Functionalist View of Education (WJEC Eduqas GCSE Sociology): Revision Note

Functionalists see the education system as performing a number of key roles which are positive and of benefit to society as a whole

Functionalist Emile Durkheim (1973) argues that the education system is vital in creating a unified society

The main function of education is the secondary socialisation of children into society's norms and values to ensure members are united together

The education system performs this role by instilling social solidarity where the individual sees themselves as part of something larger than themselves

Durkheim argued that subjects like history instil shared norms and values due to a shared past and a commitment to wider society

Schools prepare us for wider society where children learn to cooperate with those who are neither their kin nor friends

• Everyone must follow a set of impersonal rules when interacting with others at work and in school

Through the hidden curriculum, children learn to respect rules in general

In Durkheim's view, rules should be strictly enforced (through sanctions) for children to learn self-discipline and to see that misbehaviour damages society as a whole

In a complex industrial society, the production of a single item requires the cooperation of many individuals; each must have the necessary specialist knowledge and skills

Formal and informal education equips children with the knowledge and skills they will need for their future careers

This is reflected in the recent changes to the curriculum, for example, the introduction of T Levels, which are 2-year courses that follow GCSEs

• T Levels have been developed in collaboration with employers and businesses so that the content meets the needs of the industry and prepares students for work

• Some examples include accounting and design, surveying and planning for construction

Cultural assumptions

• Durkheim assumes schools pass on a shared culture, but in a multicultural society, there may be no single set of values or beliefs for all students to learn

• Different cultural and religious groups may have their own norms and traditions, challenging the idea of one universal culture being transmitted through education

Passive learners

• Durkheim assumes students automatically accept the norms and values taught at school, but many reject or challenge these messages

• The existence of anti-school subcultures shows that not all students passively absorb society’s values through the hidden curriculum

Usefulness of skills

• The education system does not always prepare students with the relevant or practical skills needed for employment

• Wolf (2011) found that high-quality apprenticeships are rare, and about one-third of 16–19-year-olds are on courses that do not lead to good jobs

Whose culture is transmitted?

• Some sociologists argue that the culture passed on through education benefits certain groups more than others

• Marxists say it benefits the ruling class, while feminists argue it reinforces patriarchal values and gender inequality

Functionalist ideas of the role of education were expanded by functionalist Talcott Parsons (1961)

The education system is the main agency of socialisation, as it is the bridge between the family and society and prepares children for their adult roles

Children have an ascribed status in families (such as eldest, good or bad) and are judged according to particularistic standards

In society, status is achieved based on personal talent or merit and people are judged according to the same universalistic standards that apply to everyone

Parsons believes that the education system prepares children for wider society by treating everyone according to the same universalistic standards

As an agency of socialisation, schools promote two key values:

• The importance of achievement

  • Students are encouraged to value high achievement and reward. They are urged to reach their full potential, which eventually helps society as a whole

• Equality of opportunity

  • The idea that they are competing against one another on an equal footing is promoted to the students. As a result, higher achievers are seen as worthy of their success, while lower achievers accept their inferior status as just

The education system is effective at allocating people to future work roles based on their talents and abilities

Parsons believed that the educational system was meritocratic because universalistic standards are applied equally and individual status is decided by merit rather than social class, gender, or ethnicity

Equality of opportunity

• Critics argue that equality of opportunity is a myth in a society where wealth and privilege often matter more than effort or ability

• People with the best qualifications don’t always get the top jobs, and some highly successful individuals left school with few or no qualifications

Social class and achievement

• Social class differences in education show that achievement is strongly influenced by family background, not just ability

• This challenges the functionalist idea of a meritocratic system, as working-class students face structural disadvantages

Marxist critique

• Marxists argue that education transmits ruling-class values, not shared societal values, and therefore benefits capitalism rather than society as a whole

• The education system acts as a form of social control, preparing students to accept inequality and their position in a capitalist workforce

Feminist critique

• Feminists challenge the idea that education is meritocratic, arguing that it perpetuates patriarchy through gender stereotypes and unequal opportunities

• Gender inequality is seen in subject choices, sexist materials, and the fact that most senior school leaders are male

Other agencies of socialisation

• Critics point out that the family, peer groups, media, and religion may have a greater influence on children’s values than school

• This suggests that education is only one of many social institutions shaping beliefs and behaviour