Education and Multidimensional Inequalities in Contemporary Japan and Beyond: A Call for Longitudinal and Comparative Studies

Abstract

This article reviews research on education and stratification in contemporary Japan. Particular attention is paid to (1) inequality in educational opportunities and outcomes, including learning experiences, attitudes, behaviors, achievement, and attainment; (2) educational gradients in multidimensional well-being, such as labor market outcomes, health, family formation, and happiness; and (3) intergenerational inequality and mobility. The evidence suggests that comparable to trends observed worldwide, Japan is a fairly unequal society where socio-economic backgrounds, education-related assets/traits, and various forms of rewards are significantly associated. Despite educational proliferation and relevant policies aimed at realizing spatial equality over the decades, the stratified structure based on socio-demographic factors, such as family backgrounds and gender, persists. These are particularly evident when examining horizontal differentials of educational institutions. Drawing on these findings, this review proposes future research directions, encompassing such keywords as effect heterogeneity and intersectionality, skills and policy relevance, longitudinal approaches, and comparative perspectives. The current paper also underscores the importance of scrutinizing educational, socio-economic, and cultural contexts to transcend the boundaries of “Japanese Studies” while leveraging Japan as a case of highly-skilled society to engage a broader audience. The summary and implications presented here call for further longitudinal and comparative studies on education and stratification to establish novel theories in this field.