Abstract
This chapter focuses on how shadow education contributes to students’ academic success. Drawing from prior research and their fieldwork, the authors provide an in-depth analysis of the academic benefits of shadow education. Student narratives highlight effective approaches used by shadow education institutions and tutors, and the authors’ discussion makes explicit the strategies used in shadow education to help students achieve. By showing how these vary from what is offered through public schooling, this chapter also demonstrates why many students and their parents around the world seek educational opportunities even though they have to pay for it.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aurini, J. (2006). Crafting legitimation projects: An institutional analysis of private education businesses. Sociological Forum, 21(1), 83–111.
Baker, D. P., Akiba, M., LeTendre, G. K., & Wiseman, A. W. (2001). Worldwide shadow education: Outside-school learning, institutional quality of schooling, and cross-national mathematics achievement. Educational Evaluation and Policy Analysis, 23(1), 1–17.
Baker, D. P., & LeTendre, G. K. (2005). National differences, global similarities. Stanford, CA: Stanford University Press.
Brain, J. M. (2004). Foreign language instruction in Japanese higher education. Arts and Humanities in Higher Education, 3(2), 211–227.
Burch, P. (2009). Hidden markets: The new educational privatisation. Hoboken: Taylor and Francis.
Byun, S., & Park, H. (2012). The academic success of East Asian American youth: The role of shadow education. Sociology of Education, 85(1), 40–60.
Cameron, S. J. (2017). Urban inequality, social exclusion and schooling in Dhaka, Bangladesh. A Journal of Comparative and International Education, 47(4), 580–597.
Cayubit, R. F. O., Castor, J. Y. S., Divina, E. J. S., Francia, R. M. S., Nolasco, R. T. P., Villamiel, A. J. E., ... Zarraga, M. T. G. (2014). A Q analysis on the impact of shadow education on the academic life of high school students. Psychological Studies, 59(3), 252–259.
Cho, J. S. (2015). Where are Korean bright students at school studying? Qualitative case study on currere of an Einstein hakwon for smart students (BA dissertation). Chinju National University of Education.
Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in Japan, South Korea, and Cambodia. Asia Pacific Education Review, 11(1), 14–24.
de Silva, W. A. (1994). Extra-school tutoring in the Asian context with special reference to Sri Lanka. Maharagama: Department of Educational Research, National Institute of Education.
de Silva, W. A., Gunawardena, C., Jayaweera, S., Perera, L., Rupasinghe, S., & Wijetunge, S. (1991). Extra-school instruction, social equity and educational quality (Sri Lanka). Report prepared for the International Development Research Centre, Singapore.
Dowrkin, A. G. (2001). The No Child Left Behind Act: Accountability, high-stakes, testing, and roles for sociologists. Sociology Education, 78, 170–174.
El-Khawas, E., DePietro-Jurand, R., & Holm-Nielsen, L. (1998). Quality assurance in higher education: Recent progress; challenges ahead. Washington, DC: World Bank.
Entrich, S. R. (2014). Effects of investments in out-of-school education in Germany and Japan. Contemporary Japan, 26(1), 71–102.
Falzon, P. A., & Busuttil, J. (1988). Private tuition in Malta: A hidden educational phenomenon revealed (BEd (Hons) dissertation). Faculty of Education, University of Malta.
Gordon, E. W., Bridglall, B. L., & Meroe, A. S. (2005). Supplementary education: The hidden curriculum of high academic achievement. New York: Rowman & Littlefield.
Grodsky, E., Warren, J. R., & Felts, E. (2008). Testing and social stratification in American education. Annual Review of Sociology, 34(1), 385–404.
Gunawardena, C. N., Campbell Gibson, C., & Cochenour, J. J., et al., (1994). Multiple perspectives on implementing inter-university computer conferencing. In Proceedings of the Distance Learning Research Conference (pp. 101–117). San Antonio, TX: Texas A&M University, Department of Educational Human Resources.
Heinrich, C. J., Meyer, R. H., & Whitten, G. (2010). Supplemental education services under No Child Left Behind: Who signs up, and what do they gain? Educational Evaluation and Policy Analysis, 32(2), 273–298.
Heyneman, S. P. (2013). The international efficiency of American education: The bad and the not-so-bad news. In H.-D. Meyer & A. Benavot (Eds.), Pisa, power and policy: The emergence of global educational governance. Oxford, UK; Current Issues in Comparative Education, 16(1), 74–89.
Jung, J.-H. (2016). The concept of care in curriculum studies. New York, NY: Routledge.
Kim, M. (2003). Private institute education: Competition and anxiety of the South Korean middle class. Korean Journal of Society of Education, 13(3), 67–87.
Kim, Y. C. (2016). Shadow education and the curriculum and culture of schooling in South Korea. New York, NY: Palgrave Macmillan.
