Beyond the quotas for girls and women - Kyoto University Executive Vice President and Principals of Famous Girls' Schools in the Tokyo Metropolitan Area Discuss How to Raise Girls in Junior and Senior High Schools and Support Women's Participation

Morikami (Director of Morikami Educational Research Institute)　In recent years, even at national universities that have continued on from the former imperial universities, there has been a noticeable movement to increase the ratio of female students and faculty members. In terms of student selection, the University of Tokyo has begun to separate male and female quotas for recommendation entrance exams and to create new quotas for women in general entrance exams. Kyoto University also appears to be taking the plunge and setting up quotas for women in its Faculty of Science and Faculty of Engineering for its distinctive entrance exams for students entering in 2026.

　Today, we have gathered together four private schools in the Tokyo metropolitan area that have a long history of being known for their high-quality education for girls in the junior and senior high school education that leads to university, and we are holding a roundtable discussion with the Executive Director and Vice President of Kyoto University. Although each school was founded by a different parent organization, we feel that they share a common school culture and educational philosophy of "freedom," "autonomy," and independence (self-discipline). First, we would like to ask each of the high school teachers gathered here to tell us about the characteristics of their own schools and how they educate the students selected at the junior high school level.

I. Current status of girls' schools in the Tokyo metropolitan area

Uzaki (Principal of Joshi Gakuin Junior and Senior High School)　This year marks the 154th anniversary of the founding of our school. In a school atmosphere that values ​​the autonomy of students and is free, we have aimed to cultivate independent women under the teachings of the Bible. There are no school rules, and the basic policy is that students should decide many things for themselves. Since there are many curious students, we do not focus on cramming knowledge, but rather on education through various experiences, so that students can imagine their future without being conscious of whether they are in the humanities or sciences, and find what they should study at university. Because we are thorough in our education that values ​​the individual, we value cooperation over competition, helping and complementing each other, and we foster an attitude of learning by recognizing each individual's characteristics rather than competing with each other.

Inoue (Director of Ogakuin Junior and Senior High School)　This year marks the 100th anniversary of our school's founding, and since then, our educational philosophy has been to cultivate a spirit of "courtesy and learning" through learning and moral instruction that is adapted to the times, and to develop people with character and scholarship. Without forgetting the passion we had at the time of our founding to "realize the ideal education for women and give back to society," we hope to nurture women who value compassion, learn widely, and become independent through our six-year integrated junior and senior high school education. We hope to continue to send women out into society who will establish themselves through their own independent activities and be active in many areas.
　By the way, we do issue report cards in order to encourage individual growth, but we do not give rankings in the sense of comparing students with others.

Takehana (Principal of Toshimaoka Girls' Junior and Senior High School)　It has been 132 years since the school started as a sewing school for women. Even now, all students practice sewing for five minutes every morning from 8:15. Not all students enroll as their first choice, so we start by helping them feel confident in themselves and think that Toshimaoka was the right choice. If students do not have confidence, they will not be able to take on challenges, and it will be difficult to realize a society where women can shine. Once they enter society, they will face many challenges, so we want them to take on challenges with confidence during high school and college in order to broaden their possibilities.
　Rather than being competitive, we give a lot of assignments, such as monthly tests of English vocabulary and kanji for the entire school during the lesson. If they don't pass, they have to take a retake, and they have to come in at 7:45 in the morning, so everyone is desperate.

Uzaki　Our school also provides very thorough instruction to junior high school students.

Abe (Principal of Ferris Junior and Senior High School)　Our school was founded 154 years ago by an American female missionary. Since then, our educational philosophy has been "For Others." Through a six-year consistent education that respects freedom and autonomy, our mission is to send people out into the world who can use their own power "for others." Gifts such as individuality and talents are used not only for oneself but also for others. There is no limit to the learning that can be done, and it is necessary to continue learning and polishing oneself across fields and areas. We are planning to increase the number of opportunities to foster motivation to learn and to broaden one's horizons and deepen one's learning.

What kind of women do each school want to nurture?

Morikami　Thank you. I would like to narrow the topic a little and ask about the mission of famous schools, which is to develop human resources who can lead society. Professor Inoue said that Ochanomizu University aims to realize the ideal education for girls and to produce women who can play an active role in various fields in society. Professor Abe said "For Others." This seems like it could be interpreted as the image of leadership and the philosophy of cultivating leaders that boys' schools and co-educational schools uphold, but what are the differences?

