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8 Cards in this Set
- Front
- Back
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Consensus perspectives
Functionalism Durkheim |
- Provides society with literate, numerate employees (basic skills required by employers)
- Teaches general values i.e. punctuality, hard work - Crucial in producing 'kinds' of employees businesses require - Result: Individuals more employable; society has healthy economy - drives up standards of life |
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Consensus perspectives
Functionalism Supporting evidence Human capital theory Gary Becker (1993) Theodore Schultz (1962) |
- Economic growth occurs due to investment in expertise/skill, not just in infrastructure (e.g. better machines)
- Influenced international development policy - education emphasized alongside investment in modern technologies - While machines depreciate, value of education cumulative (children inherit skills/expertise from better-educated parents) |
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Consensus perspectives
Functionalism Tallcott Parsons Extension of human capital theory Assigning function Meritocracy |
- Schools assign people to job matching abilities
- Meritocracy - most talented/hard-working able to succeed in particular subjects/qualifications - Crucial in ensuring right people are assigned to jobs which are now specialised |
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Conflict perspectives
Marxism Reproduction of inequality |
- Individuals 'locked' into existing positions in stratification system - maintains exploitation and privilege
- Key to sorting process - social class - Ensures proletariat are filtered into low status/pay jobs - children of rich retain prestige - Ensures rebellious are kept from jobs where they may cause a problem - ensures failure |
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Conflict perspectives
Marxism Supporting study Bourdieu and Passeron (1973) Cultural capital theory |
- Curriculum largely consists of middle class cultural capital
- Consequently working class kids disadvantaged - culture not unrecognized by school |
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Conflict perspectives
Feminism Reproduction of gender inequality |
- Sorting function recreates gender inequalities via formal mechanisms (historically) - restrictions placed on what/where girls could study
- Frequently prevented from studying academic subjects/sitting exams/entering university - Informal mechanisms - girls and boys encouraged into gender-specific careers via peer/teacher pressure/subject packaging |
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Conflict perspectives
Reproduction of gender inequality Supporting evidence Hamilton (2003) |
'Appropriate' aspirations sent by work experience placements
Mechanisms producing this complex - combination of free choices, placement availability, teacher/employee assumptions |
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Economic function of education
Influence on social policy |
- State-schooling in late 19th century lay mostly with economic need rather than creating fairer society
Britain now required skilled workforce due to industrial revolution - New Vocationalism (1980s onwards) - aimed to improve education's service to economy by closely meeting needs - Conservatives and Labour Govt. rebranded vocational qualifications to give higher status - Incorporated work-based learning into compulsory education |
