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Chapter 16: Education

Chapter 16: Education. Education. Sociological Perspectives on Education Schools as Formal Organizations Social Policy and Education: No Child Left Behind Act. Sociological Perspectives on Education.

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Chapter 16: Education

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  1. Chapter 16: Education

  2. Education • Sociological Perspectives on Education • Schools as Formal Organizations • Social Policy and Education: No Child Left Behind Act

  3. Sociological Perspectives on Education • Education: process of socialization that occurs when some consciously teach while others adopt the role of learner • Education prepares citizens for roles demanded by other social institutions • People over 25 with high school diploma increased from 41% in 1960 to more than 85% in 2004 • People over 25 with a college degree rose from 8% in 1960 to about 28% in 2004

  4. Figure 16-1: Percentage of Adults Ages 25 to 64 Who Have Completed Higher Education (B.A./B.S.) Source: Data for 2002 and 2003 released in Bureau of the Census 2006a:843.

  5. Functionalist View • Manifest functions • Transmission of knowledge • Bestowal of status • Latent functions • Transmitting culture • Promoting social and political integration • Maintaining social control • Serving as agent of change

  6. Functionalist View • Transmitting Culture • Exposing young people to the existing beliefs, norms, and values of their culture • Promoting Social and Political Integration • Common identity and social integration fostered by education contribute to societal stability and consensus

  7. Functionalist View • Maintaining social control • Punctuality, discipline, scheduling, and responsible work habits • How to operate in a bureaucratic organization • Serving as agent of change • Changes in curriculum • Meeting ground where people can share beliefs and traditions

  8. Conflict View • Education is an instrument of elite domination • Socializes students into values dictated bythe powerful • Hidden Curriculum: standards of behavior deemed proper by society taught subtly in schools • Credentialism: increase in lowest level of education needed to enter a field

  9. Conflict View • Bestowal of Status • Schools tend to preserve social class inequalities in each new generation • Tracking: placing students in curriculum groups on basis of test scores and other criteria • Correspondence Principle: schools promote values expected of individuals in each social class and perpetuate social class divisions

  10. Feminist View • Treatment of Women in Education • U.S educational system long characterized by discriminatory treatment of women • In 20th century, sexism in education included • Stereotypes in textbooks • Pressure to study traditional women’s subjects • Unequal funding for athletic programs • Employment bias for administrators and teachers

  11. Feminist View • Treatment of Women in Education • Women have made great strides in proportion who continue schooling • Men’s aggressiveness may predispose them to undervalue higher education

  12. Interactionist View • Labeling approach suggest that if we treat people in particular ways, they may fulfill our expectations • Teacher-expectancy effect: impact of teacher expectations and their large role on student performance

  13. Table 16-1: Sociological Perspectives on Education

  14. Taking Sociology to Work • Ray Zapata – Business Owner and Former Regent, Texas State University • How does an open admissions policy benefit society? • In what ways do the elderly benefit from education?

  15. Sociology on Campus • 16-1: The Debate Over Title IX • Has Title IX had an effect on you personally? • Do you think the increase in women’s participation in sports has been good for society as a whole? • Are the negative social effects of men’s sports evident on your campus? • If so, what changes would you recommend to address the problem?

  16. Bureaucratization of Schools • Weber noted five characteristics of bureaucracy • Division of labor • Hierarchy of authority • Written rules and regulations • Impersonality • Employment based on technical qualifications

  17. Bureaucratization of Schools • Functionalists: generally take positive view of bureaucratization of education • Conflict theorists: centralized education harmful for disadvantaged people • Countertrends • Some parents argue for school choice programs • Internet and online curricula

  18. Teachers: Employees and Instructors • Teachers’ academic assignments have become more specialized • Still must control social order • 40% to 50% quit within 5 years • Status of any job reflects level of education required, financial compensation, and respect given the occupation

  19. Student Subcultures • Student subculture complex and diverse • Close knit and often rigidly segregated cliques in high school • Diversity of student groups at college level • Collegiate subculture: focuses on having fun and socializing • Academic: identifies with intellectual concerns • Vocational: interested primarily in career prospects • Nonconformist: hostile to college environment

  20. Homeschooling • More than 2 million children, about 4% of K-12 population, taught at home • Some theorists cite lack of social involvement as problem with homeschooling • Proponents argue homeschooling good alternative for children with ADHD and LD • Lacks universal uniform standards from state to state • Research shows homeschooled children score higher on standardized tests

  21. Figure 16-2: Average Salary for Teachers Source: American Federation of Teachers 2007.

  22. Figure 16-3: Public High School Graduates by Race and Ethnicity, 2014 (projected) Source: Western Interstate Commission for Higher Education 2003.

  23. Research in Action • 16-2: Violence in the Schools • Has a shooting or other violent episode ever occurred at your school? • If so, how did students react? • Do you feel safer at school than at home, as experts say you are? • What steps have administrators at your school taken to prevent violence? • Have they been effective, or should other steps be taken?

  24. No Child Left Behind Program • The Issue • Too many public schools in U.S. were failing to educate their students • In 2001, No Child Left Behind (NCLB) enacted by Congress • Supporters charged the act not enforced stringently enough • Opponents felt the legislation went too far

  25. No Child Left Behind Program • The Setting • Schools in U.S. locally run and financed with some federal and state aid • National educational standards established in 1990s • NCLB built on national standards and set penalties for failure to meet standards • Every student to be proficient in reading and mathematics by 2014 • Debate about how best to offer high-quality schooling to all children

  26. No Child Left Behind Program • Sociological Policy • Objectives of common curricular promotes social integration • Testing is controversial • Validity: the degree to which a scale or measure truly reflects the phenomenon under study • Reliability: extent to which a measure provides consistent results

  27. No Child Left Behind Program • Policy Initiatives • Educational reformers have yet to find solution that fits all schools in all states • Independent commission advocated maintaining 2014 goals even though only small portion of nation’s schools would reach objectives (1997)

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