Suchergebnisse

Using data on Korean youths aged 15–29, this study illustrates the processes through which Korean youths make transitions to adulthood along with their life course, focusing on four transition markers—school enrollment, labor force participation, marriage, and the establishment of an independent household. Distinguishing young people's status in the productive and reproduction spheres, I consider the combination of study and work statuses to represent the productive sphere and the combination of marriage and household headship to represent the reproductive sphere. I examine how these statuses change with age, with an explicit focus on gender differences. The investigation reveals the significance of educational institutions for transitions to adulthood among Korean youths and also substantial gender differences in the transition process. I also investigate heterogeneity in these statuses of young people by looking at how parental education and occupation affect the transition statuses. Family background matters more for Korean women's transition to adulthood than it does for Korean men's.

The persistent role of self-employment in the Japanese and Korean economies and its changing character under recent economic and industrial changes merit renewed attention to self-employment in the two countries. Using individuals' job history data, the article compares the occupational heterogeneity of self-employment activities and stability in Japan and Korea. Korea shows a much higher prevalence of shop/restaurant owners among total self-employment than Japan, where skilled blue-collar self-employed occupy a relatively large share. The hazard models of exit from self-employment show that the overall likelihood of leaving self-employment is greater among Korean self-employed than their Japanese counterparts. In Korea, shop/restaurant owners not only comprise the majority of self-employed persons but also show a fairly high risk of exit, similar to unskilled self-employed. This pattern is contrasted to shop/restaurant owners in Japan, who show considerable stability. The study addresses how differences in the stability of self-employment between Japan and Korea are linked to different features of broader work arrangements in the two countries.

Featuring research from settings as diverse as rural China, Germany and the United States, as well as two cross-national comparative studies, this insightful volume demonstrates that many educational issues (including student victimization and STEM outcomes) are not limited to specific societies but are relevant worldwide

Introduction: Family environments, school resources, and educational outcomes / Hyunjoon Park and Grace Kao -- How schools matter : the need for a contextual perspective / Douglas B. Downey -- Preschool enrollment, classroom instruction, elemenary school context, and the reading achievement of children from low-income families / Robert Crosnoe, Aprile D. Benner and Pamela Davis-Kean -- The consequences of principal and teacher turnover for school and social resources / Paul Hanselman, Jeffrey Grigg, Sarah K. Bruch and Adam Gamoran -- The effect of mothers' educational credentials on children's outcomes : does being a first-generation or continuing-generation college graduate matter? / Susan A. Dumais and Laura Nichols -- Children's highbrow cultural activities and academic achievement in Hong Kong / Soo-yong Byun and Suet-ling Pong -- The hopes carry them on : early educational expectations and later educational outcomes in rural Gansu, China / Yuping Zhang

Private supplementary education, which refers to private lessons and learning outside of formal schooling purchased by families, has been widely practiced in East Asia. Its demand has grown even beyond East Asia, however, as educational competition for social mobility has intensified in many parts of the world. This global trend makes it important to determine who has greater access to private supplementary education and address the implications of the differential access for educational inequality. The current study compares how family socioeconomic status (SES) and students' prior academic performance are related to their participation in private supplementary education in three East Asian societies—Japan, Korea, and Shanghai (China)—and the USA. Private supplementary education has existed on a substantial scale in Japan and Korea. The public and scholars have increased their concerns regarding the growing prevalence of private supplementary education in China. Although it has not been a major educational strategy, the demand for private supplementary education is rising in the USA as well, which can offer a useful insight into the global application of private supplementary education in contemporary educational systems. The focused comparisons across a small number of societies allow analyses of detailed patterns in each society in comparative perspective, thus moving beyond both single-country research and large-scale cross-national studies. The data for the current study come from 15-year-old students who participated in an international survey of student achievement, Programme for International Student Assessment (PISA) 2012. With a clearly defined measure of private supplementary education, PISA 2012 provides an exceptional opportunity for comparison. Drawing on data for 15-year-old students in four societies from PISA 2012, the linear probability models highlight heterogeneity among three East Asian societies. Japan is distinctive from Korea and Shanghai in terms of the influences of family SES on student participation in private supplementary education. Once school-fixed effects are taken into account, the strength of the relationship between family SES and private supplementary education in Japan is similar to the strength in the USA, which is weaker than the strength in Korea and Shanghai. Japan and the USA are also similar in that family structure is not significantly associated with private supplementary education, while students in non-two-parent families are significantly less likely to receive private supplementary education in Korea and Shanghai. The school-fixed-effects models also show that the within-school relationship between students' prior academic performance and their participation in private supplementary education is generally negative. Japan, Shanghai, and the USA show a significantly negative relationship, while only Korea shows no significant relationship. Future research directions are suggested in the conclusion.