School Socioeconomic Compositional Effect on Shadow Education Participation: Evidence from Japan

Autor/in	Matsuoka, Ryoji
Titel	School Socioeconomic Compositional Effect on Shadow Education Participation: Evidence from Japan
Quelle	In: British Journal of Sociology of Education, 36 (2015) 2, S.270-290 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2013.820125
Schlagwörter	Foreign Countries; School Demography; Socioeconomic Status; Tutoring; Private Education; Regression (Statistics); Track System (Education); High School Students; Supplementary Education; Mathematics Education; Correlation; Student Participation; Japan; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Schulbesuchsrate; Socio-economic status; Sozioökonomischer Status; Förderkonzept; Nachhilfeunterricht; Privatunterricht; Regression; Regressionsanalyse; Leistungsgruppe; Leistungsdifferenzierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ergänzungsunterricht; Mathematische Bildung; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	While shadow education, organized learning activities outside formal school, has grown greatly around the world, the relationship between formal schooling and shadow education has not been well investigated. This study is therefore intended to empirically test whether formal education's structure (i.e. tracking) affects students' shadow education participation by utilizing a nationally representative dataset consisting of 10th-grade students in Japan. Results of multilevel logistic regression analyses show school socioeconomic compositional and cross-level interaction effects on shadow education participation: students in high-socioeconomic status (SES) schools are more likely to seek shadow education lessons than those in schools of lower SES; and higher SES students tend to take shadow education lessons, especially when in high-SES schools. Additionally, the study finds that the school composition effect becomes relatively weak when extra lessons are free of charge, highlighting the importance of family economic capital to obtain additional learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01