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Values, gender, and socialization of...

Shikakura, Hisayo.

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Values, gender, and socialization of high school girls in Japan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Values, gender, and socialization of high school girls in Japan./
作者:	Shikakura, Hisayo.
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1216.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3088785

Values, gender, and socialization of high school girls in Japan.
Shikakura, Hisayo.

Values, gender, and socialization of high school girls in Japan. - 238 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1216.

Thesis (Ph.D.)--The University of Chicago, 2003.

Female-male differences in educational attainment and patterns of higher educational participation in Japan are wider than in the other industrialized countries. The objective of this dissertation is to explore gendered aspects of high school experiences as social and cultural contexts surrounding the formation of female adolescents' post-secondary educational and occupational expectations. I examine, first, whether gender-specific values based on traditional gender roles underlies schooling, second, how high school girls perceive their own school experiences and view their future life courses, third, whether different types of high schools (public coeducational, private girls' and private coeducational) differ in school experiences and students' gender-role attitudes.Subjects--Topical Terms:

626654
Education, Sociology of.

Values, gender, and socialization of high school girls in Japan.
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245 1 0 $a Values, gender, and socialization of high school girls in Japan.
300 $a 238 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1216.
500 $a Adviser: John E. Craig.
502 $a Thesis (Ph.D.)--The University of Chicago, 2003.
520 $a Female-male differences in educational attainment and patterns of higher educational participation in Japan are wider than in the other industrialized countries. The objective of this dissertation is to explore gendered aspects of high school experiences as social and cultural contexts surrounding the formation of female adolescents' post-secondary educational and occupational expectations. I examine, first, whether gender-specific values based on traditional gender roles underlies schooling, second, how high school girls perceive their own school experiences and view their future life courses, third, whether different types of high schools (public coeducational, private girls' and private coeducational) differ in school experiences and students' gender-role attitudes.
520 $a The research uses both qualitative and quantitative methods. I conducted observational studies at two Tokyo high schools followed by interviews with principals, teachers, students, parents, and graduates. Then, I administered survey questionnaires to 609 students (397 females and 212 males) across three schools.
520 $a Findings from the observational studies suggest that even though the pre-WWII ideology of female education that defines schoolgirls as eventual homemakers was attenuated at the surface of formal schooling, the concept was still underlying to some extent. The private girls' school emphasizing traditional feminine values manifested more straightforward gender-role socialization than the other types of school. However, students were not only passive agents to be socialized, but they appeared to play active roles for their own socialization. I found that the public coeducational school showed gender-neutral school life overall, but I also found anecdotal evidences of gender-stereotyping remarks by some teacher and vice-principal. Findings from the quantitative data analyses indicate that high school girls held ambivalent views on the expected social role as homemaker, particularly, motherhood. While they appeared to somewhat disagree with gender stereotypes about women's life course, they regarded motherhood as a serious commitment that is hard to ignore. Students at the private girls' school showed the most traditional views about gender roles compared with their counterparts at other school types.
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