32and with Adachi （2018b）, which reported that in their future plans, female students allocated more time to housework and childcare than male students.Interestingly, however, when the study compared the differences between prospective and ideal al-location by men and women, the direction of such differences was reversed by gender, with the ideal aspect being longer than the prospective aspect for men and the latter being longer than the former for women. This implies that although men hope to spend longer hours performing domestic roles, their actual outlook is not such, and while women intend to spend less time on household chores and child-rearing, their outlook is not such as well. In addition, regression analysis results showed that the distribution of childcare time for both men and women was influenced by social norms and paid work time. That is, the longer the persistence of the social norm that men and women should be involved in child-rearing, the longer the time allocated to childcare; conversely, the more time allocated to work, the less time allotted to child-rearing. As pointed out by Meeussen, Veldman, and Van （2016）, young people’s career prospects are difficult to change immediately because they reflect traditional gender norms. However, they added that aspirations for men’s family roles are associated with the prescriptive norm that men should participate more in family matters; therefore, changing this norm by providing information and enlightenment will lead to a reconsideration of time allocation to move closer toward one’s ideal. Media and educational interventions are expected to mitigate social norms dichotomized by biological gender.Among the five domains, both men and women allotted the most amount of time to paid work, with the prospective aspect being longer than the ideal aspect. In addition, men allocated longer time than women to both the prospective and ideal dimensions, with the gap between the two being particularly ap-parent for men, which supports Adachi’s （2018b） finding that male students allocated more time to work than female students in their future plans. This can be interpreted in light of the above results showing that the participants were aware of the gender norm that men should spend more time at work. Male students seem to anticipate being engaged in considerably long working hours in the future regardless of their will, reflecting the gender norm linking men with economic roles. For women, both paid and unpaid working hours were longer for the prospective than the ideal aspect. This result should be interpreted alongside the fact that women allocated less time to learning than men and less leisure time to the prospective than the ideal dimension. That is, in the future, women respondents expect to devote more time to work, both paid and unpaid, than they hope for and less time for themselves, such as leisure and learning, than they hope for.These results are consistent with those of Kohara and Maity （2021）, which argued that in Japan, where gender norms remain deeply rooted, even if women spent long hours at work, the amount of time they devote to domestic duties would not decrease, causing them to suffer from a double burden. As a result, time devoted to work is compensated for by reducing time for leisure and other activities for oneself. Among the female students surveyed, the traditional view of gender role division, in which men should work and women should stay at home, has faded, and their future plans mirror the new gender division of labor, with men working and women enduring the double burden of work and household labor
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