Education's Role in Society Flashcards
Who are two key Functionalist sociologists who spoke about socialisation?
- Durkheim
- Parsons
What are the Functionalist theories surrounding socialisation in education?
- Durkheim believed that education was crucial for emphasising the moral responsibilities of members in society. It also encourages pride in your nation’s achievements and a sense of shared identity between citizens, preventing anomie.
- Parsons also recognised the social importance of education. He suggested that it forms a connection between family and the wider society by socialising children to adopt a meritocratic view of achievement. Education therefore helps produce a value consensus – a general agreement about basic values in society. This creates order and predictability in society.
What are two other Functionalist theories about the role of education?
- Skills provision
- Role allocation
What do Functionalists say about skill provision?
Education provides general (literacy, numeracy) and specialist skills needed for the economy. This ties in with Human Capital Theory which argues education is an investment, improving productivity like new machinery.
What do Functionalists say about role allocation?
Davis and Moore (1945) argue education sorts individuals into jobs based on talent via exams and meritocracy. High-status jobs go to the most capable individuals which is justified by high rewards.
How can we criticise Functionalist views on education?
- They overlook multiculturalism and assume all students accept school values. Paul Willis showed in his studies that not all children conform to the same values.
- Globalisation means British education may not provide the right skills for a globalised economy.
- Ignores social inequalities (e.g., class, gender, ethnicity) and private education advantages.
How do Marxists argue education serves the bourgeouise?
Bowles and Gintis (1976) argue:
- It reproduces class inequality as middle class children are more likely to succeed in school and go onto middle class jobs than working class children.
- It legitimates class inequality through the ‘myth of meritocracy’.
- It works in the interests of capitalist employers by socialising children to accept authority, hierarchy and wage-labour.
How do Marxists explain education reproduces class inequality?
Middle class parents use their material and cultural capital to ensure their children get into the best schools and the top sets. This means that the wealthier pupils tend to get the best education and then go on to get middle class jobs.
Meanwhile working-class children are more likely to get a poorer standard of education and end up in working class jobs.
How do Marxists explain the legitimisation of class inequality?
Money determines how good an education you get, but people do not realise this because schools spread the ‘myth of meritocracy’ – we learn that we all have an equal chance to succeed and that our grades depend on our effort and ability.
Thus, if we fail, we believe it is our own fault. This justifies the system because we think it is fair when it is not.
What is the ‘hidden curriculum’ according to Marxists?
Bowles and Gintis suggested there was a correspondence between values learnt at school and the way in which the workplace operates. The values are taught through the ‘Hidden Curriculum’ which consists of things pupils learn through the experience of attending school rather than the main curriculum.
These values include:
- Passive subservience of pupils to teachers which corresponds to passive subservience of workers to managers.
- Acceptance of hierarchy.
- Motivation by external rewards (grades instead of learning) which corresponds to being motivated by wages not the joy of the job.
How do Marxists argue education passively serves the bourgeouise?
Althusser argues education is an Ideological State Apparatus meaning education spreads ruling-class ideology and maintains capitalism without force.
It reproduces labour power, encourages obedience and acceptance of inequality and reinforces social control indirectly (hidden curriculum).
How can we evaluate Marxist theories about education?
- Henry Giroux says the theory is too deterministic. He argues that working class pupils are not entirely moulded by the capitalist system, and do not accept everything they are taught.
This is also supported by Paul Willis’ study of ‘Lads’. - There is less evidence that pupils think school is fair – Paul Willis’ Lads knew the system was biased towards the middle classes for example, and many young people in deprived areas are very aware that they are getting a poor quality of education compared to those in private schools.
What do Feminists say about historical gender inequality?
Girls underachieved due to lower expectations, gendered subject choices, and socialisation into expressive roles (Sharpe, 1976).
What do Feminists say about the gendered experience at school?
- Sexual harassment is not taken as seriously as in the workplace.
- ‘Male gaze’ (Mulvey, 1975) – Girls are objectified and policed in school.
- ‘Boys will be boys’ – Teachers often ignore sexist behaviour.
- Stricter control of girls – Girls face higher expectations for behaviour and are often blamed for distracting boys.
What do Feminists say about double standards in gender identity at school?
- Boys boast about sexual exploits but girls are called ‘slags’ for being sexually active and ‘drags’ for not (Lees).
- Verbal abuse reinforces dominant gender roles (Connell).
What do Feminists argue about the male gaze?
Mulvey (1975) and Mac an Ghail describe how boys monitor and sexualise girls, reinforcing traditional masculinity.
