Sociology of Education Persuasive Essay Example

qualifications.

Functionalists argue that education serves the purpose of equipping individuals with necessary skills and attitudes needed in the workforce. Critics, however, claim that schools often face difficulties in instilling a strong work ethic among students, evident from their lack of punctuality and high rates of truancy. Additionally, many students also display poor attendance records. Another critique from a functionalist perspective is the concept of credentialism, which suggests that a student's qualification reflects their ability to understand a particular subject.

There is uncertainty regarding the individual's suitability for the job. From a Marxist viewpoint, society is divided into the ruling class and the working class. Marxists contend that schools have a concealed curriculum aimed at preparing students to conform to a capitalist society. Conversely, functionalists argue that the hidden curriculum aims to socialize students into adopting society's shared values. Bowles and Gintis (1976) propose that the education system mirrors the workplace, with teachers holding authority over students in a hierarchical structure. Essentially, students function as workers for their teachers and receive qualifications as rewards.

At a young age, pupils in school are given rewards and treats for adhering to the rules, similar to the workplace where bosses hold a hierarchical structure and wages serve as rewards for work. According to Althusser (1972), the purpose of the education system is not to transmit common values but rather to encourage students to accept failure and societal inequalities. Althusser believes that the hidden curriculum aims to legitimize these inequalities. Similarly, Bowles and Gintis (1976) argue that the education system does not provide meritocracy, and a student's success is not always commensurate with their capabilities. They suggest that students who conform are

more likely to succeed in reaching the top.

Both the functionalist approach and the Marxist perspective have deterministic tendencies, which are seen as limitations in the work by Bowles, Gintis, and Althusser. They assume that students will unquestionably conform to their teachings. However, it is observed that many students resist this conformity and instead disrupt the classroom environment, creating a culture that discourages learning. Consequently, teachers often face a lack of respect from these students. The theory on which this viewpoint is based may place too much emphasis on the relationship between school and work.
In a study carried out in the USA, Bowles and Gintis (1976) found that high school students who displayed certain characteristics such as dependence and a willingness to conform were rewarded with better grades.

Research suggests that there may be a connection between lower academic performance and individuals who deviate from societal norms, implying a potential relationship between society's capitalist structure and its education system. It is important to acknowledge that this research was conducted within a specific country, making it difficult to generalize these findings to other countries and cultures. In contrast, Paul Willis (1977) conducted a study in the United Kingdom, which identified two distinct subcultures within schools referred to as 'earoles' and 'lads.' The 'earoles' were compliant with rules and had a positive attitude towards school, while the 'lads' displayed disruptive behavior and developed an oppositional stance towards education. This rebellion ultimately results in some individuals being more willing to accept low-paying jobs despite enduring them. Additionally, it is worth noting the New Right ideology as a variant of Conservatism.

They are being criticized for their lack of objectivity and bias,

as well as for not presenting a sociological theory but rather promoting their own political views and ideas. The New Right has had an impact on education through the implementation of league tables and increased competition, which they argue will improve educational standards. They argue that education is not meeting the needs of individuals due to its government control. Both the New Right and functionalists share similar beliefs, advocating for meritocracy and the socialization of students in schools to instill shared values and prepare them for the workforce.

In 1990, John Chubb and Terry Moe argued that state education is not meritocratic, and that the middle classes have an advantage over the working class and ethnic minority groups. This issue was further exacerbated by the 1988 education act, which introduced competition between schools by giving parents the right to choose their child's school. To assist parents in making their decision, league tables were introduced to indicate how well schools were performing. Consequently, parents sought to enroll their children in schools considered the "best", as indicated by their high ranking on the league tables. Since schools received funding based on enrollment, those at the top of the league were able to generate more funds. In order to maintain their top position, these schools selectively admitted students they believed would generate positive results and ensure the school's continued ranking at the top of the league.

Children did not have equal opportunities, according to Chubb and Moe (1990), who further claimed that failing schools lacked accountability to students, parents, and local employers. The authors also contended that public education perpetuates a cycle of decreasing standards, leading to a workforce with

insufficient qualifications, ultimately resulting in an underperforming economy. The New Right advocates for the privatization of education, with minimal state involvement.

According to Chubb and Moe, implementing a system where private schools are accountable to the consumer would result in schools operating at a higher standard. They propose that each family would receive a voucher for their child’s education, which schools would then redeem in exchange for funds from the government. This voucher system would serve as the main source of income for schools, incentivizing them to continuously improve their standards in order to remain in business. The closure of The Ridings in Halifax in 2007 serves as a recent example of a school being forced to shut down due to failing standards.

The state's role would be to establish guidelines for all schools, including the requirement for schools to make their Ofsted inspections and examination results public. This would enable parents to have information when deciding on the best school for their child. However, similar to issues seen in the 1988 education act where not everyone had equal options, disadvantaged children would still exist, preventing a true meritocracy from being established. The New Right believes that the state should also provide a national curriculum that promotes Christianity through daily assembly and fosters a British national identity. Nevertheless, this approach may be perceived as excessively British in a multicultural society like Britain. A critique of the New Right is that low education standards are not solely attributed to state-run schools but are also influenced by societal inequalities.

The New Right and social democrats have differing perspectives on education. The New Right aims to socialize all pupils to a

shared British culture, while Marxists argue that education perpetuates the culture of the ruling class rather than representative of British culture. The New Right advocates for the privatization of education, whereas social democrats believe in state control with improved management. Competition among schools leads to increased inequalities, particularly for the working class and ethnic minority groups, which contrasts with the functionalist belief in meritocracy. Inequalities in schools are evident through institutional racism and an ethnocentric education system. Halsey suggests that material deprivation limits opportunities for the lower classes.

Evidence published in 2003 demonstrated a link between students receiving free school meals and lower academic performance. In the tripartite system implemented in 1944, students were assessed at age 11, and their results determined the type of school they attended from ages 11-16. Students who passed attended grammar schools, while those who failed attended secondary modern schools. However, this system resulted in an unequal division of social classes, as the majority of grammar school attendees came from middle-class backgrounds. To address this inequality, the tripartite system was phased out in most areas and replaced with a comprehensive system, aimed at reducing these divisions. Social democrats argue that optimizing the education system could promote greater opportunity and equality for all. Anthony Crossland (1981) endorsed this idea, proposing that a better system would distribute rewards more evenly among a wider range of students, ultimately blurring the social class distinctions. Furthermore, there is evidence suggesting that academically talented students from low-income families do not perform as well as less academically inclined students from wealthy backgrounds.

This indicates that the meritocratic belief of both Functionalists and the New Right is not apparent, as

there has been minimal progress in reducing class divides within the education system. Despite efforts such as education priority areas, which allocate additional funding to underprivileged inner city regions, recent data demonstrates that children with wealthier parents tend to attain higher academic performance. Social democratic theory asserts that a well-structured education system will contribute to a stronger economy.

In 2008, initiatives like 'Train to gain' and learn direct aim at providing skill training to create a more qualified workforce. However, Alison Woolf (2002) disagrees with this approach, arguing that investing more in helping people gain qualifications will result in an overqualified workforce. Previously, non-graduates could secure jobs that now require a degree. Woolf suggests the government should provide more on-the-job training opportunities through apprenticeships instead of vocational training.

By gaining skills and experience in real work situations, people can acquire expertise that is more valuable to employers. Alison Woolf's research has indicated that increasing expenditure on education and training does not necessarily contribute to economic growth.