INTERCULTURAL MEDIA PROJECT
2023-2024
Understanding Disparities of 'Happiness' in Higher Education
A Comparative Analysis of Japanese and Canadian University Students
Our Focus
Our survey is about the connections between school policies and teaching methods across different nations (Japan and Canada). We researched how they influence the wellbeing and success of systematically affected minority students (LGBTQ+, people with disabilities, person of colors). We also looked at how lack of infrastructure and technologies affect students with disabilities in school systems.
Targets
Our research was conducted with reference to the fourth target of the SDGs and targets 4.5 (Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations) and 4.a (Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all) These targets were particularly important axes for this study.
Method
We used Google Forms to ask university students in Japan and Canada about the situations in their communities. From the responses we got, our group analyzed the similarities and differences between two countries and how we could take a step forward to achieve the SDG targets. For the measurement of student’s happiness, we used the happiness index questionnaire developed by University of Standford, which should be a fair way to observe people’s happiness index. The scale ranges from 8-108 with 108 being the highest wellbeing and 8 being the lowest.
Survey Results:
Analysis:
Wellbeing
The study revealed that the wellbeing average of students in Japan compared to Canada is significantly lower at 55.0 compared to 86.9. There could be many factors contributing to this, and it could be related to the reported difficult access to school counselling services. 81.3% of Japanese students reported that access to counselling services was difficult. This may cause Japanese students to feel less supported in their university environments and less able to access and support services and seek help if they need it.
Discrimination
None of the Japanese students answered they have experienced discrimination compared to 35.3% of Canadian students. This may be because Canada’s population is more ethnically and religiously diverse where 39.4% of the population are first- or second-generation immigrants (StatsCan, 2011). This leads to diverse minority populations who often experience discrimination based on their race because white is still the majority and considered the norm. Whereas in Japan 97.8% of the population is Japanese and there is very little racial minority (World Fact Book, 2024).
Discrimination Continued:
Another reason the Japanese students may have reported no discrimination is that out of our participants pool none of the Japanese participants identified at LGBTQ+ or as having disabilities, whereas 58% of Canadian participants identified as LGBTQ+ and 12% of participants had a disability. In general, Canada has significantly more facilities for minorities in schools with 88.2% of Canadian participants stating that they had facilities for LGBTQ+ and POC compared to 25% for LGBTQ and 31.2% for POC in Japan. This is likely because LGBTQ+ students and students of colour are a stronger visible minority in Canada compared to Japan. But for facilities for disabled students, they are similar with 70.6% of Canadian students reporting facilities for disabled students and 62.5% in Japan.
Limitations
None of the Japanese students answered they have experienced discrimination compared to 35.3% of Canadian students. This may be because Canada’s population is more ethnically and religiously diverse where 39.4% of the population are first- or second-generation immigrants (StatsCan, 2011). This leads to diverse minority populations who often experience discrimination based on their race because white is still the majority and considered the norm. Whereas in Japan 97.8% of the population is Japanese and there is very little racial minority (World Fact Book, 2024).
Conclusion
In conclusion, the findings of this study shed light on the relationship between happiness and education, particularly among Japanese and Canadian university students. The significant disparity in reported wellbeing between the two groups, with Canadian students exhibiting notably higher levels of happiness compared to their Japanese counterparts, underscores the importance of addressing educational disparities in achieving Sustainable Development Goal 4 (SDG 4) – Quality Education. SDG 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The observed contrast in happiness levels between Japanese and Canadian university students suggests potential differences in educational systems, support structures, and cultural influences.
However, several factors may contribute to the observed differences in happiness levels. Cultural differences, societal expectations, academic pressures, and support systems within educational institutions are among the potential factors influencing students' wellbeing. Also, bias might exist due to the small size of the participation population in this survey and the fact that most of the populations are female.
In summary, the findings of this study highlight the intersectionality between happiness, education, and societal wellbeing. Linking these findings to SDG 4, it becomes evident that educational policies and practices play a crucial role in shaping individuals' wellbeing and happiness. Addressing disparities in access to quality education, mental health support services, and promoting holistic approaches to student development can contribute significantly to improving overall happiness and wellbeing among university students worldwide. Therefore, the next step for us would be recognizing and addressing disparities in educational experiences and support systems, policymakers and educators can contribute to fostering a more inclusive, equitable, and fulfilling educational environment conducive to student happiness and overall societal progress.