(I.e.　In an environment where there were only women and they had to do all the work, it felt like they naturally acquired leadership skills, and I don't think the concept of developing leaders was ever considered.

Uzaki　Our school does not have a particular concept of cultivating leaders. We tell students to look for a job that is given to them when they enter society and work hard at it, but we are not saying that they should be at the top or become leaders. Of course, we are not saying that they shouldn't become leaders either. We are saying that if there is a demand, if someone has to do it, then they should take it on.

Takehana　There are many students who say, "I'm better suited to supporting the leader."

Uzaki　The situations in which each person works will vary depending on their aptitude. The same student is not necessarily the leader for everything. Different students are in charge of running sports festivals, cultural festivals, retreats, school trips, etc. Different students put in different amounts of effort, such as what they are good at or what they want to do, so not all students want to be leaders in everything.

(I.e.　It's a comfortable environment, and because we grow up accepting each other among all the girls, even students who are not the typical leader type, such as the type who are very active and can speak loudly, will often say, "I'll do it here." Even students who are usually really quiet.

Uzaki　From middle school onwards, I would decide which executive committee member I wanted to be on, and I would join that committee at an early stage.

Takehana　That's right. I look up to my seniors and think, "I'll be there in a few years."

(I.e.　Our school also has many unique students, and each student seems to choose their role in various events according to their personality. Rather than everyone being the same, there is a strong tendency to accept each person as they are. Therefore, no one is left out.

Uzaki　I think that girls in particular have a good understanding that the workplace is not just about being visible. They understand that each is important, such as grassroots movements and jobs that support people in less visible places. So, they may not need to be obsessed with becoming a so-called leader.

Morikami　Is there any deliberate education being given to achieve this?

Takehana　In terms of leadership, I think it is something you learn through practice, rather than through education. At our school, we believe that it is better to have many opportunities to experience leadership, so in addition to placing importance on school events, we also require all students to participate in clubs. Some clubs have small numbers of students, but the members range from first year of junior high school to third year of high school, so it is a good experience. You can also have the experience of making mistakes and getting scolded by your parents.

(I.e.　Certainly, the role of club activities is big. At our school, we hold a leader's camp when the second-year high school students retire, and the student support director gathers the next first-year high school club members and talks about what kind of leader they want to be. The size and speed of the first-year junior high school students and the second-year high school students are different. We tell them that they need to be considerate and keep an eye on others. In fact, students often think about and acquire "For Others" through club activities. Leadership comes in various forms, but when you look at the students, you can see that they often discuss and support each other. Not only the leadership of the club members, but also the students in the executive grades who do not have positions think about how they can support each other. If there is such a thing as feminine leadership, it is something that is "solidarity" or something that proceeds "with cooperation" and "consultation". I think that the students at our school have acquired this kind of leadership because they love to discuss things.

Morikami　Thank you to all the teachers. We have heard some thought-provoking stories that are rarely heard from boys' schools or coeducational schools. What did you think, Professor Inagaki? By the way, Professor Inagaki's specialty is educational sociology. As you have written in your book, you have also researched girls' schools as part of your research on the history of private schools.

II. Support for female students and researchers at Kyoto University

Inagaki (Executive Vice President for Gender Equality, Kyoto University)　As you mentioned, I have done research on girls' schools, and I have connections with traditional schools in the Kansai region, such as Kobe Jogakuin, so I feel a strong affinity with girls' schools. As everyone has said before, many of the students who attended girls' schools are relaxed and confident in themselves. And yet they don't try to be something they're not. I guess you could say they have a natural feel to them. I feel that the school spirit and traditions of girls' schools with a long history have a unique and irreplaceable quality.

　On the other hand, in recent years, as coeducational schools have become more common, new directions may be sought. Girls' schools are attracting renewed attention as institutions for developing female talent, with slogans such as "Launching women's power into science" and "Innovation from a female perspective." At the same time, I hope that you will continue to cherish the traditional culture and depth that you have cultivated. I would also like to visit your schools and exchange opinions on your educational policies.

　By the way, today I would like to talk about support for female students and researchers at Kyoto University.

