Japan’s High Schools

Rohlen, Thomas P.

doi:10.1525/9780520341302

Cited by 274 publications

(26 citation statements)

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“…The design of the post–World War II Japanese educational system sought to reduce the educational inequality associated with family background and promote meritocracy (Cummings 1980; James and Benjamin 1988). The complex prewar system of post–elementary school tracking was replaced by compulsory middle school and noncompulsory general and vocational high schools, followed by the higher education options of junior college and four-year university (Rohlen 1983). Based on meritocratic and egalitarian ideals, Japan’s educational system is similar to others in East Asia with regard to its strong emphasis on students’ mastery of a standard national curriculum, demonstrated in their performance on standardized entrance examinations.…”

Section: The Japanese Educational System: Scope For Cultural Capital?mentioning

confidence: 99%

Cultural Capital in East Asian Educational Systems

2010

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Cultural capital has been an important but often elusive concept in the study of educational processes and social class reproduction. The authors suggest that this is partly because a country’s educational system and ways of evaluating students at different educational transitions set the context for the mechanisms through which embodied and objectified cultural capital operate. Moreover, parents in some societies invest in children’s “shadow education” (extracurricular classes or tutoring) at key educational transitions, and it is not clear whether this replaces cultural capital or supplements it. The authors use data from Japan, a country whose educational system depends heavily but not exclusively on standardized examinations, to examine how cultural capital affects students’ progress at three points in the educational process that involve different relative emphasis on examinations and on teachers’ subjective judgment. In this way, the authors clarify the ways that embodied and objectified cultural capital exert effects on educational outcomes.

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Section: The Japanese Educational System: Scope For Cultural Capital?mentioning

confidence: 99%

Cultural Capital in East Asian Educational Systems

2010

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“…By comparison, more studies have examined the differences between Chinese/Confucian educational cultures and American/Western cultures. Since the Japanese educational system is influenced by the Confucian learning method (Rohlen, 1983; Lee, 1996; Wray, 1999), the literature regarding Chinese students may provide some insights. Zhu and Gao (2012) describe the Confucian learning method concisely as follows: “[T]eaching and learning in Confucian heritage cultures is teacher-centered, textbook-based, and examination-oriented.…”

Section: Analysis Of Datamentioning

confidence: 99%

Integration of aspiring artists: Japanese music students in Germany

Fujii

2020

Asian and Pacific Migration Journal

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The article examines how students from Japan who attend German music colleges become integrated into Germany’s art worlds while also maintaining connections to transnational art worlds. Although Japan is one of the major countries that sends young music talents to Germany, only a few studies have examined this migration. Drawing on semi-structured interviews with Japanese music students in Germany that were conducted as part of the Asian Educational Mobilities Project, the article shows that the reasons for such migration, as well as its effects on music practices, and that future perspectives need a theoretical reorientation toward a transnational perspective. The results indicate that the art practices of aspiring Japanese students depend not only on institutional conditions in Germany but also on students´ transnational networks.

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“…This early commitment to educational excellence strengthened in the post-war era in all three countries. Stanford’s eminent education expert Thomas Rohlen published his landmark study, Japan’s High Schools , in 1983 (Rohlen, 1983). In terms of the mastery of basic skills, Rohlen claimed that the typical Japanese high school graduate in the early 1980s was the equal of the average American college graduate.…”

Section: Human Capital and Industrial East Asiamentioning

confidence: 99%

Intellectual Property Rights, Innovation and Development: Is Asia Different?

Branstetter

2017

Millennial Asia

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For decades, economic policymakers in developing countries have resisted pressure to strengthen their intellectual property rights (IPR) systems. Many of them have pointed to the success of high-tech industries in Asia as confirmation of the view that keeping IPR systems weak at certain stages of economic development can function as an infant industry policy, stimulating the growth of technologically dynamic indigenous firms. This essay reviews recent econometric evidence on how changes in the IPR policy impact industrial development, and concludes that much of that evidence suggests that stronger IPR systems accelerate industrial development. The study then examines whether the lessons of Asia economic history really contradict that econometric evidence. The view presented here is that Asia is not really different. The current challenges faced by Asian firms in technologically dynamic industries suggest that long periods of industrial development under weak IPR systems can create problems that emerge in the longer run.

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Japan’s High Schools

Cited by 274 publications

References 0 publications

Cultural Capital in East Asian Educational Systems

Cultural Capital in East Asian Educational Systems

Integration of aspiring artists: Japanese music students in Germany

Intellectual Property Rights, Innovation and Development: Is Asia Different?

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