Sociology of Education

20%

To provide a link between the individual and society, and to achieve homogeneity by instilling the values of a society into its younger members.

Teachers give orders and pupils obey.

To promote social stratification and division.

Specialization in certain fields of study such as foreign languages, biology, literature, or economics.

To provide an important link between the individual and society, and to achieve homogeneity.

Students have little control over the subjects they study and how they study them.

The methodical socialization of the young generation.

To maintain that the most important jobs are filled by the most able

They became bureaucratized, standardized and routinized

An environment where order will prevail and learning is a serious matter

To educate their children in ways other than in traditional public schools

More than 2 million

It still plays a role, but other reasons are playing an increasing role

To provide a foundation of further stages of the learning process

The development of specialized knowledge in certain subjects

By preparing individuals to assume specialized occupational roles and promoting consensus in society.

Particularistic values.

To serve as a selection mechanism for allocating individuals to positions in society that they are best suited for.

The best performers in education are able to rise to the top of the social hierarchy, regardless of sex, race, or social class.

The family instills particularistic values, while the formal education system instills universalistic values.

Because they believe that the most talented individuals should be allocated to the most important positions in society and should be rewarded accordingly.

By providing individuals with appropriate ideas on how to live and contribute to society, and by instilling universalistic values.

To allocate human resources to positions in society that they are best suited for.

Girls placing more priority in education and career goals

Parents having fewer children and devoting more resources to education

Anti-discrimination laws banning the restriction of girls from 'male-oriented' subjects

Inherent female biases in and out of school

Increased encouragement of girls to become academically successful

The widespread adoption of the internet

The realization of the internet's potential as a driver for online education

Social change and equality

According to the functionalist perspective, education is essential for socialization and other functions that contribute to an orderly and efficient society. Through education, individuals learn their roles and responsibilities, develop skills and values necessary for social cohesion, and internalize societal norms and values.

The conflict theory views the educational system as perpetuating social inequality, with the prestige hierarchy of schools and cultural capital contributing to the reproduction of social inequality. The privileged classes use education to maintain their power and status, while the marginalized groups are denied access to quality education.

The symbolic interactionist perspective views education as an interaction in the social setting of the school, focusing on the labeling and self-fulfilling prophecy processes that shape students' identities and outcomes. In contrast, the functionalist perspective sees education as essential for socialization and other functions that contribute to an orderly and efficient society.

Private schools, especially elite preparatory schools, tend to teach more effectively than public schools, contributing to educational inequality. This is because private schools have more resources, better-trained teachers, and a more motivated student body.

The inequality in public schooling, with suburban schools offering better education than central city schools, affects educational outcomes by denying access to quality education to disadvantaged students. This leads to lower academic achievement, lower college attendance rates, and lower socio-economic status.

The factors that limit access to higher education include finances, cultural capital, and access to quality education. These factors affect social inequality by denying access to higher education to disadvantaged groups, thereby perpetuating social inequality.

The completion of college education is associated with higher future income, as college graduates tend to earn higher incomes than non-graduates. This perpetuates social inequality, as those who have access to college education are more likely to earn higher incomes and enjoy better socio-economic status.

The self-fulfilling prophecy process, where teachers' expectations of students' abilities affect their outcomes, perpetuates social inequality by denying opportunities to students who are labeled as low-achievers. This leads to lower academic achievement, lower college attendance rates, and lower socio-economic status.

To create and maintain coordination among other subsystems to achieve the goals of the total system.

By specifying the tasks, activities, skills, techniques, strategies, methodologies, and knowledge required to perform jobs.

It creates changes in the other subsystems.

To influence the behavior of members of the institution through social interactions, status, and group norms and values.

The pattern of interrelationships among people and the physical setting or environment in which work is to be done.

To ensure effective and efficient teaching-learning and student-evaluation.

They create a pattern of behavior.

They are necessary for ensuring the overall effectiveness of the institution.

Specialisation in certain fields of study

Skewed

Hierarchical

Providing an important link between the individual and society

20%

Instilling the values of society into its younger members

Students have little control

Promoting social demotion and social promotion

to submit to authority, to accept alienation, to consume and value the services of the institution, and to forget how to think for themselves

a more 'open' and meritocratic society, through the promotion of social mobility

the education system

through early socialization

standards of behavior deemed proper by society

equality

by teaching individuals to defer to authority, accept alienation, and consume and value the services of the institution

educational inequality

The educational system serves the interests of the ruling class by masking inequality and unfairness, alienating children to prepare them for alienation in the workplace, and organizing pupils in a competitive hierarchical structure.

Teachers play a significant role in shaping pupils' self-concepts through their interactions and perceptions, which can affect pupils' chances of educational success.

The competitive hierarchical structure in schools prepares students for the workplace by preventing them from gaining intrinsic value or satisfaction from their work, making them reliant on salary for satisfaction.

Those who conform to authority and discipline in schools are more likely to gain the highest rewards, preparing them to be subservient and obedient employees in the workplace.

The process of typing, which involves speculation, elaboration, and stabilization, can affect pupils' chances of educational success by influencing teachers' perceptions of them.

Social interaction plays a significant role in shaping educational outcomes, as it influences teachers' and pupils' perceptions and affects pupils' chances of educational success.

The educational system perpetuates social inequality by masking inequality and unfairness, alienating children, and organizing pupils in a competitive hierarchical structure.

The interactionist perspective is significant in understanding the educational system as it highlights the role of social interaction in shaping educational outcomes and pupils' self-concepts.

Both perspectives view education as reproducing social inequalities, but the interactionist perspective focuses on labelling and self-fulfilling prophecy, whereas the conflict theory perspective focuses on class inequalities.

The 'typing' process involves categorizing students based on their social class background, with the middle class being typed as 'conformist' and the working class as 'deviant' or 'delinquent'.

School authorities and peers label students based on their perceptions, which are often associated with social class, and these labels can have a profound impact on students' self-perceptions and educational outcomes.

The stabilization process occurs when the teacher has come to a sound understanding of the student, which becomes the teacher's 'permanent' perception of the student.

These labels are often associated with middle-class students and serve to reinforce existing class divisions and social inequalities.

Speculation involves examining students' physical appearance, abilities, and aptitudes, as well as their social characteristics and conformity to school rules.

The self-fulfilling prophecy process involves the teacher's expectations of the student influencing the student's behavior and outcomes, which can perpetuate social inequalities.

The elaboration process involves the teacher's use of ethnomethodological principles in their interaction with students, shaping the teacher's understanding of the student.

It has a micro-level orientation, focusing on patterns of social interaction in specific settings, whereas the structural-functional and social-conflict paradigms have a macro-level orientation.

Symbols are the means through which humans communicate, and their interpretation shapes our understanding of reality.

Its micro-orientation can lead to ignoring the influence of larger social structures.

Through social interaction and the interpretation of symbols.

They are key figures who contributed to the development of this paradigm.

It explains how individuals actually experience society through their everyday interactions.

We do not respond directly to reality, but to the symbolic meanings we attach to the real world.

It highlights how individuals' definitions of situations shape their social world.

As the product of the everyday interactions of individuals.

The symbolic interactionist paradigm has a micro-level orientation, whereas the other paradigms have a macro-level orientation.