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第2巻

 荒井 一博、松塚 ゆかり、山本 宏樹 Kazuhiro Arai, Yukari Matsuzuka, Hiroki Yamamoto
教育の社会資本形成機能 ―理論と実証
Education as a Source of Social Capital : Theories and Empirical Analyses
2010年06月 発行

[ 要旨 ]

 本稿の目的は、教育が社会資本(social capital 社会関係資本)の形成にどのような影響を与えるかを解明することである。社会資本の形成要因に関する先行研究は乏しい。そのため本稿では、学校教育・家庭教育・社会教育を網羅する形で分析を行った。分析対象はウェブ・アンケート・システムを通して回答を寄せた21歳から65歳までの3694名である。
 分析では、個人の社会資本量を表す変数とみなしうる「社会貢献意識」を主成分分析によって合成し、それを被説明変数とする29の重回帰モデルを検討した。その結果、特に強い効力をもって社会貢献意識を高める変数として、中学校時代に教え合った経験、社会科を得意科目としたこと、先生のような人になりたいと思ったこと、先生に暖かく接してもらった体験、善悪や道徳について厳しかった親や親せきの存在、困っているときに助けてくれると確信できる人間が多いこと、頻繁に連絡をとり合う学校時代の友人が多いこと、などが析出された。
 総じて、家庭環境や両親に備わる属性などの効果が弱く、学校教育や社会環境という後天的に設定される過程のなかで多くの社会貢献意識が形成されることが判明した。これは社会資本が教育を中心とした社会制度により形成・蓄積されうることを意味する。


[ Abstract ]

 This paper attempts to explore the role of education in the formation of social capital. There are as yet few studies on sources of social capital in the area of education. We thus examine various aspects of the educational experience that potentially affect the development of social capital, including formal schooling, family education, and community education. The data we used is based on a web-survey of 3,694 respondents aged between 21 and 65 years old.
 In the empirical analyses, we first extracted principal components of social capital, and developed their scores in order to infer the amount of social capital individuals have. Then the principal components scores were used as the dependent variable for twenty-nine multiple regression models with educational experiences as the major independent variables. More specifically, investigations were undertaken as to the extent to which different aspects of the educational experience such as years of schooling, academic performance, school life, curricula, and relations with teachers affect the amount of social capital accumulated. In addition, analysis was carried out regarding the effects of family and community education factors, including socio-economic background, parents’educational experience, parents’ interests in school and education, relations with peers and neighbors, religion, and attitude towards mass media.
 Our findings include that individuals with a larger amount of social capital are those who had cooperative learning experience at junior high school; whose favorite subject was social studies; who wanted to be like their teachers; who were well looked after by teachers; whose parents and relatives had strict moral and ethical discipline; who have a greater number of acquaintances who they believe would help when in need; or who have frequent contact with their old classmates.
 The most important of our findings is that schooling and community education have a greater effect on the formation of social capital than parental and family education factors. That is, the social system based around schooling greatly contributes to the accumulation and development of social capital.