Chapter 1 Theory and Research in Sociology of Education Major theoretical perspectives: functionalism, conflict theory, symbolic interactionism Contemporary approaches: code theory, cultural capital, status competition, institutional theory, post-modern critique

Functionalist Theory: Durkheim  1960’s Durkheim first to apply sociological theory to education Moral values  foundation of society Society  machine Assume consensus is the normal state in society; Stresses consensus and agreement Well functioning society  Role of schools: schools socialize students into appropriate values and sort/select students according to ability

Basic Tenets ** Education is critical in creating moral unity necessary to social cohesion function of the school is the maintain social order; intellectual (cognitive) political (allegiance) economic (occupational roles)

Basic Tenets ** Schools develop and maintain a modern and democratic society providing EQUAL OPPORTUNITY FOR ALL

Underlying Assumption ** Meritocracy  hard work/talent determines allocation rather than birth Education is the key institution in a meritocratic selection process

Conflict Theory: 1960’s  alternative critique to Functionalist Theory Social Scientists: Marx, Weber, Bowles and Gintis, Collins

Basic Tenets ** Schools function in the interest of dominant groups  empirical evidence does not support notions of meritocracy

Basic Tenets ** Meritocracy is an ideology created by the powerful designed to enhance their position by legitimizing inequality and the unequal distribution of resources Relationship between schools and society is problematic

Conflict Theory: Examples Collins: status groups/symbols Bourdieu: cultural capital passed on by families  “exchange value” Bernstein: speech patterns  social class; schools are middle- class institutions

Underlying Assumption ** Class domination is codified in the school structure, processes and curriculum

Interactionist Theory Mead, Goffman, Rist  critique of functionalist and conflict theory Focus on micro-level  everyday interactions, nuance Human agency vs. deterministic social structure

Interactionist Theory: Examples Goffman; patterns of everyday life hold society together Rist: classroom processes  academic achievement i.e. labeling and ability grouping

Post – modern Critical Theory: Friere: Connection of theory and practice Teachers as agents of social change Schools as sites for democratic transformation  political action Inclusion of women/people of color narratives

Conclusion Most important question: why do low SES students do less well  reduce achievement gap Diminish the separation of theory, research and practice