1. Chapter 14 Education

2. Education and Religion 22 Chapter Overview Education in Global Perspective The Functionalist Perspective: Providing Social Benefits The Conflict Perspective: Reproducing the Social Class Structure The Symbolic Interactionist Perspective: Fulfilling Teacher Expectations Education in Global Perspective The Functionalist Perspective: Providing Social Benefits The Conflict Perspective: Reproducing the Social Class Structure The Symbolic Interactionist Perspective: Fulfilling Teacher Expectations Problems in United States Education and Their

3. Education and Religion The institutionalized process of systematically teaching certain skills and knowledge Education

4. Education and Religion Credential Societies - Diplomas Determine Job Eligibility Industrial societies Diplomas Serve as Sorting Devices Credential Societies are usually Industrialized Societies 44 Credential Societies

5. Education and Religion  Copyright © Allyn & Bacon 2009 55

6. Education and Religion Education in Japan (Industrialized Nations)  Emphasis on Solidarity within Group  Discourages Competition among Individuals Education in Russia (Industrializing Nations)  Education, including College was Free  Post-Soviet Russians are “Reinventing” Education as Communism has dissolved Education in Egypt (Least Industrialized Nations)  Mandatory Attendance Laws are Not enforced  Many learn from their parents  Copyright © Allyn & Bacon 2009 66

7. Education and Religion Cultural Transmission  The process by which culture is passed form one generation to the next.  Teaching Knowledge and Skills  3 R’s(readin, ‘riting’, ‘ritmetic’)  Anticipatory socialization  Teaching Values and Norms  The other two R’s (right and ‘rong)  Anticipatory Socialization  Teaching the student how to play the role of a student  Skills and knowledge are necessary for the successfl fulfillment of future roles and statuses Functionalist Perspective

8. Education and Religion Gatekeeping  The process by which doors of opportunity are opened for some, but closed for others.  Tracking  Degrees and diplomas demonstrate proof that a person has capabilities to work certain types of jobs.  Credentialing  the sorting of students into different educational programs on the basis of real or perceived abilities. Functionalist Perspective

9. Education and Religion Social and Cultural Integration  The degree to which people feel a part of social groups.  Help mold students into a more cohesive unit.  Bringing together people from diverse social backgrounds so that they share common social experiences and develop commonly held norms, attitudes, and beliefs.  Education and “Americanization” Functionalist Perspective

10. Education and Religion Manifest Functions Cultural transmission Anticipatory socialization Social / cultural integration Innovation / cultural change Latent Functions System of day-care Delayed entry to job market Dating and marriage market Networks for employment Bolsters stratification system Functionalist Perspective Setting goals and achieving desired results. Consequences that was unplanned.

11. Education and Religion The educational system perpetuates social inequalities that already exist in society Within schools, social class affects how students are treated Academic achievement gap Institutional Discrimination  Schooling resources are unequally distributed Education Class Reproduction Conflict Perspective

12. Education and Religion Educational Credentials: Schools as a Screening Device  In the US, education promotes a fundamental American value that includes the belief in equal opportunities but not equal outcomes.  12

13. Education and Religion The Hidden Curriculum  Unwritten rules of behavior and attitudes, such as obedience to authority and conformity to mainstream norms, that schools teach in addition to the formal education.  Acts as a social control  Encourages traditional gender roles and gender stereotypes through a male dominated curriculum  Promotes Eurocentrism  A focus on the contributions of Europeans to history, math, science, and literature.  Enforces proper English & etiquette  13

14. Education and Religion IQ Testing or Standardized Testing  Favor middle-class children, especially White middle class because of the questioning Old SAT (Analogies were problematic) Middle class perspective  Cup is to a saucer as  Duvet: comforter, sheet, mattress, pillow Mexican perspective  Cup: saucer  Comal: enchilada, burrito, tostada, tortilla

15. Education and Religion New SAT continues to be inequitable Latinos and African Americans have lower academic achievement in comparison to Whites.  financial problems  family responsibilities  work at least part time/full time  poor academic preparation Even with higher education African Americans and Latinos make less than Whites

16. Education and Religion Tracking leads to inequalities  Placing students perceived to have similar intelligence and academic abilities in the same classroom.  Vocational Tracks, Gifted Programs, Advanced Placement, English Language Learners.

17. Education and Religion Socialization: Personal and Social Development  Self-concept Labeling Students: Self-Fulfilling Prophecy  Teachers label students a certain way which leads to a self- fulfilling prophecy among many students  Pygmalion effect  Occurs when teachers who expect students to succeed and excel are motivated to work with them to ensure that they do.  Teachers may ignore youngsters expected to fail until they, too, achieve the anticipated outcome.  17

18. Education and Religion Labeling Students: Self-Fulfilling Prophecy "If you define situations as real, they are real in their consequences" 1. The teacher forms expectations. 2. Based upon these expectations, the teacher acts in a differential manner. 3. The teacher's treatment tells each student (loud and clear) what behavior and what achievement the teacher expects. 4. If this treatment is consistent, it will tend to shape the student's behavior and achievement. 5. With time, the student's behavior and achievement will conform more and more closely to that expected of him or her.

19. Education and Religion Functions Standardization / mobile society Protects staff / students (rules and policies) Certification facilitates expertise Dysfunctions Personal and social alienation Students treated as numbers Uniformity and rigid expectations Schools as Bureaucracy