Theoretical Perspectives on Education

Theoretical Perspectives on Education

While it is clear that education plays an integral role in individuals’ lives as well as society as a whole, sociologists view that role from many diverse points of view. Functionalists believe that education equips people to perform different functional roles in society. Critical sociologists view education as a means of widening the gap in social inequality. Feminist theorists point to evidence that sexism in education continues to prevent women from achieving a full measure of social equality. Symbolic interactionists study the dynamics of the classroom, the interactions between students and teachers, and how those affect everyday life. In this section, you will learn about each of these perspectives.

Functionalism

Functionalists view education as one of the more important social institutions in a society. They contend that education contributes two kinds of functions: manifest (or primary) functions, which are the intended and visible functions of education; and latent (or secondary) functions, which are the hidden and unintended functions.

Manifest Functions

There are several major manifest functions associated with education. The first is socialization. Beginning in preschool and kindergarten, students are taught to practise various societal roles. The French sociologist Émile Durkheim (1858–1917), who established the academic discipline of sociology, characterized schools as “socialization agencies that teach children how to get along with others and prepare them for adult economic roles” (Durkheim 1898).

This socialization also involves learning the rules and norms of the society as a whole. In the early days of compulsory education, students learned the dominant culture. Today, since the culture of Canada is increasingly diverse, students may learn a variety of cultural norms, not only that of the dominant culture.

School systems in Canada also transmit the core values of the nation through manifest functions like social control. One of the roles of schools is to teach students conformity to law and respect for authority. Obviously, such respect, given to teachers and administrators, will help a student navigate the school environment. This function also prepares students to enter the workplace and the world at large, where they will continue to be subject to people who have authority over them. Fulfillment of this function rests primarily with classroom teachers and instructors who are with students all day.

Education also provides one of the major methods used by people for upward social mobility. This function is referred to as social placement. University and graduate schools are viewed as vehicles for moving students closer to the careers that will give them the financial freedom and security they seek. As a result, university students are often more motivated to study areas that they believe will be advantageous on the social ladder. A student might value business courses over a class in Victorian poetry because he or she sees business class as a stronger vehicle for financial success.

Latent Functions

Education also fulfills latent functions. Much goes on in school that has little to do with formal education. For example, you might notice an attractive fellow student when he gives a particularly interesting answer in class—catching up with him and making a date speaks to the latent function of courtship fulfilled by exposure to a peer group in the educational setting.

The educational setting introduces students to social networks that might last for years and can help people find jobs after their schooling is complete. Of course, with social media such as Facebook and LinkedIn, these networks are easier than ever to maintain. Another latent function is the ability to work with others in small groups, a skill that is transferable to a workplace and that might not be learned in a homeschool setting.The educational system, especially as experienced on university campuses, has traditionally provided a place for students to learn about various social issues. There is ample opportunity for social and political advocacy, as well as the ability to develop tolerance to the many views represented on campus. In 2011, the Occupy Wall Street movement swept across university campuses all over Canada, leading to demonstrations in which diverse groups of students were unified with the purpose of changing the political climate of the country.

Table 16.2. Manifest and Latent Functions of Education. According to functionalist theory, education contributes to both manifest and latent functions.

Manifest Functions: Openly stated functions with intended goals	Latent Functions: Hidden, unstated functions with sometimes unintended consequences
Socialization	Courtship
Transmission of culture	Social networks
Social control	Working in groups
Social placement	Creation of generation gap
Cultural innovation	Political and social integration

Functionalists recognize other ways that schools educate and enculturate students. One of the most important values students in Canada learn is that of individualism—the valuing of the individual over the value of groups or society as a whole. In countries such as Japan and China, where the good of the group is valued over the rights of the individual, students do not learn as they do in Canada that the highest rewards go to the “best” individual in academics as well as athletics. One of the roles of schools in Canada is fostering self-esteem; conversely, schools in Japan focus on fostering social esteem—the honouring of the group over the individual.

In Canada, schools also fill the role of preparing students for competition and cooperation in life. Obviously, athletics foster both a cooperative and competitive nature, but even in the classroom, students learn both how to work together and how to compete against one another academically. Schools also fill the role of teaching patriotism. Although Canadian students do not have to recite a pledge of allegiance each morning, like students in the United States, they do take social studies classes where they learn about common Canadian history and identity.