1. functionalism1 Functional Theory and Schools

2. functionalism2 Functionalism To understand a social practice or institution, you need to see how it contributes in the survival of the social system as a whole (like the organs of the body) TWO PRIMARY REQUIREMENTS OF SOCIAL LIFE: role differentiation (jobs, even unpleasant and demanding, get done) and social solidarity (development of a shared value system and cognitive orientation)

3. functionalism3 Schooling –Schools socialize and adopt students to the economic, political and social institutions of the particular society. –The school is an “organ” of society, like the heart or lung of the human body, functioning properly to keep the “body politic” going.

4. functionalism4 School Failure the historical impediments argument - a liberal response (Minorities and other discriminated against groups do not lack talent) the intellectual impediments argument - a conservative response (Historical discrimination has a minor effect on school performance) the cultural impediments argument - a conservative response (Culture and family backgrounds play a very important role in motivating a child to perform well in school)

5. functionalism5 Functional Theories Functional Theories (examples) Robert Dreeben’s* norms –norm of independence children learn to be responsible, hence accountable, for their actions –norm of achievement children learn that they will be judged for performance not their effort or good intentions, hence they learn to acknowledge failure and success as signs of abilities –norms of universalism and specificity children learn standards of comparison and treatment according to some categories or exceptions from categories. * See Chapter 5 (pp. 63-90) in On What is Learned in Schools (Addison-Wesley,1968)

6. functionalism6 Functional Theories Functional Theories (examples) Schultz*: investment in human capital accounts for most of the impressive rise in the real earning per worker economists have not stressed the simple fact that people invest in themselves because of moral and philosophical restraints (looking upon people as a capital good debases them and is associated with slavery) * See “Investment in Human Capital” by Theodore Shultz, in American Economic Review, vol. 51 (March 1961): 1-17.