing with the difficulties of life. In the domain of part time jobs, many mothers have financial difficulties. Many mothers who resigned their jobs after marriage and/or at child birth, however, seek re-employment due to financial problems. In addition, they can not receive support from the government and their employers and face difficulties in securing long term employment and jobs that are compatible with child raising. In the early stage of entering of the last child to nursery or infant school, differences become obvious.

　It is evident that both continuation with job and engagement as housewife are difficult for women during the period of child raising, and they have to select a pattern of “retirement and re-employment" after having children during the course of their lives. The establishment of new support systems to focus on helping women to make better choices during the course of their lives is necessary, and this recommendation is based on the facts that many women seek employment and have to be gainfully employed.

抄録全体を表示

多くの人が「自分・家族・友人」という身近な世界にしか関心がなくなりつつある現代において，常に大きな世界との関連を視野に入れる社会学の思考法は，その重要性を増してきている．本稿は，そうした社会学的思考法を，社会学を専攻する大学生に対して，どのように教育していくことによって，効果的に身につけさせられるかを，筆者の教育実践にもとづいて述べた論考である．
すべての社会学関連授業が重要なのはもちろんであるが，特に最初に社会学と出会う導入教育が重要である．名前だけは知られているが，イメージのつかみにくい社会学という学問を最初にどのように理解させることができるかで，その後の社会学への取り組み方は大きく異なってくる．入門講義では身近な問題と社会がつながっていることを明示し，基礎的演習系授業では社会学的思考訓練のために素朴であっても実際に自分たちで研究を行うことが重要である．導入教育後の専門講義科目では明確で一貫した筋を示すこと，専門演習や卒業論文の指導においては労力を厭わない丁寧なアドバイスをすることが不可欠である．
こうした社会学教育をしっかり受け止めて大学を卒業する若者は，健全な社会批判精神をもった社会のメンバーになりうると言っても過言ではない．しかし，そのためには，社会学者の間での社会学に対する共通理解を高める努力もまたより必要となってくるであろう．

抄録全体を表示

Children’s academic achievements differ by social class. Today, many researchers investigate schools that effectively reduce these differences. They have pointed out that in schools that are successful in this endeavor, there are many practices aimed at raising the academic achievements of children from lower classes. In this paper, I attempt to clarify the effects of these practices from the viewpoint of added value. This study aims to compare the actual achievement levels of children of each region with those estimated based on their socio-economic conditions and to clarify the educational conditions in the regions in which the actual levels are higher than expectations.

For my method, I analyzed the data of academic achievement tests. I clarified children’s achievement levels in 49 cities and wards in the Tokyo metropolitan area and in school districts in Adachi Ward (73 primary school districts, 38 junior high school districts). I examined the relations between the achievement levels and the socio-economic conditions of each region. Using this data, I estimated achievement levels using regression analysis. Regions were then divided into types by comparing the expected levels and actual ones. I named regions whose achievement levels were higher than expected “Effort types.” The opposites are named, “Problem types.” I then investigated the differences of educational conditions between these two types. It was found that in Effort types, the numbers of children per school, class and teacher are relatively small. School size, class size and teacher’s burden are small in these regions. In Problem types, they are relatively large. These differences are significant in the data from school districts in Adachi Ward.

Based on the findings, I concluded as follows:

1. The influence of social background on children’s academic achievement can be reduced by the improvement of educational conditions such as reducing class size, which is the task of educational administrations.

2. The improvement of educational conditions is less effective for raising the absolute level of academic achievement. It is effective for the reduction of the social determinants of children’s academic abilities.

3. Evaluations of schools from the viewpoint of added value are needed.

抄録全体を表示

This paper carefully examines the effects of family background and two value orientations on the process of formation of learning attitudes and educational expectations among current high school students. One crucial point of this paper is that we clearly differentiate the direct and indirect effects of family background on learning attitudes and educational expectations. The second point is that we consider the functions of two important value orientations, toward status attainment and self-fulfillment, both of which are important for parents and schools in determining their own educational policies. Using data collected from 2, 220 high school seniors, we performed an OLS regression analysis on learning attitudes and a logistic regression analysis on educational expectations, and examined the following hypotheses.(1) Parents' educations and the hierarchical status of schools are positively associated; at the same time, the hierarchical status of schools and educational expectations are positively associated.(2) Parents' educations are positively associated with learning attitudes and educational expectations, independent of the hierarchical status of a school.(3) Value orientations are positively associated with parents' educations.(4) Value orientations are positively associated with learning attitudes and educational expectations, independent of other important factors.
The main results are as follows.(1) Although the effects of the educational attainment of parents on learning attitudes have disappeared or weakened, their effects on educational expectations remain strong, independent of the hierarchical status of a school.(2) The two value orientations have no association with family background, independent of the hierarchical status of the school, sex, and academic performance. Therefore, our society does not carry out a social reproduction process via the internalization of these value orientations.(3) The orientation toward status attainment has a statistically significant effect on both learning attitudes and educational expectations, and the orientation toward self-fulfillment has a statistically significant effect on learning attitudes but not on educational expectations, independent of other important factors.

