Official Title

Associate Professor(without tenure)


(Center for International Education)

Contact Information


Grant-in-aids for Scientific Researcher Number



Research Council (Research Organization)/Affiliated organization(Global Education Center)

Educational background・Degree


Ph.D. Coursework University of Hawaii at Manoa (USA)


2012/04-2013/03Tohoku UniversityCenter for the Study of Social Stratification and Inequality (CSSI)COE Fellow
2013/04-2014/03The Institute of Statistical Mathematics, Research Organization of Information and SystemsSurvey Research CenterProject Researcher
2014/04-2017/03Waseda UniversityWaseda Institute for Advanced StudyAssistant Professor
2017/04-2018/03Waseda UniversityCenter for International EducationFull-time lecturer
2019/04-Waseda UniversityCenter for International EducationAssociate Professor

Academic Society Joined

The Japan Society of Educational Sociology

Japanese Association for Mathematical Sociology

Japanese Educational Research Association

Japan Comparative Education Society


Waseda University Teaching Award (2015, Spring, “School and Society”)

2016/01Conferment Institution:Waseda University

The Japan Society of Educational Sociology (JSES) International Award

2015/09Conferment Institution:The Japan Society of Educational Sociology (JSES)

Research Field


Sociology of Education, Comparative and International Education, Educational Policy Studies, Social Stratification, Educational inequality, Social reproduction, Parental strategy/involvement, Teacher expectation, Learning behavior, Effort gap, High school tracking, Learning competencies, School disparities

Grants-in-Aid for Scientific Research classification

Social sciences / Education / Sociology of education

Social sciences / Education / Education


Concerted cultivation developed in a standardized education system

Ryoji Matsuoka

Social Science Research Peer Review Yes 77p.161 - 1782019-


Inequality in Shadow Education Participation in an Egalitarian Compulsory Education System

Ryoji Matsuoka

Comparative Education Review Peer Review Yes 62(4) p.565 - 5862018/09-


The Vanishing ‘Mass Education Society’

Ryoji Matsuoka

Social Science Japan Journal Peer Review Yes 22(1) p.65 - 842019-


Inequality of effort in an egalitarian education system

Ryoji Matsuoka

Asia Pacific Education Review Peer Review Yes 18(3) p.347 - 3592017/03-


Emerging inequality in effort: A longitudinal investigation of parental involvement and early elementary school-aged children’s learning time in Japan

Matsuoka, Ryoji., Nakamuro, Makiko, & Inui, Tomohiko

Social Science Research Peer Review Yes 54p.159 - 1762015-


Neighborhood and individual factors associated with survey response behavior: A multilevel multinomial regression analysis of a nationwide survey in Japan

Matsuoka, Ryoji, & Maeda, Tadahiko

Social Science Japan Journal Peer Review Yes 18(2) p.217 - 2322015/07-


School socioeconomic compositional effect on shadow education participation: Evidence from Japan

Matsuoka, Ryoji

British Journal of Sociology of Education Peer Review Yes 2013-


Gakko kyoiku katsudo sanka ni okeru setai shunyu no yakuwari: Judan teki keizai shihon kenkyu [The impact of household income on extracurricular activity participation: A longitudinal study of the role of economic capital in Japan]

Matsuoka, Ryoji

Kyoiku Shakaigaku Kenkyu [The Journal of Educational Sociology] Peer Review Yes 98p.155 - 1752016/05-


父母の学校活動関与と小学校児童の学校適応: 縦断データによる社会関係資本研究


教育社会学研究 Peer Review Yes 96(0) p.241 - 2622015/05-2015




Outline:Social capital became widely known through studies by Coleman (1988), Bourdieu (1986), Putnam (1993, 2000), and Lin (2002). While definitions and operationalization of social capital differ greatly from study to study, social capital has also been theoretically, qualitatively, and quantitatively studied in Japanese society. However, no study has quantitatively assessed social capital using longitudinal data in Japan, even though social capital may and can change over time, especially compared to other forms of capital such as cultural capital (e.g. parental education background) and economic capital (e.g. household income). Therefore, this study was initiated to investigate whether or not social capital contributes to educational inequality using longitudinal data that capture changes in capital while controlling for time-invariant unobserved heterogeneity, which the literature in Japan has thus far excluded. For this purpose, the study employs data from the Longitudinal Survey of Babies in the 21st Century administered by the Japanese Ministry of Health, Labour and Welfare.

