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Chapter 3 Functional and Conflict Theories of Education

Chapter 3 Functional and Conflict Theories of Education. Functionalist Theory. Process of stratification: Occupational structure  demands for specific performance  training/education fills demands Needs of society  determine behavior  rewards individuals. Critique.

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Chapter 3 Functional and Conflict Theories of Education

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  1. Chapter 3Functional and Conflict Theories ofEducation

  2. Functionalist Theory Process of stratification: Occupational structure  demands for specific performance  training/education fills demands Needs of society  determine behavior  rewards individuals

  3. Critique • Acquisition of new skills occur w/in job categories • Ed level changed in excess • More/better education not necessarily more productive

  4. Critique:Professionalization of Occupations • Ed quality little effect on productivity • Set ed requirement (licensing laws)  tactic to raise prestige/autonomy • Reality  learning retained only in small part • Ed goals achieved with a minimum of learning

  5. Social Mobility** Education  Occupational Success Social Origins  major intervening variable Independent of educational credentials

  6. Social MobilityVariables • Race/ethnicity • Class • Skin color • Name • Accent • Style of dress • Manners • Conversational ability

  7. Business (tech industry)Elite • Upper and middle class • White • Male • Straight • Prestigious universities **Ascribed group  prime basis for selection

  8. Education** Mark of membership in a particular group  not skills or achievement

  9. Conflict Theory • Status groups**  associated groups sharing common cultures/sub-cultures: share a sense of status equality based on participation in common culture ** a fundamental senses of identity: others can not participate comfortably

  10. Status Group Characteristics • Style of language • Taste of clothing/decor • Manners • Conversational topics • Opinions • Values • Preferences in sports, media, arts

  11. **Exclusion Normatively legitimated exclusion based on: • Class  lifestyle • Power position • Cultural conditions; geography, ethnicity, religion, education

  12. Struggle for Advantage • Elite select new members from their status group i.e. “fits in” • Lower level employees who are indoctrinated to respect superiority • Struggle; wealth, power, prestige

  13. **Education as a Status Culture Main activity is to teach status culture: vocabulary, inflection, dress, aesthetic tastes, values and manners (i.e. create and process “products” that reflect the culture of the institution)

  14. Education:** Mechanism of Occupational Placement Screening device: Elite  socialized to the dominant culture Employees  attitude of respect **Schools produce distinctive personality types

  15. Empirical Support • Distinctions among status groups; class and ethnicity • Status groups occupy different occupational positions i.e. Wall Street  Ivy League w/distinctive personality type  upper class values/manners

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