Yuko Nonoyama-Tarumi

Yuko Nonoyama-Tarumi

Bio and Research Interest

Dr. Yuko Nonoyama-Tarumi is a Professor in the Sociology Department at Musashi University. She is a sociologist whose research centers on inequalities in student achievement, with a primary focus on family background, family structure, and parenting. Her work relies on quantitative methods, particularly large-scale cross-national datasets as well as national surveys. She is committed to policy-relevant research and currently serves as a member of the Expert Committee of the National Achievement Study. She has previously worked for JICA (Japan International Cooperation Agency) and UNICEF, and has served as a consultant to the OECD and the UNESCO Global Monitoring Report. Her work is driven by a longstanding commitment to understanding educational inequality—across and within countries—and to improving the educational opportunities and outcomes of economically disadvantaged students.

PhD

Columbia University, 2005

Honors

Dr. Nonoyama-Tarumi is a recipient of a Fulbright Grant for Graduate Study, a Foundation for Advanced Studies in International Development (FASID) Grant, and an AERA Dissertation Grant.

Selected Publications

Nonoyama-Tarumi, Y. & Reardon, S. (2024) “Cross-national comparison of the relative size of lower-tail and upper-tail SES achievement gaps.” American Educational Research Association (AERA) Open 10(1): 1-15.

Nonoyama-Tarumi, Y. (2023) “Challenges in fostering democratic participation in Japanese education.” Education Policy Analysis Archives (EPAA): 31(106): 1-15,

Nonoyama-Tarumi, Y. (2017) “Educational Achievement of Children from Single-Mother and Single-Father Families: The Case of Japan.” Journal of Marriage and Family 79(4): 891-1204.

Bornstein, M, Britto, P. R., Nonoyama-Tarumi, Y., Ota, Y., Petrovic, O. and Putnick, D. L. (2012) “Child Development in Developing Countries: Introduction and Methods.’ Child Development 83(1): 16-31.

Nonoyama-Tarumi, Y. and Willms, D. (2010) “The Relative and Absolute Risks of Disadvantaged Family Background and Low Levels of School Resources on Student Literacy.” Economics of Education Review 29(2): 214-224.

Nonoyama-Tarumi, Y. and Bredenberg, K. (2009) “Impact of School Readiness Program Interventions on Children's Learning in Cambodia.” International Journal of Educational Development 29 (1): 39-45.

 

Contact Information

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