Social class and Japanese mothers’ support of young children’s education

A qualitative study

Bibliographic Data

ID12724876
AuthorsYoko Yamamoto (0000-0003-3015-9103, Brown University, corresponding author)
Year2013
Volume13
Issue2
Pages165-180
Publication date2013-05-31
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Early Childhood Research (JOURNAL)
Journal identifiersISSN: 1476-718X • E-ISSN: 1741-2927
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476718x13482303
OpenAlexW2115867156
LanguageEN
Citations received14
References cited43

The impact of social class backgrounds on young children’s educational experiences has attracted increasing attention in early childhood research. However, few longitudinal studies related to social class and parental involvement in young children’s education are available, especially in East Asian contexts. In this longitudinal qualitative study, I examined middle-class and working-class mothers’ beliefs related to education and processes through which they support their children’s education from preschool to second grade in Japan. Sixteen Japanese mothers were recruited from preschools and four in-depth interviews along with home visits were conducted over 3 years. Findings of this study demonstrated that both middle-class and working-class mothers hoped that their children would do well academically, but their beliefs related to parenting roles and development of the children’s learning interest differed. Such distinctive maternal beliefs affected their ways of supporting their children’s education in everyday contexts

Class (philosophy · Developmental psychology · Early childhood · Early childhood education · Longitudinal study · Middle class · Qualitative research · Social class · Sociology · Working class · Diverse Education Studies and Reforms · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology

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