The process by which homework is done in a German-Japanese family

This paper focuses on the process by which a German-Japanese boy did homework assigned by the boy’s school and by a Japanese supplemental school from fourth to seventh grade. Data consisting primarily of about 4 years of diary entries by the boy’s mother were qualitatively analyzed within the framework of a modified “ecological systems” model. Analysis focused on changes in the adjustment processes by the parents and the boy, and results yielded three findings. First, the boy’s German father assisted him with homework from his local school, and his Japanese mother assisted him with his homework from the Japanese supplementary school during all of the grades studied. Second, this division of homework assistance was a basic component of parent-child adjustment with regard to the boy’s homework. The father and son were smoothly adjusting to homework from the local school, but the mother and son frequently had conflicts when adjusting to homework from the supplementary school.Third, the boy made adjustments with his parents and he changed his own behavior based on his understanding of his environment when problems arose between him and his activities (doing his homework). The boy’s adjustment seemed to be based on three axes — “role expectations,” “time perspectives,” and “goal structures.” (受付日:2018 年 12 月 7 日,受理日:2019 年 6 月 7 日) 人間生活文化研究 Int J Hum Cult Stud. No. 29 2019 現地校・補習校の宿題支援における家族間の調整過程 256 柴山 真琴 (しばやま まこと) 現職:大妻女子大学家政学部 教授 東京大学大学院教育学研究科博士課程修了.博士(教育学) 専門は,文化発達心理学,質的心理学.現在は,二言語で読み書き力を同時に形成する国際結婚家族の 子どものバイリテラシー形成過程を解明することに取り組んでいる. 主な著書:『行為と発話形成のエスノグラフィー:留学生家族の子どもは保育園でどう育つのか』(単著, 東京大学出版会),『子どもエスノグラフィー入門:技法の基礎から活用まで』(単著,新曜社)