Professional Documents
Culture Documents
Perspectives on Education
o Functions of School:
o Socialization that teaches all children a shared set of values and gives sense of
belonging to society
o Children are taught importance of individual achievement and are taught that
they will be judged by universal standards
o No strong connection between schools and work – children won’t need most of
what is taught and sometimes companies complain that the skills of school-
leavers aren’t up to par
o People are selected for jobs not by their ability but more of their social class,
ethnicity and gender
o Functions of School:
o Socializing that teaches all children a shared set of values which is based on the
ideology of the ruling class
o Working-class children are taught values that will make them good workers in
the eyes of the capitalist system
o Private schools for wealthy children ensure that they secure positions in top
colleges and maintain their position as upper-class society members
o Functions of School:
o Socialize boys and girls into their gender roles by teaching different subjects and
discouraging girls from taking “harder” subjects
o Teachers expect more from boys and encourage them to aim for a career
o Typically have more males in leadership positions as role models, giving the
impression that men are better suited for these positions
Functionalists believe that the education system permits social mobility. As there is an equality of
opportunity, people are able to reach the level they deserve based on their natural ability and the effort
they make to succeed (meritocracy).
Sociologists using other perspectives challenge the idea that a meritocracy exists and the possibility of
social mobility as evidence shows sex, class and ethnicity play a bigger part than children’s
achievements.
Marxists believe that the working-class start with a handicap in the race to attain prized occupations
against other students. Upward mobility is possible only when there are positions available to be filled
so when there is an increase in professional jobs, working-class people can move up the social hierarchy
but when they dry out, the opportunity is lost. Marxists believe that capitalist system recruits the most
able of the working class to make the system stronger and therefore, reject the idea that the education
system is meritocratic and any mobility that is allowed is a safety valve that takes away potential leaders
from the working class.
Types of Schools
o Categorizing by age:
o Pre-school:
o Primary schools:
o Secondary schools:
o People aged 18 or over but may also attract students who are much older and are
returning to study
o State schools:
o Funded by taxes
o Private schools:
o Run privately
o Can specialize in what they like and usually have highly qualified teachers
o Faith Schools:
o Often have a distinctive ethos (code of conduct) followed by pupils and teachers
o Selective education:
o Tripartite system:
o Based on assumption that children could be divided into groups with different abilities
and needed different types of education
o Grammar schools:
o Taught Latin, Greek, Math, Science and other demanding subjects for GCE O
(ordinary) level exams
o Technical schools:
o Specialized in technical educations
o Children had little success as they had been labelled failures, reducing their motivation
to work well and behave
o Comprehensive schools:
o Based on ideology that every child should get to study and be given a chance to succeed
o Specialist Schools:
o Academies:
o Allowed businesses and other sponsors to start schools, usually to replace schools with
low GCSE results
o Not under the control of the local authority as they are funded by government and can
set their own curriculum, salary levels and ethos
o Free schools:
o Current government allows parents, teachers, charities and other groups to set up
schools and be directly funded by the government
Gender – In most schools, boys and girls now follow the same curriculum, but in the past some subjects
were set aside for girls such as domestic science and textiles while woodwork and metalwork were
thought to be for boys only. Even when given a choice, girls may choose subjects like arts than science
or technology due to early socialization into gender roles.
Girls may find some classrooms male-dominated; textbooks may show pictures of boys rather than girls;
and the subject may be taught by a man. These factors can give girls the message that the subject is not
for them and vice versa for subjects like dance for boys.
2. Schools make an effort to ensure girls get the same opportunities as boys
5. Girls mature earlier than boys so by the age of 16, they’re more likely to understand the
importance of studying hard
3. Fewer traditional male jobs so boys may feel like there isn’t a point in studying
4. Boys are more likely to spend their leisure time playing which is less helpful for academic
success
5. Boys tend to have different skills and interests and would do better at school if work was active
and practical rather than based on reading and writing.
1. Ethnicity cannot be separated from class and gender so higher-class students tend to do better.
2. Prejudice and discrimination against certain ethnicities in the wider society may cause the child
to rebel against the school as it represents the authority of the racist society in their daily lives.
3. Discrimination within school – streaming and setting in lower groups based on stereotypes
6. Cultural differences
7. Genetic differences
Social class – working class pupils were more likely to underachieve due to:
2. Inherited intelligence
3. Cultural and material deprivation
4. Low self-esteem
5. Language differences
6. Cultural capital
7. Class position
8. Lack of resources
Louise Archer found people with Minor ethnic groups do not always talk in
Chinese backgrounds did well in the same language at home as school
Ethnicity Low position in new country school as working hard at school and may therefore find trouble
was an essential part of Chinese understanding. Shown by William Labov
identity regarding AAVE.
Working-class students may be seen as poorly If labelled as failures, some pupils rebel against the
motivated; lacking support from home; and school and develop anti-school sub-cultures which
disruptive which makes teachers view them as provide a means for pupils to improve their own self-
Social lacking in ability even if they are able as according esteem. The sub-cultures are usually: hating school;
Class to Howard Becker, teachers judge people based on truanting; avoiding work; cheating; being insolent
non-academic factors like speech, dress, and towards teachers; despising pupils who work hard; being
personality making up a stereotype of the ideal involved in delinquency. Working-class children are more
pupil. likely to belong to anti-school sub-cultures.
If labelled as failures, some pupils conform to a self-
Pupils from minority ethnic groups may be put in
fulfilling prophecy of failure. Majority of these students
lower sets or streams because of language
belong to minority ethnic groups because they fail to
Ethnicity differences and usually good or bad behaviour of a
meet the expected/ ideal pupil stereotype. They may also
few members of a certain ethnic group may reflect
be bullied or discriminated against by peers for under or
on the teacher’s view of the entire group.
overachieving.
Labelling – Teachers constantly judge and classify pupils as being bright, lazy, troublemakers,
hardworking etc. This process of stereotyping a pupil from non-academic information can produce a
‘halo-effect’. The halo effect is when a pupil is stereotyped from first impressions as being good/bad or
thick/bright. These impressions can shape future pupil teacher relations.
Sociologists like Howard Becker found teachers initially evaluate pupils on a whole raft of non-academic
factors which label a student in a particular way. The problem is, once you’ve been labelled as either
good or bad it’s hard to ‘peel off’ that label.
Rosenthal and Jacobson found that stereotyping affects attainment. They found that when a randomly
chosen group of school children were told by their teacher that they were bright and would make good
progress they did when compared to a group of children of similar ability. This showed labelling inaction.
Rosenthal and Jacobson found if a student was given a positive label, they acted that label out and vice
versa. When a student acts out a label, they’ve been given it’s known as the self-fulfilling prophecy.
Setting – pupils of similar ability are put in specific sets in specific subjects. So, for example, it would be
possible to be in a top set for History and a lower set for mathematics.
Streaming/ Banding – involves grouping students of similar ability for every subject studied. Most
schools split their pupils into several different hierarchical groups usually A, B, C, D, with A being the top
stream. This meant an A streamed student would be in the A top stream for every subject.