Education and Education and ReligionReligion

Questions to think about:Questions to think about:

1.1. How do the views of functionalist, How do the views of functionalist, conflict, and interactionist sociologists conflict, and interactionist sociologists differ concerning education?differ concerning education?

2.2. What are some of the current issues in What are some of the current issues in American education?American education?

EducationEducation

A society’s survival and future greatly A society’s survival and future greatly depends on the socialization of new depends on the socialization of new members.members.

Education consists of the roles and Education consists of the roles and norms that ensure the transmission of norms that ensure the transmission of knowledge, values, and patterns of knowledge, values, and patterns of behavior from one generation to the next.behavior from one generation to the next.

EducationEducation Preindustrial societies education is Preindustrial societies education is

informal and occurs mainly in the family-informal and occurs mainly in the family-children learn values and norms as well children learn values and norms as well as basic skills-cooking, pottery making, as basic skills-cooking, pottery making, food gathering, huntingfood gathering, hunting

As societies have become more As societies have become more complex, the process of education complex, the process of education involves formal education called involves formal education called schoolingschooling. .

Functionalist PerspectiveFunctionalist Perspective Functions performed by education work Functions performed by education work

to maintain stability and smooth to maintain stability and smooth operation of society.operation of society.

Includes: Includes: teaching knowledge and skillsteaching knowledge and skills transmission of culturetransmission of culturesocial integrationsocial integrationoccupational placement.occupational placement.

Teaching knowledge and Teaching knowledge and skillsskills Education provides the means through Education provides the means through

which individuals can develop which individuals can develop approaches and solutions to new approaches and solutions to new problemsproblems Involves developing critical thinking skillsInvolves developing critical thinking skills Knowledge and ability to access technology.Knowledge and ability to access technology.

Transmission of cultureTransmission of culture (After families) Schools provide means (After families) Schools provide means

through which children learn social through which children learn social norms, values and beliefs.norms, values and beliefs.

School also teaches:School also teaches: Patriotism-(pledge, patriotic songs-standing Patriotism-(pledge, patriotic songs-standing

when the national anthem is played)when the national anthem is played) Loyalty (Japan-group conformity, respect for Loyalty (Japan-group conformity, respect for

elders, and cooperation)elders, and cooperation) Socially accepted forms of Socially accepted forms of

behavior-”expectations,” (taught to be behavior-”expectations,” (taught to be punctual, obey rules, respect authority.punctual, obey rules, respect authority.

Social integrationSocial integration School helps produce a society of School helps produce a society of

individuals who share a common national individuals who share a common national identity.identity.

Modern multicultural societies: melting Modern multicultural societies: melting pot versus tossed salad or mosaic pot versus tossed salad or mosaic picture.picture.

Occupational PlacementOccupational Placement Education serves to screen select Education serves to screen select

members of society to for work they will members of society to for work they will do as adults.do as adults.

Some societies assign positions on the Some societies assign positions on the basis of ascribed status.basis of ascribed status.

US – “tracking”US – “tracking” Japan – entrance examsJapan – entrance exams

Conflict PerspectiveConflict Perspective Education system serves to limit the Education system serves to limit the

potential of certain individuals and groups potential of certain individuals and groups to gain power and social rewards.to gain power and social rewards.

Two factors that maintain inequality:Two factors that maintain inequality: Social ControlSocial Control TrackingTracking

Social ControlSocial Control

Functionalists see the purpose of social Functionalists see the purpose of social control in education to create citizens control in education to create citizens who share a common set of values.who share a common set of values.

Conflict theorists believe that social Conflict theorists believe that social control is to produce unquestioning control is to produce unquestioning citizens who accept the basic inequalities citizens who accept the basic inequalities of the social system.of the social system.

