Social Resources and Challenges Related to the Schooling and Education of Immigrant Children at High Schools in Japan

Hiromi Kobayashi () and Mioko Tsuboya
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Hiromi Kobayashi: Bunkyo Gakuin University
Mioko Tsuboya: Yokohama City University

Journal of International Migration and Integration, 2021, vol. 22, issue 1, No 20, 369-384

Abstract: Abstract Japan has recently seen an increase in the number of immigrant children, many of whom face difficulties at school. The country’s educational policies have failed to address the needs of these children. As a result, the schools and local municipalities in which these children are educated bear the burden of this problem. This study examines how the social resources and home lives of these immigrant families affect children’s schooling and education at high schools. First, the authors describe the problems of the education system in relation to the children of foreign workers and low-wage immigrants in the context of Japan’s stringent immigration policy. Then, in a case study, they highlight the ways in which family-related factors, local resources, and an innovative quota system combined with special programs at a local high school affect the schooling and educational success of immigrant students. The results indicated that most foreign children newly arrived in Japan due to the transnational movement of their parents had limited family resources and limited Japanese language skills and that external networks helped such children continue on to high school. The paper concludes by suggesting that integrated measures, including institutional admission arrangements and social supports, are needed to provide immigrant children of low socioeconomic status with adequate educational opportunities.

Keywords: Immigrant children; Japan; High school education; Quota system; Social resources; Immigrant families (search for similar items in EconPapers)
Date: 2021
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DOI: 10.1007/s12134-019-00752-2

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