AQA AS Sociology: Unit 2 Education with Research Methods - Functionalist Perspectives
Descrição
Introduction to the education system, the functionalist perspective, Durkheim and social solidarity, Parsons and universalistic standards, Davis and Moore and education and role allocation and the criticisms of functionalism.
AQA AS Sociology: Unit 2 Education with
Research Methods - Functionalist Perspectives
Introduction to the education system
In the UK free compulsory state
education started in 1870
Although since 1833 the state made
some contribution to funding
education
In 1880 state education was
made compulsory up to age 10
By 1918 children had to stay at school until
age 14, and in the 1972 it was raised to 16
By 2005 more than 75% of all 16-18 year olds were
taking part in some form of education and training
In 2007 it was announced that
education and training would be made compulsory until the age of 18
Higher education also expanded
40% of school leavers now go
on to study at this level
The functionalist perspective
View society as an interrelated whole
View that every institution in society
performs one or more functions or jobs
Assume that this helps society to run smoothly
Look for the positives benefits and functions
that education performs for all societies
Durkheim - education and social solidarity
Emile Durkheim (1952) saw the main role of education
as the transmission of norms and values of society
Education helps to unite all individuals within society,
creating a sense of belonging and commitment
Durkheim referred to this as social solidarity, teaching individuals
about their society develops a sense of commitment to that society
Saw schools as 'miniature societies'
Where people learn to interact with
others and follow a fixed set of rules
Provides preparation for later life where individuals
have to get on and follow rules/laws in society
Durkheim also believed education helps to teach
specific skills necessary in an industrial society
With specialist jobs (an advanced division of labour), which
could not be taught by parents, who lack specialist knowledge
Key study = Parsons: universalistic values
Talcott Parsons (1961) believed
education has three main functions
It is a bridge between the family and wider society
It socialises children into basic values in society
Socialises them into major values in society, the belief in individual
achievement and in the value of equality of opportunity
The exam system encourages these values because it
judges people fairly and it motivates them
It selects people for their future roles in society
Assesses students abilities so they can be matched to
suitable jobs, so they can contribute to society
Before attending school, children
are socialised within the family
where particularistic standards
are used
Where children are treated as
particular individuals
However in society as a whole universalistic standards are usually used
Where people are judged
according to standards that
apply to everybody
In families status is fixed by birth,
this is ascribed status
However in society, status is
based on merit, competition then
occurs and status is achieved
Parsons believed that education makes the transition
from family to society as a whole by getting people
used to unversalistic values and achieved status
Davis and Moore (1945) - education and role allocation
Viewed education as a means of role allocation
It shifts and sorts people according to their abilities
So the most able gain high qualifications and can
progress to doing the most functionally important jobs
Important jobs are more highly rewarded, causing motivation
of the talented to work hard to achieve these positions
Education helps to ensure that competent people fulfill the
important roles in society and more motivated to work hard
Saw education as meritocratic, where people are judged
according to their ability and effort, not their social class
Criticisms of functionalism
Marxists would argue that
education benefits the ruling
class
See education as promoting the
values of powerful groups
Hargreaves (1982) believes education promotes
competition and individualism, not shared values
Feminists would argue that
education benefits men
Education can be divisive because of a hierarchy of
schools and universities, can separate social classes
Not meritocratic, research shows that class,
gender and ethnicity influence achievement
Not only education influences labour
market, other factors such as contacts can
influence