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Introduction

Shadow Education and Social Inequality in Japan

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Shadow Education and Social Inequalities in Japan

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Abstract

Research on shadow education frequently stressed that a participation in shadow education is highly restricted by socioeconomic background, consequently fostering educational and social inequalities. Based on a literature review and a discussion of international and Japanese research findings on the subject, this chapter outlines the general problematic underlying the book and its contents and structure. In doing so, a formalized conceptual frame suited to analyze the possible negative and positive implications of shadow education on inequality is developed, called the Shadow–Education–Inequality–Impact (SEII) Frame. This frame draws on the four main dimensions that affect the implications of shadow education for social and educational inequalities: Access, Effects, Continuity, and Change. Since there exists a general lack of empirical verification of assumptions such as that shadow education inevitably contributes to social reproduction, two main proposals are brought forth: First, researchers shall be encouraged to make use of the introduced SEII Frame for future research on shadow education in different settings, particularly to identify possible evolving patterns in the field. Second, the Japanese model of shadow education shall be treated as an exemplary role model for such research.

“It still seems reasonable to assume thatprosperous families are in a position toinvest in forms of tutoring whichsignificantly promote their children’sperformance in the school system.”(‘Private Supplementary Tutoring’, byMark Bray 2006: 523).

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Notes

  1. 1.

    More recently, this persistence was again questioned by several scientists, such as Breen et al. (2009), who showed that at least in the European context quantitative inequalities have not been as persistent as declared by Shavit and Blossfeld (1993). However, as shown in a recent volume introduced by Shavit and Park (2016), inequalities persisted in a horizontal rather than vertical or hierarchical way. For the Japanese case, Fujihara and Ishida (2016) showed that inequalities remained or even increased due to the high stratification within education levels in Japan.

  2. 2.

    Personal conversation with Fumiaki Ojima, October 2012, Kyōto.

  3. 3.

    Original title: Kōkōsei no shinro to seikatsu ni kansuru chōsa = “A survey concerning the school course and school life of high school students” (see Ojima and Aramaki 2013).

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  1. Department for Education, Social Science Educational Research, University of Potsdam, Potsdam, Germany

    Steve R. Entrich

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  1. Steve R. Entrich
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Entrich, S.R. (2018). Introduction. In: Shadow Education and Social Inequalities in Japan. Springer, Cham. https://doi.org/10.1007/978-3-319-69119-0_1

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  • DOI: https://doi.org/10.1007/978-3-319-69119-0_1

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