抄録全体を表示

多様な価値・規範が関係し，また影響が広範囲にわたる社会技術の評価は，同様の性質を持つ政策の評価手法と同じく，複数の手法によって多元的に行う必要がある．本研究では，経験的・規範的手法を共に利用し，さらに政策が解決しようとする問題の存在する特定環境（コンテクスト）と社会システム全体の2 つの観点から多元的に政策を評価するFischer の方法論を社会技術の多元的評価フレームワークとして提案する．医療における社会技術である診療ナビゲーションシステムを例にとって評価を試行し，医療安全・安心というコンテクストレベルではよい評価を得るが，社会全体レベルでは望ましい社会秩序の構築には至らない可能性を考慮できるという有用性を確認した．

抄録全体を表示

　教育達成の階層間格差を説明する相対リスク回避仮説(Breen and Goldthorpe 1997)の検証は世界各国で行われたが，日本においてはおおむね否定的な結果が得られている．本稿では，日本における受験制度を考慮して，下降回避仮説の代替モデルとして，定員と自分の成績を参照して，進学するか否かを決定するという「単純進学モデル」を構築し，マクロ・ミクロの両面から下降回避仮説と比較・検討を行った．下降回避仮説としては，BreenとGoldthorpeの相対リスク回避モデルと，学歴に対する下降回避を考慮した二重回避モデルを想定した．マクロレベルでは，数理モデルを構築し，各モデルに基づいて大学進学率を導出した．これを経験的データと照らし合わせてモデルの妥当性を検討する．ミクロレベルでは，数理モデルから導出された個人の意思決定に関する命題に対して，JGSS-2000, 2001データを用いて検討を加えた．ミクロレベルの分析には，ロジスティック回帰モデルを用い，モデルを同定するために，一部の変数に対しプロビット変換を施した．結果，下降回避仮説を導入した2つのモデルは現実のデータに対する説明力を欠き,，単純進学モデルが最も妥当性が高いことが示された．特に，相対リスク回避モデルはマクロレベルの検討において棄却された．

抄録全体を表示

学歴階層による子育てにかんする価値や規範，選好の差異は，仕事や家事，子どもとのかかわりとのあいだの時間配分にも，差異をもたらす可能性がある．本稿では第4回全国家族調査（NFRJ18）をもちいて，仕事や家事へ費やす時間と子どもとのかかわりの関連，および親の学歴階層によるそれらの関連の差異を検討する．分析の結果，低学歴層の母親の教育的活動の頻度は，家事頻度と正の関連がみられたが，高学歴層の母親の教育的活動の頻度と家事頻度には関連がなかった．これは高学歴層の母親が，日常の家事とは別に子どもに教える時間を確保しようとする一方で，低学歴層の母親は，生活の自然な流れのなかで教育的活動をおこなう傾向があることを示唆する．また低学歴層の父親の教育的活動の頻度は，労働時間と負の関連がみられたが，高学歴層の父親の教育的活動の頻度と労働時間には関連がなかった．ここからは，労働時間が長くとも，子どもとのかかわりに時間を割こうとする高学歴層の父親の存在が示唆された．総じて分析結果からは，子どもとのかかわりに高い優先順位を付し，特に教育的活動において子どもを優先した時間配分をおこなう高学歴層の親たちの姿が析出された．父親の労働時間の短縮が進まないなかで，父親においても，仕事にも子どもにも時間を費やす高学歴層の親が出現していることは，子どもが親から受け取る時間投資量という点での，格差拡大の可能性を示唆する．

抄録全体を表示

The aim of this paper is to analyze how part-time evening high school students change the self-definitions which they have once constructed, and also to reconsider from a sociological perspective the educational significance of part-time high schools that contribute to this process of redefinition.
This paper looks at part-time evening high schools, which have generally been overlooked in the recent reforms of high school education. These schools were established after World War II to serve young working people, based on the fundamental ideology of equal educational opportunities. They contributed to the universalization of high school education. However, in recent years the number of such schools has been decreasing. The students absorbed into those schools have been placed as the bottom of the credentialist hierarchy, and have been analyzed as such in sociological studies. However, part-time evening high schools are unique public educational institutions, organized primarily for a diverse variety of working students both in age and in career. Thus, it is very important to investigate the role they play as educational institutions for adolescents and what actual conditions they are in from a sociological perspective. This also leads to a reconsideration of educational reform.
The paper draws the following conclusion: from the narrative of part-time evening high school about how they decided to make a new commitment to theirschools and society, it emerged that they use various resources in the process of re-defining themselves, such as the distribution of time, and identity based on schools, occupations and other human relationships. Information also acts as a resource for them. Therefore, this paper focuses on the organization of resources: time, information, and identity (Sandra Wallman, 1984). Moreover the results of the analysis confirm that after entrance into a part-time evening high school, students gain wider choices in their activities as organizing resources. This is peculiar to part-time evening high schools. Therefore, through their personalities, the motives and sense of value of their own social, educational environments is realized as this paper closely analyzes their narratives as a process of absorbing organizing resources.
At the same time the following two aspects that exist in the institution of part-time evening high school are obtained. First, there is an opportunity for education to get new relations and knowledge. The second and more important finding is that there are possibilities for self re-definitions as unexpected consequences.(1) Many students gain experience working. This makes them to reconsider the “inside” of the school.(2) There is a process of “symbiosis” whic is un-artificial at school.
Finally, students need the processes of self redefinitions through various interactions, from which for the first time they can shoulder their ‘self-decision’ and ‘self-responsibility’ subjectively. Through its examinations, this paper attempts to present one perspective for reconsidering educational reforms. Accordingly, it is necessary to continue to focus on this issue.

抄録全体を表示