ABSTRACT
The Japanese cultural tradition of education and socialization, which places more weight on osmosis than is the case in the United States, has influenced not only mother-child relationships but also teacher-pupil relationships, school-family relationships, and even the schools' teaching methods. Family involvement in education and schooling, which is part of this tradition, would have contributed to the academic success of Japanese-American children. On the other hand, it is not impossible that this tradition, because it is different from prevailing culture in the United States, has caused adjustment difficulties for a certain portion of immigrant Japanese children. Further studies of Japanese Americans contribute much too clarifying issues of continuity and discontinuity with Japanese culture and current societal context. The rate of obedience to the teacher is higher in Japan than in most of the countries surveyed, except Korea.
