Why Do So Many White Men Go to Japan to Teach English Language?

From what I observe and from reports I hear from the managers and operators of English language schools, many of those who choose to teach in Japan are younger and have just graduated from college. These individuals often lack career prospects in their home countries, leading them to believe that teaching English in Japan for a year or two will be a great opportunity, only to find that the pay is not as substantial as anticipated and the jobs are more or less dead ends.

Short-Term Versus Long-Term Goals

For those who are seriously considering living in Japan, this experience is often a stepping stone. It offers an opportunity to gain valuable connections, learn Japanese in their free time, and sometimes apply for longer-term employment. These individuals usually do not stay in the profession for more than a couple of years.

Others may stay for several years before returning home, depending on their goals and experiences.

A Shift in the English Teaching Industry in Japan

Teaching English in Japan today is quite different from what it was in the 1980s. Opportunities and career paths are less promising unless one has a background in English as a Second Language (ESL) and, ideally, strong Japanese language skills.

Hidesato Sakakibara's Insights

Hidesato Sakakibara provides interesting perspectives on living in Tokyo without speaking Japanese and the views of Japanese people towards foreigners who teach English. His insights can help future teachers better understand the cultural and linguistic landscape of Japan.

Reasons Behind the Prevalence of White Men

Before delving into more detail, it is important to note that the majority of foreign English teachers in Japan are not exclusively white. However, there is a higher prevalence of white men, mainly due to several factors:

The Anglophone countries (Anglosphere) are largely populated by white individuals, which means that the pool for English teachers is dominated by white people. Even if the pay is not great, obtaining a college degree and being able to leave your family for an extended period (a year or more) still represents a significant luxury, especially for young white men seeking adventure.

Gender Ratio and Cultural Factors

The gender imbalance in the teaching profession is influenced by various factors, including historical gender roles and cultural preferences. Historically, men have been more inclined towards longer-term adventures such as teaching abroad, although this is changing.

Japan, in particular, has a certain appeal to men due to its cultural importance in western media, often targeting male audiences through comics, action movies, anime, and the ninja mythos. Another significant factor is the western fetishization of Asian women in media and the reputation of Japanese men as being submissive and servile, which is appealing to young male teachers.

It is also worth noting that women may prefer other destinations such as Spain, which has a reputation of romance and a decent standard of living, making it an attractive choice for female teachers.

Conclusion

The decision to teach English in Japan is influenced by a combination of economic opportunities, cultural attractions, and personal motivations. While the landscape of English teaching in Japan has changed, the factors contributing to the predominance of white male teachers are a complex interplay of historical, cultural, and economic factors.