　Before that, let me first introduce the academic freedom that is the school spirit of our university. Kyoto University is known to be the university that has produced the most Nobel Prize winners in Japan, and for example, there is an atmosphere in which students can directly discuss with professors who have received such international awards. The location of Kyoto University is also behind this free school spirit. From the center of the city, you can easily bike to places where you can feel the nature, history, and culture, such as the Kamo River, Kyoto Imperial Palace, and Shimogamo Shrine, and many of the students live near the university.

　Many of your students may go on to elementary, junior high, and high school, then go on to university in the Tokyo metropolitan area, and even find employment there, but I feel that spending a sensitive period in life in Kyoto, where the flow of time and the living environment are different, will be an important experience for their future lives. In fact, many of our graduates who have found employment in the Tokyo metropolitan area say that not only did they learn to respect academics from outstanding, cutting-edge teachers in many areas, but that their time spent in Kyoto, a city rich in history, culture, and nature, has been a lifelong asset for them.

　However, until now, the ratio of female researchers has been extremely low, as is the case with traditional national universities. Due to this sense of crisis, the Gender Equality Promotion Center was established in 2014. Based on this, the "Diversity Promotion Office" was established, and a wide range of support for female students and female researchers has been enhanced. Among these, the "Female Student Challenge Project", which is now in its second year, is likely to be of interest to the teachers from the girls' school who are here today. In the previous talk, there was a topic about focusing on developing leadership. In this project, undergraduate and graduate students become leaders and form teams, including male students, to work on a research project for one year on a theme of a broad range of interests or social issues, not limited to their own research specialty. Activity subsidies are provided to the teams that are selected from the many. In the first year, there were 2 applications, more than 1 times the number of five projects that were planned to be selected, and the presentations were also of a very high level. * Some of them seem to have made inquiries about collaboration from local areas. There were many applications this year as well, and it was really difficult to choose. The selected teams have been going out to field surveys, undergraduate students have been conducting experiments in graduate school laboratories, and students themselves have been holding interim report meetings, etc., which has helped to create horizontal connections between the teams. They are proposing things they want to do and think are fun, and are demonstrating true leadership, which has resulted in the university responding to them as much as possible.

　We also have a "High School Girl Support Ambassador" program where female students return to their alma mater to talk about life at Kyoto University and what makes it so great. We also hold an event called the "High School Girl Roundtable Forum" once a year. This is an opportunity for female high school students to talk candidly about student life, entrance exams, research, and more with Kyoto University faculty and students from their chosen faculties.

　Supporting these activities is the alumni organization "Kyoto University Kokonoe-kai." It was established by female Kyoto University graduates with the aim of supporting female students and researchers. In addition, in conjunction with the open campus, they also hold events for female high school students where they can talk to female students about their careers and worries.

　Another facility we opened in December 2023 is the after-school care facility "Kyoto University Kids Community Kusuku." With a full-fledged space that includes a dirt-floored kitchen where experiments can be done, a lecture room, a library hall with floor-to-ceiling ceilings, and an open-ceiling play space, we provide children with academic programs by researchers from our university and people related to the culture of Kyoto, and we have students selected for the Women's Student Challenge Project in charge of these programs. It seems that interacting with elementary school students is a fresh and moving experience for the students, and it seems to be a good opportunity for both those who implement the programs and those who receive them to experience the fun of academics. We hope that future researchers will grow from there.

　Thanks to such active support, the ratio of female faculty members has risen from 2018% in 12, the lowest among national universities, to 18% this year, making it the highest increase in female faculty members among national universities in a single year between 2022 and 2023. Kyoto University students pursue a variety of paths after graduation, but if there are more young female faculty members close in age to female students, there will be more role models close to them. I believe that an increase in female students aspiring to be active in a wide range of fields, including as researchers, will be a great source of strength for both the university and society as a whole.　

　From now on, rather than trying to compete with male researchers and students, I believe that the ideal for Kyoto University, with its liberal academic culture, is to create an environment where people of diverse backgrounds, regardless of gender, can accept each other in an inclusive atmosphere and demonstrate their abilities.
*Example of the first award winner: A field survey and analysis was conducted on the theme of medicinal crop cultivation and regional symbiosis research.

Morikami　Thank you very much everyone for today.