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Theoretical Approach

How to Theoretically Grasp the Implications of Shadow Education on Educational and Social Differentials in Japan?

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Book cover Shadow Education and Social Inequalities in Japan

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Abstract

The field of shadow education research remains generally under-theorized. Only seldom do studies apply distinct theoretical concepts to capture the causes and implications of shadow education investments for social inequality. Addressing the question whether there are adequate theoretical concepts to explain the possible implications of shadow education investments on educational and social inequality formation suited to be applied in the Japanese context also, based on an international literature review, the following three major concepts are identified and outlined:

  1. (1)

    Rational Choice Theory (RCT), particularly Relative Risk Aversion and Subjective Expected Utility Theories,

  2. (2)

    Shadow Education Investment Theory (SEIT), and

  3. (3)

    Neo-Institutionalist Theory (NIT). These concepts are evaluated for their usability for analyses of the four dimensions outlined in the Shadow–Education–Inequality–Impact (SEII) Frame: Access, Effects, Continuity, and Change of shadow education investments for social inequalities. In conclusion, the outlined concepts share one fundamental similarity: The demand for shadow education is understood as an investment based on rational cost–benefit considerations of forward-looking individuals, whereas the outcomes of such investments are believed to foster social inequalities.

“[F]amilies […] want to avoid fortheir children any position in lifethat is worse than the onefrom which they start”(‘Explaining Educational Differentials’, byBreen and Goldthorpe 1997: 283).

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Notes

  1. 1.

    Seiyama and Noguchi (1984) found differences between male and female middle school students in how the SES of parents affected shadow education investment in a juku. A positive correlation between SES and juku attendance in 8th grade was found for male students but not for female students, whose family background did not affect whether or not they participated in juku-classes.

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

    Steve R. Entrich

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Entrich, S.R. (2018). Theoretical Approach. In: Shadow Education and Social Inequalities in Japan. Springer, Cham. https://doi.org/10.1007/978-3-319-69119-0_3

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  • DOI: https://doi.org/10.1007/978-3-319-69119-0_3

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