Sociology Education eassay

Sociology Education eassay

Asses the view that the main function of education is to reproduce and legitimate social inequalities Functionalism is a consensus theory which sees society as being essentially harmonious. It argues that society has basic needs, including the need for social order. To survive, society needs social solidarity through everyone sharing the same norms and values. Druthers said that the purpose of education is to promote social normality. He sees major functions of education as the transmission of society norms and values.

Druthers also says it prepares people for work and jobs are specialized and people need training for that and the job of education is what they need to go out to work. In school the child learns to interact with other members of the school community and to follow a fixed Set Of rules. This experience prepares the child for interacting with members of society as an adult and accepting social rules. Druthers argues that individuals must be taught specialist skills so that they can take their place within a highly complex division of labor in which people have to co-operate to produce items.

Marxist argue that educational institutions tend to transmit a dominant culture which serves the interest of the ruling class rather than those of society as a whole. Willis and Harvests say it is not always successful as some do not follow it. Feminists feel the men’s values move on and women are the ones declined. Parsons says education is a form of secondary solicitation and family is a primary solicitation. When children are small, they are treated as if they are special.

The role of education is to teach the same standards of everybody and the school is a bridge of family and society. One of the things that education does is socialism children and everybody into a shared value of the meritocracy society. A meritocracy society is where jobs and pay are allocated on peoples individual talents and abilities so its not where you come from in society it’s what you do. Dennis Wrong argues that functionalists such as parsons have an over-socializes view of people as mere puppets of society.

Functionalists wrongly imply that pupils passively accept all that they are taught and never reject the schools values. He assumes that western education systems are meritocracy e. . They reward students primarily on the basis of objects criteria such as achievement, ability and intelligence. Davis and Moore said the role of education is to sift and sole people into the right jobs e. G. More qualified people get top jobs. Its all about fitting the most suitable people in the jobs available.

People who do jobs in society that are very low class are often the ones who got bad school grades. Also people who have these jobs should be rewarded for having these higher jobs. This will lead to inequalities in society, but this is quite natural and even desirable in fatalist societies because there is only a limited amount of talent. These talented few need to be persuaded to make a sacrifice and society therefore offers incentives through the promise of greater rewards, such as higher salaries. Intelligence and ability have only a limited influence on educational achievement.

Research indicates that achievement is closely tied to issues of social class, gender and ethnicity. For example, Broodier argues that middle class students possess more cultural and social capital and therefore are able to gain more qualifications than working class students. Bowels and Giants reject the functionalist view that capitalist societies are meritocracy. The children of the wealthy and powerful obtain high qualifications and well- rewarded jobs irrespective of their abilities. The education system disguises this with its myth of meritocracy.

Furthermore, the range of class differences in educational achievement suggests that not everyone actually has the same chance in education. In a meritocracy society everyone can compete for jobs with a high status but people need to put effort in to do this. The inequalities in society seem fair as it made to look fair. Not everybody who goes to school is going to come out with a high standard job. Even if people do go on to do good at school, they still might not even get the job they want or a high standard job. Also what people learn at school has very little to do with what they do in their jobs.

Things like social class, ethnicity and gender usually depend on how well you do at school therefore, and there is no equality in school as they do not start at the same start point. Not everyone has got the same chance in education as not everyone has the same ability; you go to school and come home to the name environment. A person’s ascribed status is more important in how much you will earn in late life than your achievement in school. The education system we have in this country disguises the fact that there is inequality.

The new rights agree with functionalists that some people are more talented than others. They think education should be meritocracy; one of the main differences is that the new right don’t believe the state can’t run and they think the estate has too much emission, and because they have too much control it means they are inefficient. This is because they are a ‘one size fits all’ system and because its one size fits all it doesn’t fit everyone’s needs e. G. Employers want skilled, motivated workers, students want the same as employers and want the grades so they can go out and get a job.

State run schools have lower standards than private schools because people are not accountable to people who use the school, its inefficient. The schools that are poor don’t change because there not answerable to the students, so this leads to low standards and less qualified teachers. Improvisation is all about school like a business, introducing competition and choice. It’s all about being subject and market forces. New right say if you create an education market it makes schools change so it meets the needs of employers. School has to have a high level of achievement.

Chub and Mo argue that there should be a free market in education. There should be different types of schools and they did a study in the U. S. A and they compared the achievement of 60,000 low income families. While schools are controlled by the state, it’s very difficult for parents to do anything. The solution is to introduce a voucher system; they can then buy education and have a choice. Although school standards as measured of exam results have risen, there are other possible reasons for this improvement. Marxist say that education is a means of social control.

It controls us because it encourages young people to conform and not do anything in life to upset what we do in society. Education reproduces the existing social class inequalities that we have and it passes them down generations and at the same time it gives people the impressions that if they fail at school its their won fault because their incapable therefore people are encouraged to accept their position in life at school and at work even though its the disadvantages they have because of their class that create the inequalities at school.

Illicit supported the idea that the role of education was to reproduce inequality and a workforce which could conform and obey. He argues that schools promote conformity and encourage students into accepting the inequalities of society rather than encouraging them to think for themselves and be critical. According to Illicit schools do this by rewarding those who do well at school with qualifications, higher applications and well paid jobs.

Those who don’t conform are excluded from further education and do lower paid jobs. Bowels and Giants argue that there is a close relationship between social relationships in the workplace and in education. This correspondence principal operates through the hidden curriculum and it shapes the work force by helping to produce a subservient workforce and hidden curriculum that encourages an acceptance of hierarchy.

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