Social ControlSocial Control

Hidden curriculum-Hidden curriculum- term used by term used by sociologists to describe schools’ sociologists to describe schools’ transmission of cultural goals that are not transmission of cultural goals that are not openly acknowledged.openly acknowledged. Involves teaching obedience to authority.Involves teaching obedience to authority. Serves dominant group by helping maintain Serves dominant group by helping maintain

position of power in society.position of power in society. Produces cooperative adults who willingly Produces cooperative adults who willingly

accept the demands of those in power.accept the demands of those in power.

TrackingTracking TrackingTracking-involves the assignment of -involves the assignment of

students to different types of educational students to different types of educational programs, such as general studies, programs, such as general studies, vocational training, and college vocational training, and college preparatory classes.preparatory classes. FunctionalistsFunctionalists view tracking as a way of view tracking as a way of

fulfilling the occupational placement of fulfilling the occupational placement of education.education.

Conflict theoristsConflict theorists view tracking as a means view tracking as a means by which the wealthy and powerful maintain by which the wealthy and powerful maintain position in society.position in society.

Tracking continuedTracking continued Conflict sociologists point out that Conflict sociologists point out that

members of the lower classes and members of the lower classes and minority groups are typically assigned to minority groups are typically assigned to the lower, or less demanding and less the lower, or less demanding and less advantageous tracks (geared towards advantageous tracks (geared towards blue-collar of vocational jobs in which blue-collar of vocational jobs in which salary and prestige are low).salary and prestige are low).

Tracking cont.Tracking cont. It has been found that teachers It has been found that teachers

working with the higher tracks have working with the higher tracks have higher expectations, encourage and higher expectations, encourage and develop students, while teachers develop students, while teachers teaching the lower tracks tend to focus teaching the lower tracks tend to focus on classroom drills, conforming on classroom drills, conforming behavior, cooperation, memorization behavior, cooperation, memorization (in addition to lower expectations of (in addition to lower expectations of those students in lower tracks)those students in lower tracks)

What impact does this have and does it still exist today?What impact does this have and does it still exist today?

Conflict theory: Conflict theory: Outcome of trackingOutcome of tracking

Students in higher tracks learn creativity, Students in higher tracks learn creativity, independence, and self motivation independence, and self motivation (qualities desirable in management and (qualities desirable in management and professional jobs)professional jobs)

Students in lower tracks learn to work Students in lower tracks learn to work under supervision, follow routine, obey under supervision, follow routine, obey instructions-typically traits of lower instructions-typically traits of lower paying, or vocational jobs.paying, or vocational jobs.

Education and Education and Socioeconomic StatusSocioeconomic Status

Strong relationship between education Strong relationship between education and income.and income.

Higher status students are generally Higher status students are generally more likely to attend college and more likely to attend college and graduate from college.graduate from college.

EDUC and SESEDUC and SES

Samuel Bowles study found:Samuel Bowles study found: Among highest-achieving HS students from Among highest-achieving HS students from

wealthy families, 90% attended college.wealthy families, 90% attended college. College attendance among high achieving, College attendance among high achieving,

lower-income families: 50%.lower-income families: 50%.

Ways socioeconomic status affects Ways socioeconomic status affects educational achievement:educational achievement:

1.1. Family expectations (higher vs. lower Family expectations (higher vs. lower classes)classes)

2.2. Higher status families are better able than Higher status families are better able than lower status to provide home environment to lower status to provide home environment to enrich learning (books, toys that stimulate enrich learning (books, toys that stimulate thought and creativity).thought and creativity).

3.3. Higher-status families are better able to pay Higher-status families are better able to pay the expenses to put their children through the expenses to put their children through college.college.

Conflict theorists hold that these factors Conflict theorists hold that these factors perpetuatesperpetuates the access of higher-status the access of higher-status people to well-paying and prestigious jobs.people to well-paying and prestigious jobs.

Interactionist PerspectiveInteractionist Perspective (Explains social phenomenon by (Explains social phenomenon by

examining individuals involved – students examining individuals involved – students and teachers.and teachers.

