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Sociology Paper 1 > Functionalism and Education > Flashcards

Functionalism and Education Flashcards

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Sociology 101 flashcards
1
Q

What did Emile Durkheim (functionalism) believe was the purpose of education? [2]

A
  • the transmission of society’s norms and values (creates value consensus) which without, social life would be impossible
  • to unite the individuals in society that exist within it and establish social solidarity (a sense of belonging in society)
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2
Q

How does teaching history lessons promote social solidarity in schools?

A
  • helps people to understand their culture
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3
Q

How do assemblies lessons promote social solidarity in schools?

A
  • everyone receives the same information at the same time and learns it at the same pace
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4
Q

How do houses/forms lessons promote social solidarity in schools?

A
  • brings opportunity to meet people from a wider group, seek advice from form tutors
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5
Q

How do school clubs, teams and societies lessons promote social solidarity in schools?

A
  • brings people together who uphold similar interests and abilities
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6
Q

What does Durkheim believe about school rules and the effects of them on pupils?

A
  • that they should be strictly enforced with punishment reflecting the nature of the damage done to the social group
  • this should lead to self discipline as the individual should want to avoid punishment
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7
Q

Why does Durkheim claim that education is an essential factor in the division of labour? (+ example)

A
  • because an industrialised society is based largely on the interdependence of specialised skills (eg the manufacture of a single product requires the combination of a number of specialist skills)
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8
Q

How does bullying in schools criticise Durkheim’s views?

A
  • bullying makes people socially isolated and outcasted which goes against social solidarity
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9
Q

What did Talcott Parsons say happens after primary socialisation?

A
  • school acts as a bridge between the family and society which prepares children for their adult role
  • children are judged and treated based on particularistic standard at home but then judged by universalistic standards when they start education (eg rules and expected behaviours)
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10
Q

What is meritocracy?

A
  • a society whereby jobs and pay are allocated based on an individual’s talent and achievements rather than social status.
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11
Q

How is the education system meritocratic? [4]

A
  • national curriculum, free education for all, timetables, exams, everyone given the same opportunities
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12
Q

How did Parsons say a persons status determined in schools and wider society?

A
  • achieved and not ascribed
  • both operate in meritocratic principles (eg the harder you work the more you achieve)
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13
Q

What did Parsons describe school as?

A
  • a society in miniature that prepares us to move from the family into wider society
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14
Q

How can schools be seen as a society in miniature? [3]

A
  • designated times for break and lunch
  • punctuality
  • pressure / stress and how to deal with it
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15
Q

What did Parsons and Durkheim agree on? [3]

A
  • that school is a place where young people are taught the basic values of society
  • by encouraging achievement and rewarding those who are successful, schools foster the value of achievement itself
  • advanced industrialised society requires a highly motivated, achievement orientated workforce
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16
Q

What are 2 strengths of Parsons ideas on meritocracy?

A
  • his ideas offer a clear link between education and other institutions within society
  • schools ‘sift and sort’ pupils into academic subjects they are good at to help select future roles
17
Q

What are 2 limitations of Parsons ideas on meritocracy?

A
  • fails to consider the diversity of values in modern society
  • conflict theories such as Marxists criticise the idea of meritocracy and claim it is an ‘illusions’ as the MC have more opportunities and resources necessary to succeed
18
Q

What do Parsons and Davis and Moore agree on?

A
  • that schools play a key part in the selection of individuals for their future role in society or the role allocation
19
Q

What did Davis and Moore say about role allocation?

A
  • that education plays a key role in ensuring that young people go into roles necessary for society
  • this is done through testing and evaluating students, matching their talents, skills and capacities to the jobs for which individuals are best suited
20
Q

Why do Davis and Moore (and all functionalists) argue that inequality is necessary in education?

A
  • to ensure that the most important roles in society are filled by the most talented people
  • this leads to the most talented people to compete for their position in society and society can select the most talented individuals to fit these positions
21
Q

What are 4 factors in schools put in place that support Davis and Moore’s ideas on role allocation?

A
  • school career advisors
  • sets
  • subject choices / options
  • enrichments
22
Q

What is 1 limitation of Davis and Moore’s ideas on role allocation?

A
  • critics have argued that intelligence and ability have only a limited influence on educational achievement
  • marxists would challenge the idea that the education system grades individuals according to their ability, and instead argue that it favours the MC
23
Q

What theory did Alfred Schutz develop and what does it suggest?

A
  • the theory of human capital which suggests that high levels of spending on education and training are justified as these expand peoples knowledge which is an important factor in a successful economy
24
Q

How do functionalists view the development of human capital? [1 positive, 1 negative]

A
  • view this as necessary to provide a properly trained, qualified and flexible labour force who will accept their positions in society after schooling
  • however they also point at the disadvantages arising from social class background which will create inequalities in educational success
25
Q

How does social background create inequalities in educational success? [5]

A
  • wealth (eg affording tutors and school trips)
  • background
  • upbringing
  • opportunities
  • personality / behaviour

Sociology Paper 1 (8 decks)

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