Proponents of symbolic interactionism may see the role of the school as a place where individuals learn

to interact with their peers and teachers, develop their sense of self, and create meaning through social
interactions. They may also emphasize the importance of communication, identity formation, and the
construction of social reality within the school setting.

Feminist theorists may see the role of the school as a site where gender stereotypes and inequalities are
perpetuated or challenged. They may focus on issues such as gender socialization, unequal opportunities
for girls and women, and the reproduction of patriarchal power structures within educational
institutions.

A conflict theorist, on the other hand, would argue that educational institutions perpetuate class
differences through mechanisms such as tracking and streaming, unequal access to resources and
opportunities, and the reinforcement of dominant cultural norms and values that benefit the dominant
social class. They may also critique the role of education in maintaining the status quo and reproducing
social inequalities. For example, they might point to how elite private schools provide better resources
and opportunities for affluent students, while public schools in low-income areas struggle with
underfunding and lack of resources, leading to a perpetuation of class divisions.