Based on previous studies assessing social capital in Japan and abroad, this study focuses on both parents' school involvement as school social capital. Two types of school social capital are created for each parent (fathers and mothers): involvement in school events (e.g. attending classroom visitations, sports festivals, and school plays) and that in parental activities (e.g. PTA and volunteering at school). Following the literature, the hypotheses of this study are: (1) parental socioeconomic status (SES), indicated by parents' educational background and household income, differentiates their levels of school involvement, (2) children with higher degrees of parental school involvement tend to have a positive orientation to school (emotional engagement in school), and (3) changes in parental school involvement predict those in children's orientation to school. In other words, the study hypothesizes that higher SES parents become more involved in school activities and this frequent involvement positively influences their children's orientation to school, indicating that higher SES parents benefit their children through social capital. To test these hypotheses, this study uses three waves of the data that include information regarding parents' school involvement and children's orientation to school, while obtaining demographic and socioeconomic information from other waves of the survey. All analyses are conducted using hybrid fixed effects models to control for time-invariant unobserved heterogeneity.

This study's findings show that higher SES mothers and fathers tend to be involved in school events and parental activities more than their counterparts. Additionally, the study finds that parental school involvement relates to between-children differences in their orientation to school. Moreover, changes in parental school involvement predict those in their children's orientation to school. In conclusion, this study's empirical findings indicate that parental SES has an influence over parental school involvement and there is a relationship between parental school involvement and children's positive orientation to school, which is known to influence children's academic achievement. These results suggest that higher SES children benefit from parental school involvement, which is influenced by parental SES.


松岡亮二, 中室牧子, 乾友彦

教育社会学研究 Peer Review Yes 95p.89 - 1102014-


Nihon jin no kokumin sei dai 13 ji zenkoku chosa no keppyo bunseki: Kojin chiten chosa in no tokusei to chosa kaishu jokyo no kanren [A study of survey non-response using the 13th Nationwide Survey of the Japanese National Character: Assessing sampled individuals', neighborhood' and survey takers' characteristics associated with non-response behavior]

Matsuoka, Ryoji, and Tadahiko Maeda

Tokei Suri [Proceedings of the Institute of Statistical Mathematics] Peer Review Yes 63(2) p.229 - 2422015/12-


School socioeconomic context and teacher job satisfaction in Japanese compulsory education. Educational studies in Japan: international yearbook

Matsuoka, Ryoji

Educational studies in Japan: international yearbook Peer Review Yes 9p.41 - 542015-



Matsuoka Ryoji;Maeda Tadahiko

Behaviormetrika Peer Review Yes 42(1) p.19 - 352015-2015




Outline:This study explains neighborhood differences in peoples attitudes toward education by utilizing nationally representative data from Japan. While previous studies have shown that individuals socioeconomic backgrounds are related to their attitudes toward education, no study in Japan has addressed whether neighborhood differences in socioeconomic characteristics influence these attitudes. Therefore, this study aims to clarify whether a neighborhood socioeconomic factor (percentage of college graduates) differentiates peoples attitudes toward education by employing multilevel structural equation modeling techniques. Results indicate some neighborhood differences in individuals attitudes toward education; the percentage of college graduates in each neighborhood is associated with between-neighborhood differences. In other words, individuals living in a neighborhood with a higher percentage of college graduates have more positive attitudes toward education.

Gearing up for university entrance examination: Untangling relationships between school tracking and high school seniors' educational expectations and efforts

Matsuoka, Ryoji

早稲田大学高等研究所紀要 Peer Review Yes 7p.29 - 402015-


Tracking effect on tenth grade students' self-learning hours in Japan

Matsuoka, Ryoji

理論と方法 Peer Review Yes 28(1) p.87 - 1062013-


An empirical investigation of relationships between junior high school students’ family socioeconomic status, parental involvement, and academic performance in Japan

Matsuoka, Ryoji

理論と方法 Peer Review Yes 29(1) p.147 - 1652014-


Learning competencies in action: Tenth grade students' investment in accumulating human capital under the influence of the upper secondary education system in Japan

Matsuoka, Ryoji

Educational studies in Japan: international yearbook Peer Review Yes 7p.65 - 792013-


Disparities between schools in Japanese compulsory education: Analyses of a cohort using TIMSS 2007 and 2011

Matsuoka, Ryoji

Educational studies in Japan: international yearbook Peer Review Yes 8p.77 - 922014-


Comparative analysis of institutional arrangements between the United States and Japan: Effects of socioeconomic disparity on students' learning habits

