EDUCATION

key features

education is an essential part

of the overall socialisation process. socialisation is

the act of adapting behaviour to the norms of a culture or society.

education is essential in

providing skilled workforce. Governments have placed

increasing emphasis on economic functions of education.

formal education may start

in nursery school and

continue to university level.

theories

sociological theories of education:

• functionalist

• marxist

• feminist

• interactionist

functionalist theory of education

Functionalism views society as

an organism. education is a

part of this organism. If the

education system works so

does the whole society.

schools play an integrated part

with other agents of socialisation in the process of

transmitting norms, values and roles.

functionalists suggest that

for a healthy society

individuals must learn

society’s norms and values.

The norms and values contribute to social solidarity and values consensus and

education plays a vital role in

this.

strengths

Links what goes on in the

education system with the

needs of wider society.

In this way, the biological analogy is helpful - the school is an organ that serves the

body, which is society.

The suggestion that the

education system, as a mini-society, socialises individuals

into learning the norms and values of wider society is helpful.

weaknesses

Assumes a monoculture where

everyone shares similar norms and values - the uk is now

claimed to be multicultural with

variety of norms and values.

Assumes education is a

meritocracy, thus ignoring

factors such as social class, gender and ethnicity.

Criticised for assuming that

education system fulfils the

needs of modern society, particularly in areas such as work. Often seen as irrelevant to such

needs.

marxist theory of

stratification

education system is used by

the ruling class to control the

working class ideologically

rather than having to use force.

the education system helps

to achieve these objectives

largely through hidden curriculum.

the education system provides an illusion of equality of opportunity that

results in inequalities.

strengths

marxism is seen as strong in

analysing inequality inherent

in the education system.

To bring equality into education we would need to change the social structure that causes inequality, capitalism.

Demonstrates that education is not always beneficial.

weaknesses

working class pupils do not

accept everything they are being

thought, therefore their

behaviour is not entirely

determined by capitalism.

the education system poses

relative autonomy from the

economic infrastructure.

marxism often focuses on

class inequality and ignores

other inequalities such as

gender or ethnicity.

feminist theory of crime and deviance

Heavily critical of other

sociological theories as

they are from a male orientated perspective.

education is seen as

patriarchal, reflecting a

society run by and for men.

strengths

feminism recognises importance of

education within the

overall socialisation of women

within a patriarchal and

sexual discriminatory society.

Even in recent years there is still

plenty of evidence of gender inequality within the education system, for example uptake of

subjects on a gender basis.

recent political and media preoccupation with boys failing, when little or no previous

political or media interest when

girls weren’t performing.

weaknesses

Fails to explain why girls have

been out-performing boys in

many subjects for a numbers

of years.

interactionist theory of education

interactionism looks at the

interactions between students and teachers, and those

between students.

It looks at how these

interactions may affect the

performances of pupils in the

education system.

interactionists challenge the

functionalist illusion of

equality of opportunity.

strengths

the interactionst perspective has the

advantage of focusing on

small-scale interactions at school.

Strong in analysing the ability

of individuals to control their

own environment.

It considers the experience of

individuals and credits them

with the ability to interact and negotiate in the classroom.

It takes things as it finds them

without making positive or

negative assumptions.

weaknesses

By focusing on small-scale interactions they sometimes

ignore the wider society.

It is difficult to support the views

of some interactionists who

argue that the meanings that

guide actions are simply

constructed in classroom.

aspects

differential educational achievement can be studied by analysing the following aspects: • social class • gender • ethnicity

SOCIAL CLASS

research shows that the

higher a person’s social class, the higher their educational attainment is likely to be.

children of parents in higher social classes are more likely to

achieve higher grades at school

and gain university entrance.

Measuring class differences in

educational attainment is difficult

as researchers use different

classifications of social class.

Douglas (1964, 1970) the home and the school Conducted a longitudinal study of

the same group of children through

primary and secondary school.

Douglas (1964, 1970) the home and the school He found that the length of stay in

the educational system was

related to social class.

Douglas (1964, 1970) the home and the school The most important factor was the

degree of parent’s interest in

child’s education.

Douglas (1964, 1970) the home and the school The strength of this study is that it

recognises inequality based on

social class background.

Douglas (1964, 1970) the home and the school It is criticised for making too

many assumptions about what

working values are.

Douglas (1964, 1970) the home and the school It also underestimates the

importance of material factors in educational performance.

Bernstein (1960) language and social class Suggested that class differences in speech patterns are related to

educational achievement.

Bernstein (1960) language and social class working class children are

linguistically deprived and

therefore speak restricted code.

Bernstein (1960) language and social class Children in middle social class use an elaborated speech code and use wider set of vocabulary.

Bernstein (1960) language and social class Is good at highlighting that poor

socialisation at home may lead to

lack of success at school.

Bernstein (1960) language and social class Is criticised for creating a myth that

middle-class elaborated code is

superior to working-class restricted code.

rutter (1979) fifteen thousands hours: secondary schools and their effects on children Studied schools in London in1970s. Showed major differences within schools

of similar working class background.

rutter (1979) fifteen thousands hours: secondary schools and their effects on children Successful schools are those which placed

emphasis on academic achievement, had

purposeful leadership and emphasised prise

and reward.

rutter (1979) fifteen thousands hours: secondary schools and their effects on children Strong in recognising the interaction

within the classroom between teacher and pupil.

rutter (1979) fifteen thousands hours: secondary schools and their effects on children Also strong in recognising and analysing

the importance of labelling and teacher expectation.

rutter (1979) fifteen thousands hours: secondary schools and their effects on children criticised for overstating the importance

of labelling which will only have an

impact if done repeatedly.

rutter (1979) fifteen thousands hours: secondary schools and their effects on children understates the importance of the system

in producing inequality on social class basis.

