@article{Entrich2011,
  author    = {Entrich, Steve R.},
  title     = {"Shadow Education" in Deutschland und Japan},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-59659},
  year      = {2011},
  abstract  = {Der Autor versucht mit dieser kurzen Einf{\"u}hrung eine {\"U}bersicht {\"u}ber den Stand der Forschung zu einem Thema zu geben, das in der Forschung bisher noch nicht ausreichend ber{\"u}cksichtigt wurde: der außerschulischen, privatwirtschaftlich organisierten Zusatzbildung, der sogenannten Shadow Education. Der Fokus der Arbeit richtet sich dabei auf die L{\"a}nder Japan, welches bereits seit den 1970er Jahren ein System außerschulischer Bildungsinstitutionen besitzt, dessen Einfluss auf den Bildungserwerb junger Menschen so stark ist wie in kaum einem anderen Land, und Deutschland, dessen Schattenbildungs- oder Nachhilfesystem noch keinen derartig starken Einfluss aus{\"u}bt, jedoch in den vergangenen Jahren steten Zuwachs verzeichnen konnte. Interessierten soll dieser Einblick durch die umfangreiche Bibliographie eine Hilfe bei der Recherche zu diesem Thema bieten.},
  language  = {de}
}
@misc{Entrich2021,
  author    = {Entrich, Steve R.},
  title     = {Book review to: Okano, Kaori H. : Education and social justice in Japan . - Abingdon/New York: Routledge, 2021. - 234 pp. - (Routledge Critical Studies in Asian Education series). - ISBN 978-0-415-83252-6 (hbk), ISBN 978-1-315-81409-4 (eBook)},
  series = {International review of education = Internationale Zeitschrift f{\"u}r Erziehungswissenschaft = Revue internationale de l'education},
  volume    = {67},
  journal   = {International review of education = Internationale Zeitschrift f{\"u}r Erziehungswissenschaft = Revue internationale de l'education},
  number    = {6},
  publisher = {Springer Science + Business Media B.V.},
  address   = {London},
  isbn      = {978-0-415-83252-6},
  issn      = {0020-8566},
  doi       = {10.1007/s11159-021-09926-6},
  pages     = {923 -- 926},
  year      = {2021},
  language  = {en}
}
@misc{Entrich2013,
  author    = {Entrich, Steve R.},
  title     = {Education and equal opportunity in Japan. Asia Pacific Studies, v. 4.},
  series = {Pacific affairs},
  volume    = {86},
  journal   = {Pacific affairs},
  number    = {2},
  publisher = {University of British Columbia},
  address   = {Vancouver},
  issn      = {0030-851X},
  pages     = {411 -- 413},
  year      = {2013},
  language  = {en}
}
@article{Entrich2015,
  author    = {Entrich, Steve R.},
  title     = {The Decision for Shadow Education in Japan: Students' Choice or Parents' Pressure?},
  series = {Social science Japan journal : an international journal of social science research on Japan},
  volume    = {18},
  journal   = {Social science Japan journal : an international journal of social science research on Japan},
  number    = {2},
  publisher = {Oxford Univ. Press},
  address   = {Oxford},
  issn      = {1369-1465},
  doi       = {10.1093/ssjj/jyv012},
  pages     = {193 -- 216},
  year      = {2015},
  abstract  = {Following decision theory (Boudon, Raymond. 1974. Education, Opportunity, and Social Inequality: Changing Prospects in Western Society. New York: Wiley.), social origin strongly affects educational decisions, especially at transition points in educational attainment. In Japan, the fierce competition in gaining access to the next level of schooling intensifies the impact of educational decisions on students' future careers. In addition to selecting a certain school, families are forced to decide whether or not to invest in shadow education. Thus far, socioeconomic background and parents' educational aspirations, in conjunction with students' academic achievement, have been deemed influential to such decisions in Japan. The agency of the student is rarely even considered. Based on calculations from the 2011 Hyogo High School Students' (HHSS) survey, the theoretical approach presented in this article stresses the importance of acknowledging the existence of a multitude of actors involved in each phase of the decision-making process, including the students themselves, especially when explaining inequalities in modern societies.},
  language  = {en}
}
@phdthesis{Entrich2016,
  author    = {Entrich, Steve R.},
  title     = {Shadow education and social inequalities in Japan},
  publisher = {Springer},
  address   = {Cham},
  isbn      = {978-3-319-69118-3},
  doi       = {10.1007/978-3-319-69119-0},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xxv, 309},
  year      = {2016},
  abstract  = {This book examines why Japan has one of the highest enrolment rates in cram schools and private tutoring worldwide. It sheds light on the causes of this high dependence on 'shadow education' and its implications for social inequalities. The book provides a deep and extensive understanding of the role of this kind of education in Japan. It shows new ways to theoretically and empirically address this issue, and offers a comprehensive perspective on the impact of shadow education on social inequality formation that is based on reliable and convincing empirical analyses. Contrary to earlier studies, the book shows that shadow education does not inevitably result in increasing or persisting inequalities, but also inherits the potential to let students overcome their status-specific disadvantages and contributes to more opportunities in education. Against the background of the continuous expansion and the convergence of shadow education systems across the globe, the findings of this book call for similar works in other national contexts, particularly Western societies without traditional large-scale shadow education markets. The book emphasizes the importance and urgency to deal with the modern excesses of educational expansion and education as an institution, in which the shadow education industry has made itself (seemingly) indispensable. This book: • Is the first comprehensive empirical work on the implications of shadow education for educational and social inequalities. • Draws on quantitative and qualitative data and uses mixed-methods. • Has major implications for sociological, international and comparative research on the topic. • Introduces a general theoretical frame to help future research in approaching this under-theorized field.},
  language  = {en}
}
@incollection{EntrichLauterbach2021,
  author    = {Entrich, Steve R. and Lauterbach, Wolfgang},
  title     = {Fearful future: the worldwide shadow education epidemic and the reproduction of inequality outside public schooling},
  series = {Theorizing shadow education and academic success in East Asia: Understanding the meaning, value, and use of shadow education by East Asian students},
  booktitle = {Theorizing shadow education and academic success in East Asia: Understanding the meaning, value, and use of shadow education by East Asian students},
  publisher = {Routledge},
  address   = {Abingdon},
  isbn      = {978-0-367-56461-2},
  doi       = {10.4324/9781003097860},
  pages     = {234 -- 256},
  year      = {2021},
  abstract  = {Shadow education has become part of mass schooling in many societies. Against the background of the continuing expansion of formal education and the persistence of educational and social inequalities, the growing influence of shadow education begs major implications for the postulated goal of equality in educational opportunities. This chapter addresses this issue both theoretically and empirically, focusing on the following question: What is the relationship between the continuous growth of SE across the world and the persistence of social inequality in educational attainment? First, existing findings on the topic are reviewed before I draw on and expand neo-institutionalist and social reproduction theories to incorporate SE, thereby identifying the universal causes for the inevitable expansion of SE and its relation to social inequality across the world. Finally, policy implications and future research directions are discussed. The results of this analysis indicate that even though there exist tremendous differences in the effects of family background on SE use in different regions and systems of education across the world, SE always feeds into the broader institutionalization of education and its role for social stratification. SE might occupy a key role in maintaining vertical and horizontal inequalities in educational attainment in schooled societies, which continue to struggle with inequity of educational opportunities and outcomes in spite of massive educational expansion at the higher education levels and more equity in educational opportunities.},
  language  = {en}
}