Matsuoka, Ryoji

比較教育学研究 Peer Review Yes 46p.3 - 202013-


Socioeconomic inequality between schools and junior high school students' non-academic behavior: a comparative investigation of compulsory education systems using TIMSS 2007

Matsuoka, Ryoji

比較教育学研究 Peer Review Yes 47p.140 - 1592013-


The Growing Influence of Political Leadership on Teacher Education: Radical Policy Reforms in the Absence of Opposition Forces

Yufu, Sawako & Matsuoka, Ryoji

Japanese Education in a Global Age: Sociological Reflections and Future Directions p.175 - 1942018/08-




“Unequal” competition in education

Ryoji Matsuoka

WASEDA ONLINE, The Japan News by Yomouri Shimbun




佐藤嘉倫 ・木村敏明 編『不平等生成メカニズムの解明』 p.233 - 2562013-




Book review on “educational expansion and meritocracy: the paradox of examination and recommendation in educational selection” by Takayasu Nakamura

Matsuoka, Ryoji

Social Science Japan Journal 16(1) p.164 - 1672013-


第4章 高校階層構造・進路希望・学習行動:平成17年度高等学校教育課程実施状況調査を用いた学校間学習行動格差研究


学力の規定要因分析: 最終報告書 (調査研究等特別推進経費調査研究報告書) 国立教育政策研究所 2014-


Disregard of opportunity gap inequalities in policy debates over mandatory English education at public elementary schools in Japan

Matsuoka, Ryoji

Educational Perspectives 43(3) p.46 - 512010-


Research Grants & Projects

Grant-in-aids for Scientific Research Adoption Situation

Research Classification:

Empirical research on mechanisms of educational inequality


Allocation Class:¥3770000

Research Classification:

Influences of socioeconomic disparities between schools and between regions on students' learning choices and behaviors


Allocation Class:¥2600000

Research Classification:

Statistical Research on the Recent Changes in Personal Values and Attitudes among Japanese


Allocation Class:¥46280000

On-campus Research System

Special Research Project



Research Results Outline: 研究目的は「大衆教育社会」の瓦解――個人間のみならず地域間における教育の階層差拡大――の実証的検討である。まず,教育に対する価値志向が時点間・地域間 研究目的は「大衆教育社会」の瓦解――個人間のみならず地域間における教育の階層差拡大――の実証的検討である。まず,教育に対する価値志向が時点間・地域間で変わってきたのか,大規模社会調査である「社会階層と社会移動調査」(SSM)と「階層と社会意識全国... 研究目的は「大衆教育社会」の瓦解――個人間のみならず地域間における教育の階層差拡大――の実証的検討である。まず,教育に対する価値志向が時点間・地域間で変わってきたのか,大規模社会調査である「社会階層と社会移動調査」(SSM)と「階層と社会意識全国調査」(SSP)の個票データを用いて検証した。その結果,教育に対する価値志向の地域差の拡大が近年において確認された。また,2015年に行われたSSMの分析の結果,男性はどの年齢層であっても,三大都市圏や大都市の出身であると大学進学期待を持ち,実際に大卒となる傾向が明らかになった。さらに女性については,中年層(40代・50代)と比べて,20代の進学期待・大卒学歴獲得の地域格差が拡大していた。



Research Results Outline:社会経済的状況よって異なる意識・選択・行動――教育不平等の再生産メカニズムを,大規模データの分析を通して実証的に検討した。小学生の縦断データ分析では,社会経済的状況よって異なる意識・選択・行動――教育不平等の再生産メカニズムを,大規模データの分析を通して実証的に検討した。小学生の縦断データ分析では,文化資本の相続を実証した。高校3年生のデータを使用したマルチレベル媒介分析では,生徒水準だけではな...社会経済的状況よって異なる意識・選択・行動――教育不平等の再生産メカニズムを,大規模データの分析を通して実証的に検討した。小学生の縦断データ分析では,文化資本の相続を実証した。高校3年生のデータを使用したマルチレベル媒介分析では,生徒水準だけではなく学校水準における社会経済的地位が,進学期待を媒介して学習行動に繋がっていることを明らかにした。社会調査データによる研究では,個人の教育意識が居住地区の大卒者割合と関連していることを示した。最後に,教員データを分析し,教員の職務満足度の学校間格差に生徒の社会経済的地位が関連していることを明らかにした。



