Functionalist Perspective on education

• Functionalism


  A theory that argues society is like a biological organism with interconnected parts held together by a 'value consensus'
• Functionalist theory of education


  Argues that education is an important social institution that helps meet the needs of society and maintain stability
• Functionalist view on education


  • Education serves two main functions: manifest (intended) and latent (unintended)
• Manifest functions of education

  • Change and innovation
  • Socialisation
  • Social control
  • Role allocation
  • Transmission of culture
• Latent functions of education

  • Establishing social networks
  • Engaging in group work
  • Creating a generational gap
  • Restricting activities
• Mechanical solidarity


  (in Durkheim's theory) Cohesion and integration coming from people feeling and being connected through cultural ties, religion, work, educational achievements, and lifestyles
• Organic solidarity


  (in Durkheim's theory) Cohesion based on people being dependent on each other and having similar values
• Role differentiation


  (in Durkheim's theory) Modern societies have complex divisions of labour, so schools help pupils develop specialised skills and knowledge
• Particularistic standards


  (in Parsons' theory) Children are judged based on the criteria of their particular families, where status is ascribed
• Universalistic standards


  (in Parsons' theory) Everyone is judged by the same standards, regardless of family ties, class, race, ethnicity, gender or sexuality, where status is achieved
• David Hargreaves argues that the education system encourages individualism rather than cooperation
• Postmodernists argue that contemporary society is more culturally diverse, and schools do not produce a shared set of norms and values
• Marxists argue that schools teach pupils the values of the capitalist ruling class and do not serve the interests of the working class
• Feminists argue that schools still teach patriarchal values, disadvantaging women and girls in society
• Ascribed statuses


  Social and cultural positions that are inherited and fixed at birth and unlikely to change
• Ascribed statuses


  • Girls not being allowed to go to school in some communities because they view it as a waste of time and money
  • Parents donating money to universities to guarantee their children a place
  • Hereditary titles such as Duke, Earl, and Viscount that give people a significant amount of cultural capital
• Universalistic standards


  Everyone is judged by the same standards, regardless of family ties, class, race, ethnicity, gender or sexuality
• Achieved statuses


  Social and cultural positions that are earned based on skills, merit and talent
• Achieved statuses


  • School rules apply to all pupils
  • No one is shown favourable treatment
  • Everyone takes the same exams and is marked using the same marking scheme
• Meritocracy


  A system which expresses the idea that people should be rewarded based on their efforts and abilities
• Parsons argued that both the education system and society are based on 'meritocratic' principles
• Meritocratic principle


  Teaches pupils the value of equality of opportunity and encourages them to be self-motivated
• Pupils gain recognition and status through their efforts and actions only
• By testing them and evaluating their abilities and talents, schools match them to suitable jobs, while encouraging competition
• Those who do not do well academically will understand that their failure is their own doing because the system is fair and just
• Myth of meritocracy


  Meritocracy persuades the proletariat to believe that the capitalist ruling class obtained their positions through hard work, and not because of their family ties, exploitation, and access to top educational institutions
• Bowles and Gintis (1976) argued that capitalist societies are not meritocratic
• Meritocracy is a myth designed to make working-class pupils and other marginalised groups blame themselves for systemic failures and discrimination
• The criteria by which people are judged serve the dominant culture and class, and do not take into account human diversity
• Educational attainment is not always an indicator of what job or role someone might take up in society
• Davis and Moore's theory of social stratification


  Views social inequalities as necessary for functional modern societies because it motivates people to work harder
• The most talented and qualified pupils are selected for the best roles
• This does not necessarily mean they achieved their position because of their status; it is because they were the most determined and qualified
• Social stratification


  Functions as a way of allocating roles
• What happens in schools reflects what happens in wider society
• Individuals have to prove their worth and show what they can do because education sifts and sorts people according to their abilities
• The longer someone remains in education, the more likely they are to get a well-paid job
• Inequality


  A necessary evil
• The tripartite system was criticised for restricting the social mobility of working-class pupils
• Functionalists would argue the system helps motivate working-class pupils placed in technical schools to work harder