Ray Rist’s study: student teacher Ray Rist’s study: student teacher interaction in grade school:interaction in grade school:

Teachers assigned 3 groups: fast average Teachers assigned 3 groups: fast average and slow learners.and slow learners. Assignment was NOT based on tests, but by Assignment was NOT based on tests, but by

social class (middle-upper were in fast group)social class (middle-upper were in fast group) ““Slow learner” group received little attention (they Slow learner” group received little attention (they

were also the group placed furthest from her were also the group placed furthest from her desk!)desk!)

Higher learning group performed much Higher learning group performed much better than the slow learner group.better than the slow learner group.

IS THIS AN ISSUE TODAY?IS THIS AN ISSUE TODAY?

Pedersen and Faucher: the power Pedersen and Faucher: the power of teacher expectations.of teacher expectations.

Found that teachers who stressed the value Found that teachers who stressed the value of education, and had high expectations for of education, and had high expectations for all resulted in higher learning outcomes for all resulted in higher learning outcomes for students.students.

Rosenthal and Jacobsen also Rosenthal and Jacobsen also studied expectations:studied expectations:

Administered a test to students and told Administered a test to students and told some students they were expected to some students they were expected to succeed, and those student did.succeed, and those student did.

ALL three studiesALL three studies provide examples of provide examples of self-self-fulfillingfulfilling prophecyprophecy-prediction that leads to -prediction that leads to behaviors that come true.behaviors that come true.

Educational attainment: Percentage of Educational attainment: Percentage of population with bachelor’s degree, 2000population with bachelor’s degree, 2000

Issues in EducationIssues in Education

ReformsReforms 2001 No Child Left Behind Law (NCLB)2001 No Child Left Behind Law (NCLB)

Educational AlternativesEducational Alternatives

Charter schoolsCharter schools-funded with public -funded with public money, but privately operated.money, but privately operated. Popular alternative to public schoolPopular alternative to public school More freedom with curriculum, educational More freedom with curriculum, educational

plans, philosophy, staffing, student goals.plans, philosophy, staffing, student goals.

School choice-School choice-parents receive voucher parents receive voucher equal to the amount their state spends on equal to the amount their state spends on their child. (Parents are then free to send their child. (Parents are then free to send student to private, public, charter, student to private, public, charter, religious school of their choice)religious school of their choice)

HomeschoolingHomeschooling-child’s main education is -child’s main education is undertaken by the parents at home.undertaken by the parents at home. Alternative to public educationAlternative to public education Pros and consPros and cons

Violence in schoolsViolence in schools

1999 Columbine1999 Columbine Zero tolerance-set of punishments-often Zero tolerance-set of punishments-often

expulsion-for serious offenses such as expulsion-for serious offenses such as carrying a weapon.carrying a weapon.

ESL or ELLESL or ELL

Bilingual EducationBilingual Education-system by which -system by which non-English speaking students are taught non-English speaking students are taught in their native language until proficient in their native language until proficient enough in English to attend regular enough in English to attend regular classes.classes.

Sociology of ReligionSociology of Religion

Human quest for the answers to two Human quest for the answers to two questions:questions:

1.1. Why do we live?Why do we live?

2.2. Why do we die?Why do we die?

All societies struggle with the need to give All societies struggle with the need to give meaning to our existence and to provide meaning to our existence and to provide with motivation for survival.with motivation for survival.

Durkheim: Durkheim: Sacred vs. ProfaneSacred vs. Profane

All societies make a distinction between All societies make a distinction between what iswhat is sacred sacred and and profane.profane.

SacredSacred-anything that is a part of the -anything that is a part of the supernatural world and that inspires awe, supernatural world and that inspires awe, respect and reverence.respect and reverence.

ProfaneProfane-anything considered to be part of -anything considered to be part of the ordinary world – commonplace and the ordinary world – commonplace and familiar.familiar.

ReligionReligion

A system of roles and norms that is A system of roles and norms that is organized around the sacred realm and organized around the sacred realm and that binds people together in social that binds people together in social groups.groups.