Research Results Outline:世帯の社会経済的状況(学歴や世帯収入など)によって保護者(以下,親)の行動や選択が異なること,そして,それらの差異が小学生の教育指標を分化していること世帯の社会経済的状況(学歴や世帯収入など)によって保護者(以下,親)の行動や選択が異なること,そして,それらの差異が小学生の教育指標を分化していることを大規模データ分析によって実証的に明らかにした。まず,世帯収入と父母学歴によって父母の学校活動関与...世帯の社会経済的状況(学歴や世帯収入など)によって保護者(以下,親)の行動や選択が異なること,そして,それらの差異が小学生の教育指標を分化していることを大規模データ分析によって実証的に明らかにした。まず,世帯収入と父母学歴によって父母の学校活動関与に差があり,それが小学校児童の学校適応を分化していることを示した。次に,親の学歴によって異なる9種類の関与の差が,小学校児童の学校外学習時間(努力)格差拡大を部分的に説明していることがわかった。最後に,4.5歳の時点で親学歴によって習い事の利用種類量に差異があり,その差は小学校1年・4年と学齢が上がるにつれ拡大し,そこには経済資本の多寡が関連していた。



Research Results Outline:どのように親の世帯所得や学歴に代表される社会経済的地位が子どもの最終学歴と関連するのか――教育達成格差のメカニズム――は,特に日本において実証的に未解どのように親の世帯所得や学歴に代表される社会経済的地位が子どもの最終学歴と関連するのか――教育達成格差のメカニズム――は,特に日本において実証的に未解明な部分も多い。本研究では,教育の地域格差を不平等生成メカニズムの一つとして着目する。この目的のた...どのように親の世帯所得や学歴に代表される社会経済的地位が子どもの最終学歴と関連するのか――教育達成格差のメカニズム――は,特に日本において実証的に未解明な部分も多い。本研究では,教育の地域格差を不平等生成メカニズムの一つとして着目する。この目的のために,2015年度に国内で収集された2つの大規模社会調査――「社会階層と社会移動調査(SSM調査)」と階層と社会意識全国調査(SSP調査)――,それに平成23年度に内閣府が実施した「親と子の生活意識に関する調査」の個票データを用いて教育における地域格差を実証的に明らかにした。



Research Results Outline: 「研究成果発表実績」の(1)は,The Comparative and International Education Society の機関誌「C 「研究成果発表実績」の(1)は,The Comparative and International Education Society の機関誌「Comparative Education Review」に掲載された査読論文である。「教育学」分野... 「研究成果発表実績」の(1)は,The Comparative and International Education Society の機関誌「Comparative Education Review」に掲載された査読論文である。「教育学」分野のトップ10%学術誌なので早稲田大学「ハイ・インパクトジャーナル掲載支援プログラム」による支援を受け,オープンアクセス論文として公開された。(2)は,アメリカの学術誌「Social Science Research」に掲載された査読論文である。「社会科学」分野のトップ10%学術誌なので,こちらも前述のプログラムの適用を受けオープンアクセス論文となっている。(3)は,教育社会学論文を投稿する日本発の媒体としては唯一Social Sciences Citation Indexに含まれている,東京大学・社会科学研究所が編集しOxford University Pressが出版している国際誌に掲載された査読付き論文である。

Lecture Course

Course TitleSchoolYearTerm
Global Leadership Fellows Seminar 01Global Education Center2020spring semester
Introduction to Global Studies (Offered in Japanese) 03Global Education Center2020fall quarter
Introduction to Global Studies (Offered in English) 03Global Education Center2020winter quarter
Global Studies Seminar: Inequality in Education (Offered in Japanese) 01Global Education Center2020spring quarter
Global Studies Seminar: Inequality in Education (Offered in English) 01Global Education Center2020summer quarter
Advanced Studies in Global Perspective: Social Inequality in Schools (Offered in English) 01Global Education Center2020summer quarter
Advanced Studies in Global Perspective: Social Inequality in Schools (Offered in Japanese) 01Global Education Center2020spring quarter
Global Studies Advanced Seminar:Confronting educational inequalities 01Global Education Center2020fall quarter
Global Studies Advanced Seminar:Confronting educational inequalities 02Global Education Center2020spring quarter
Global Studies Advanced Seminar:Confronting educational inequalities 01Global Education Center2020winter quarter
Global Studies Advanced Seminar:Confronting educational inequalities 02Global Education Center2020summer quarter
Global Leadership Fellows Forum 01Global Education Center2020spring semester
Global Leadership Fellows Forum 02Global Education Center2020fall semester