Emerging inequality in effort: A longitudinal investigation of parental involvement and early elementary school-aged children's learning time in Japan

Ryoji Matsuoka, Makiko Nakamuro, Tomohiko Inui

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

While studies on effort (e.g., Carbonaro, 2005; Kariya, 2000, 2013) have revealed relationships among students' effort (e.g., self-reported learning time), socioeconomic status, and school-related factors (e.g., tracking) through secondary education data, whether and how the effort gap emerges and widens in the early years of compulsory education have not been researched. This study investigates the beginning of inequality in effort by using four waves (from first- to fourth-grade students) of the Longitudinal Survey of Babies in the 21st Century, collected in Japan. The results indicate that college-educated parents tend to employ parenting practices that directly and indirectly shape children's learning time; inequality in effort exists, and it becomes exacerbated partly because of parenting differences in a society with a relatively equal elementary education system.

Original languageEnglish
Pages (from-to)159-176
Number of pages18
JournalSocial Science Research
Volume54
DOIs
Publication statusPublished - 2015 Nov 1

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elementary school
Japan
compulsory education
elementary education
secondary education
baby
education system
learning
social status
parents
student
school
time
Society

Keywords

  • Effort
  • Extracurricular activities
  • Learning time
  • Parental education
  • Parental involvement
  • Shadow education

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

Cite this

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