高等女学校同窓生集団の文化と構造 : 京都府立京都第一高等女学校卒業生調査から

Abstract

女性が学歴によって階層化されるようになったのは, いうまでもなく近代学校教育制度が確立して以降のことである｡戦前における女子教育制度の中でも, 高等女学校(以下｢高女｣と略記)は特にミドルクラスの担い手となる女性を育成することを目的として設置された｡高女は, 当時の在学者の多くにとって最終の学校であることから, 女性のアイデンティティの形成にとって重要な役割を果たしていた｡高女の同窓会が現在も活発で多様な活動を展開していることはよく知られるとおりである｡本稿で着目するのは, まさにこの高女の同窓生集団である｡高女同窓生集団の一員であることは, 女性にとってなぜ大切であり, またどのような意味をもってきたのだろうか｡この問いを通じて, 高女が有していた社会的機能を明らかにしていきたい｡

This paper attempts to clarify the feature of a girls' high school culture and its functions in forming an alumnae group after graduation. From the analysis of school day activities (1929--1943), three cultural orientations were found that could be named "studious culture, " "sports culture" and "artistic culture." They have importantly influenced how students would belong in different ways to an alumnae group after graduation. Identities as graduates of an elite girls' school consist of several elements, but the most important one is "studious culture orientation." The more actively students took part in a formal curriculum, the stronger their identities as graduates are now. But it has little influence on their joining in class reunions. "Artistic culture orientation" and "sports culture orientation" not at the center of a school curriculum motivate graduates to be present at class reunions. Especially "artistic culture orientation" makes bonds of friendship among alumnae stronger because it gives them a sense of sharing embodied cultural taste. "Artistic culture orientation" is also characteristic of graduates from a higher social strata. Those who have strong "artistic culture orientation" lead the alumnae group whether they have strong identity as graduates or not.