THE STRUCTURAL FUNCTIONAL THEORY FULL

Relations in society, in this view, are mainly based on exploitation, oppression, domination and subordination.

THE STRUCTURAL FUNCTIONAL THEORY FULL

The perspective of conflict theory, contrary to the structural functionalist perspective, believes that society is full of vying social groups with different aspirations, different access to life chances and gain different social rewards. Why would the working class wish to stay working class? Such an inconsistency demonstrates that another perspective may be useful. The weakness of this perspective thus becomes evident. Yet the structural functionalist perspective maintains that this social order, this continuity, is what most people desire. Talcott Parsons believed that this process, whereby some students were identified and labelled educational failures, “was a necessary activity which one part of the social system, education, performed for the whole”. Sargent confirms this cycle, arguing that schooling supports continuity, which in turn supports social order. They are therefore “cooled out” from school with the least qualifications, hence they get the least desirable jobs, and so remain working class. In other words, working class children are not adequately prepared to cope at school. Jacob believes this is because the middle class cultural experiences that are provided at school may be contrary to the experiences working-class children receive at home. Meighan agrees, stating that large numbers of capable students from working class backgrounds fail to achieve satisfactory standards in school and therefore fail to obtain the status they deserve.

Those who achieve the least, will be given the least demanding (intellectually at any rate, if not physically) jobs, and hence the least income.Īccording to Sennet and Cobb however, “to believe that ability alone decides who is rewarded is to be deceived”. Those with high achievement will be trained for the most important jobs and in reward, be given the highest incomes. Therefore the other purpose of education is to sort and rank individuals for placement in the labour market. As various jobs become vacant, they must be filled with the appropriate people. Education must, however perform another function. Students learn these values because their behaviour at school is regulated [Durkheim in until they gradually internalise and accept them. Although this aim is stated in the formal curriculum, it is mainly achieved through 'the hidden curriculum', a subtler, but nonetheless powerful, indoctrination of the norms and values of the wider society. Socialization is the process by which the new generation learns the knowledge, attitudes and values that they will need as productive citizens. Hence structural functionalists believe the aim of key institutions, such as education, is to socialise children and teenagers. Social health means the same as social order, and is guaranteed when nearly everyone accepts the general moral values of their society. They see society like a human body, in which institutions such as education are like important organs that keep the society/body healthy and well. Structural functionalists believe that society leans towards equilibrium and social order. The work of each theory is presented below. The sociology of education contains a number of theories.

The structural functional theory