GENDER

Over the past 30 years the

improvement in the

educational attainment of

girls has been unprecedented.

The focus of feminists has

moved away from educational performance to hidden curriculum.

This is the idea that males and

females are encouraged to

study different subjects.

spender (1983) invisible women Found that men controlled the

education system and, therefore,

importance was placed on the male experience and knowledge.

spender (1983) invisible women teachers paid more attention to

male pupils and boys dominated

the classes.

spender (1983) invisible women Found that girls tended to work

harder and were more motivated

than boys.

spender (1983) invisible women Strong in highlighting importance

of gender within interaction in

classroom.

spender (1983) invisible women Criticised for underestimating the

importance of interaction. Boys were

given more time because they are more

demanding and behaviour is more

problematic.

Sharpe (1976,1994) just like a girl: how girls learn to be women Stydy of working-class school girls in

1970s showed that their main priorities

were marriage, husband and children.

Sharpe (1976, 1994) just like a girl: how girls learn to be women In the 1990s she found significant

changes. Now girls’ main concern were

job, career and being able to support

themselves.

Sharpe (1976, 1994) just like a girl: how girls learn to be women The changing attitudes and

expectations of girls were reflected in by

their parents and by schools.

Sharpe (1976, 1994) just like a girl: how girls learn to be women It is strong at recognising continuing inequality within the education system.

Sharpe (1976, 1994) just like a girl: how girls learn to be women The strength of this study is that it

recognised the importance of social class in terms of low educational achievement.

Sharpe (1976, 1994) just like a girl: how girls learn to be women criticised for overstating the impact of

the education system and understating

the impact of individual perceptions.

Sharpe (1976, 1994) just like a girl: how girls learn to be women Also criticised for ignoring progress

which had been made in terms of sexual inequality.

Francis (2000) boys, girls and achievement Focuses on interviews with young people

and classroom observations to examine

how boys and girls see themselves as

learners.

Francis (2000) boys, girls and achievement Shown that girls’ educational achievement has improved despite

continuing male dominance of the

classroom.

Francis (2000) boys, girls and achievement Good at highlighting that girls

are also disadvantaged outside

classroom.

Francis (2000) boys, girls and achievement Acknowledges that boys can feel

picked on and this may

discourage them at school.

Francis (2000) boys, girls and achievement Criticised for focusing only on

gender and diverting attention

from class and ethnicity.

ETHNICITY

ethnicity has become an important

element in the sociology of education both in itself and as

recognition of the importance of

ethnicity generally within society.

education is an important agent of socialisation so its impact on

aspects such as ethnicity is

important in understanding society

and inequality in society.

Generally children from an ethnic background do less well than white

children but the situation is complex. There

is an important link with social class

as children from an ethnic background are

more likely to be from a lower social

class background.

Also there is a big variation within and

amongst ethnic minorities. Children

of indian, chineese and african-asian origin tend to do particularly

well. bangladeshi and west indian

children tend to do badly.

Connolly (1998) Racism, Gender Identities and Young children Studied primary children using

ethnographic methods. He placed

particular emphasis on the perception of

very young children in an attempt to

understand and explain racism.

Connolly (1998) Racism, Gender Identities and Young children He challenged psychological approaches, which imply that racism can be both

measured and is something which is fixed

and unchanging.

Connolly (1998) Racism, Gender Identities and Young children Found that racism was prominent within

the educational system and was a key factor

in the community. Connolly’s study refers to

a group of black boys who, because they

played together were known as the ‘black

boys’.

Connolly (1998) Racism, Gender Identities and Young children This labelling, even when it was well

intentioned by teachers, reinforced negative imagery, and increased their

likelihood of getting into trouble.

Connolly (1998) Racism, Gender Identities and Young children Connolly’s work is seen as important in

that both in its methods and subject it

took forward research on education and

ethnicity.

Connolly (1998) Racism, Gender Identities and Young children This study was also seen as strong in

making clear the importance of the school

and education system in children making

senses of their broader social world, even at

a very early age .

Connolly (1998) Racism, Gender Identities and Young children Connolly’s work, as with all ethnographic research, is seen as limited. Although it is

research over a long period of time, it is

based on a very small sample. Therefore it

is difficult if not dangerous to generalise.

swell (1997) black masculinities and schooling Based his research on a school, which

was predominantly ethnic as far as its

pupils were concerned.

swell (1997) black masculinities and schooling Provides an explanation for the decline in

attainment of many african-caribbean boys during secondary education.

swell (1997) black masculinities and schooling Talks of ’teacher socialisation’ whereby

teachers are socialised into making

assumptions about their pupils, which are

racially stereotypical and thus caused

major problems in the school.

swell (1997) black masculinities and schooling Seen as strong in being able to analyse

the values of boys and their subsequent

behaviour and attitude towards the

school and authority.

swell (1997) black masculinities and schooling Explains some of the reasons why black

students were disciplined far more than other

groups because of the process of teacher socialisation and the resultant reaction of

the pupils.

swell (1997) black masculinities and schooling Is criticised for using the term black to

describe african-caribbean children, a term that is now considered racist.

swell (1997) black masculinities and schooling Criticised for neglecting to sufficiently

study the structure of the school and

the staff, and their role in the culture

he was studying.

Next workshop is on 25 April. prelim exam including nab on crime and deviance.