Sociological Definition of Sociological Definition of ReligionReligion

Religion is a social creation.Religion is a social creation. Sacred is “socially defined” by a group of Sacred is “socially defined” by a group of

believers.believers. Things that are sacred in one society may be Things that are sacred in one society may be

profane in another.profane in another. EXAMPLE-Hinduism sacred cowEXAMPLE-Hinduism sacred cow

Religion id based on belief and faith rather than Religion id based on belief and faith rather than science.science.

Sociologists are not concerned with truth or Sociologists are not concerned with truth or falseness of religion, but rather the falseness of religion, but rather the consequences that religion has for a society. consequences that religion has for a society.

FUNCTIONS of ReligionFUNCTIONS of Religion

Social Social CohesionCohesion-strengthens the bonds -strengthens the bonds between people. Ceremonies and sharing between people. Ceremonies and sharing beliefs creates a sense of belonging, which beliefs creates a sense of belonging, which makes people feel less alone in the world.makes people feel less alone in the world.

(Conflict theorists note that social cohesion (Conflict theorists note that social cohesion based on religion can create problems in based on religion can create problems in societies where more than one religion is societies where more than one religion is practiced)practiced)

FUNCTIONS of ReligionFUNCTIONS of Religion

Social Control-Social Control- encourages encourages conformity to the norms of society. In conformity to the norms of society. In some societies, norms and values are some societies, norms and values are formalized into laws.formalized into laws.

(Conflict theorists would argue that (Conflict theorists would argue that religion’s emphasis on conformity inhibit religion’s emphasis on conformity inhibit innovation, freedom of thought, etc.)innovation, freedom of thought, etc.)

Emotional SupportEmotional Support Religion provides emotional support for Religion provides emotional support for

people during difficult times.people during difficult times. Motivates people to survive when Motivates people to survive when

happiness appears to be out of reach.happiness appears to be out of reach. Comfort in harsh circumstances.Comfort in harsh circumstances. Answers to ultimate questions about life Answers to ultimate questions about life

and death.and death. (Conflict theorists would argue that (Conflict theorists would argue that

religion allows people to accept their religion allows people to accept their conditions and prohibits social change.)conditions and prohibits social change.)

RitualRitual

An established pattern of behavior An established pattern of behavior through which believers experience the through which believers experience the sacred.sacred.

EX-Birth, Marriage, DeathEX-Birth, Marriage, Death Also unite members to reinforce faith.Also unite members to reinforce faith. Rituals often include sacred symbols of Rituals often include sacred symbols of

the specific religion (clothing, herbs, the specific religion (clothing, herbs, chalices, crosses, books, etc).chalices, crosses, books, etc).

Belief systemsBelief systems

AnimismAnimism- belief that spirits influence - belief that spirits influence human life (animals, rivers, mountains, human life (animals, rivers, mountains, wind, etc. contain spirits).wind, etc. contain spirits).

ShamanismShamanism- belief that spirits only - belief that spirits only communicate with one member of the communicate with one member of the group (the shaman).group (the shaman).

Totemism-Totemism-involves the belief in kinship involves the belief in kinship between humans and animals or natural between humans and animals or natural objects. The animal or object is called a objects. The animal or object is called a totem, and is considered sacred and is totem, and is considered sacred and is thought to represent the family or clan.thought to represent the family or clan.

Theism-Theism-the belief in a god or gods the belief in a god or gods (believed to be a divine power worthy of (believed to be a divine power worthy of worship).worship).

MonotheismMonotheism-belief in one god. (Judaism, -belief in one god. (Judaism, Christianity, Islam)Christianity, Islam)

PolytheismPolytheism-belief in a number of gods. -belief in a number of gods. (Hinduism)(Hinduism)

Ethicalism-based on the idea that moral Ethicalism-based on the idea that moral principals have a sacred quality (truth, principals have a sacred quality (truth, honor, tolerance=righteous life) EX- honor, tolerance=righteous life) EX- Buddhism, Confucianism Buddhism, Confucianism