Emerging inequality in effort: A longitudinal investigation of parental involvement and early elementary school-aged children’s learning time in Japan |
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| Institution: | 1. Waseda Institute for Advanced Study, Waseda University, Japan;2. Faculty of Policy Management, Keio University, Japan;3. Preparatory Office for the Faculty of International Social Sciences, Gakushuin University, Japan;1. Department of Economics, Komazawa University, 1-23-1 Komazawa, Setagaya-ku, Tokyo, 154-8525, Japan;2. National Institute for Educational Policy Research, Japan;1. The University of Queensland, Australia;2. University of Texas at Dallas, United States;1. Office of Government, Policy & Strategy, Australian Catholic University, 115 Victoria Parade, Fitzroy Victoria 3065, Australia;2. School of Social and Political Sciences, University of Melbourne, Victoria 3010, Australia;1. Institute of Social Science, University of Tokyo, Japan;2. Institute of Economic Research, Hitotsubashi University, Japan;3. Department of Economics, McMaster University, 1280 Main St. W., Hamilton, ON L8S 4M4, Canada;1. Policy Research Institute, Ministry of Finance, Japan;2. Faculty of Economics, Hosei University, Japan;3. School of Economics, Kwansei Gakuin University, Japan;1. Department of Sociology, Duke University, Durham, NC 27708, USA;2. Population Studies and Training Center, Brown University, Providence, RI 02912, USA;3. Institute of Population Research, Peking University, Beijing 100871, China |
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| 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. |
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| Keywords: | Learning time Effort Parental education Parental involvement Shadow education Extracurricular activities |
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