Educational Inequality and Low SES in Japan: A Literature Review

Findings from research have indicated the relation between low socioeconomic status (SES) and educational inequality. Research on the area in Japan, being relatively new compared to the West, indicates that the relation between low SES and educational inequality are yet to be fully examined. The purpose of the current study was to synthesize and critique studies on low SES and educational inequality relations from preschool to advanced age in Japan. Studies on low SES-educational inequality relations were reviewed with published studies in both English and Japanese. Results from the literature review indicated that the impact of low SES on educational inequality has influenced an individual’s life trajectory from preschool to older age. The influence of low SES on educational inequality appears to be multilayered and complex. Low-SES mothers were unlikely to use childcare services, although they were necessary for children’s development. An academic achievement gap remained constant and persistent from elementary to high school. With High-SES students maintaining higher achievement, the gap between high and low-SES children was unlikely to change. The academic gap between low-SES students and high-SES students remained in college. Low SES negatively influenced not only cognitive abilities but also noncognitive abilities. Additionally, individuals’ surroundings such as school SES negatively influenced different outcomes. Low educational attainment was also related to limited and delayed career advancement in companies. Later in life, low SES influenced cognitive functional decline. Particularly, parental education and academic achievement relations were most frequently examined in the literature. Minimizing educational inequality for low-SES individuals is indispensable in providing equal educational opportunities and narrowing the gap between low- and high-SES individuals.