教育の経済学から「経済の教育社会学」へ-高卒者の就職とその社会的構成の比較社会学-

概要

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Entry into the labor force after schooling is an economic action. Economists view job seeking and hiring decisions as economic issues. Indeed, in Western societies, these actions take place in the "market," and economists have investigated these issues. In contrast, Japanese schools are deeply involved in the transition from education to the job world, and the school's commitment greatly changes the mechanisms of the transition. Japanese schools not only give students occupational information or counseling. They also screen students for employers and establish institutional linkages with employers. These behaviors reduce the uncertainty in job seeking and hiring decisions. In this paper, we examine how the school's involvement changes the market mechanisms of the school-to-work transition into "institutional mechanisms," and investigate the educational reasons that lie behind these practices. Then we discuss the possibility that research on such unique practices of Japanese high schools helps create a new theoretical approach to the relationships between education and the economy: a sociology of education and the economy. Two institutional contexts are discussed: regulations of the Employment Security Law (Shokugyo Antei Hou) and the Arrangement of Recruitment Schedule (Shushoku Kaikin-bi no Settei). The former enables schools to conduct job placement service in the place of the Public Employment Office. These regulations prohibit employers from making direct contact with high school students, and lead them to contact and request schools to remommend students to them. The Arrangement of Recruitment Schedule specifies when employers can begin their activities to recruit high school students. Both prescripts enhance the importance of school's role in the school-work transition, and these regulations protect youngsters in schools from raw economic transactions in the market. By regulating employers' activities, these regulations transform job seeking and recruiting actions from "market mechanisms" into "educationally" valued institutional settings. Based on these arguements, the question is raised as to whether American economic theories can be naively applied to Japanese practices. The effectiveness of comparative perspectives on the social construction of education-economy relations discussed. Finally, a social construction theory of screening signals is proposed.
1991-10-20

教育の経済学から「経済の教育社会学」へ-高卒者の就職とその社会的構成の比較社会学-

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