Kim, J.-H., & Chang, J. (2010). Do governmental regulations for cram schools decrease the number of hours students spend on private tutoring? KEDI Journal of Educational Policy, 7(1), 3–21.
Kim, Y. C., & Kim, P. S. (2012). Hakwon does not die; fathers die: Secrets of Korean education that Obama did not know. Paju, South Korea: Academy Press.
Kim, Y. C., & Kim, P. S. (2015). The best hakwons top 7. Paju: Academy Press.
Kim, S., & Lee, J. (2010). Private tutoring and demand for education in South Korea. Economic Development and Cultural Change, 58(2), 259–296.
Kim, J. H., Yoo, H. E., & Hong, J. Y. (2015). Career and guidance counseling teachers’ perceived difficulties in role performance at high schools. The Journal of Learner-Centered Curriculum and Instruction, 2, 1–30.
Lee, J. (2007). Two worlds of private tutoring: The prevalence and causes of after-school mathematics tutoring in Korea and the United States. Teachers College Record, 109(5), 1207–1234.
Lee, C. J., & Jang, H. M. (2010). The history of policy responses to shadow education in Korea: Implications for the next cycle of policy responses. In C. J. Lee, S. Kim, & D. Adams (Eds.), Sixty years of Korean education (pp. 512–545). Seoul: Seoul National University Press.
Marimuthu, T., Singh, J. S., Ahmad, K., Lim, H. K., Mukherjee, H., Oman, S., … Jamaluddin, W. (1991). Extra-school instruction, social equity and educational quality. Report prepared for the International Development Research Centre, Singapore.
Marzano, R. J. (2000). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.
Mawer, K. (2015). Casting new light on shadow education: Snapshots of juku variety. Contemporary Japan, 27(2), 131–148.
Min, S. E. (2016). Beyond the boundary: The life history inquiry of educational experiences of three middle school students at hakwons (MA dissertation). Chinju National University of Education.
Mori, I. (2015). The effects of supplementary tutoring on students’ mathematics achievement in Japan and the United States. Tokyo: The University of Tokyo.
Mori, I., & Baker, D. (2010). The origin of universal shadow education: What the supplemental education phenomenon tells us about the postmodern institution of education. Asia Pacific Education Review, 11(1), 36–48.
Nanayakkara, G. L. S., & Ranaweera, M. (1994). Impact of private tuition and the educational challenges of the 21st century. Economic Review, 20(2–3), 11–14, 17.
OECD. (2017). Education at a glance 2015. Paris: OECD Publishing.
Oh My News. (2012, May 9). Influence of excessive hakwon education on children’s development. Retrieved from http://www.ohmynews.com/NWS_Web/view/at_pg.aspx?CNTN_CD=A0001730187.
Ozaki, M. (2015). A juku childhood: Children’s experiences in juku attendance and its relation to their well-being in Japan (PhD dissertation). University of Bath.
Park, H., Buchmann, C., Choi, J., & Merry, J. J. (2016). Learning beyond the school walls: Trends and implications. Annual Review of Sociology, 42(1), 231–252.
Park, S., Lim, H., & Choi, H. (2015). “Gangnam Mom”: A qualitative study on the information behaviors of Korean helicopter mothers. In iConference 2015 Proceedings. Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/73636/124_ready.pdf?sequence=2&isAllowed=y.
Patall, E. A., Cooper, H., & Allen, A. B. (2010). Extending the school day or school year. Review of Educational Research, 80(3), 401–436.
Russell, N. U. (1997). Lessons from Japanese cram schools. In W. K. Cummings & P. G. Altbach (Eds.), The challenge of Eastern Asian education: Implications for America. Albany: State University of New York Press.
Russell, J. (2002, April 8). The secret lessons. New Statesman.
Sawada, T., & Kobayashi, S. (1986). An analysis of the effect of arithmetic and mathematics education of juku. Translated with An Afterward by P. Horvath, Compendium 12. Tokyo: National Institute for Educational Research.
Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97(6), 1639–1657.
Ventura, A., & Jang, S. (2010). Private tutoring through the internet: Globalization and offshoring. Asia Pacific Education Review, 11(1), 59–68.
Yang, I., & Kim, B. C. (2010). A qualitative case study on the school life of middle school students who go to private educational institutes. The Korea Educational Review, 16(3), 117–153.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Kim, Y.C., Jung, JH. (2019). Use of Shadow Education for Success at School and College Admission. In: Shadow Education as Worldwide Curriculum Studies. Curriculum Studies Worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-03982-0_4
Download citation
DOI: https://doi.org/10.1007/978-3-030-03982-0_4
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-03981-3
Online ISBN: 978-3-030-03982-0
eBook Packages: EducationEducation (R0)