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Chapter 13, Education and Work

Chapter 13, Education and Work. Schooling and Society: Theories of Education Does Schooling Matter? Education and Inequality Economy and Society The Changing Global Economy Theoretical Perspectives on Work Characteristics of the Labor Force Power in the Workplace.

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Chapter 13, Education and Work

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  1. Chapter 13, Education and Work • Schooling and Society: Theories of Education • Does Schooling Matter? • Education and Inequality • Economy and Society • The Changing Global Economy • Theoretical Perspectives on Work • Characteristics of the Labor Force • Power in the Workplace

  2. Functionalist View of Education • Education unifies and stabilizes society. • Serves functions of socialization, occupational training, and social control. • Schools inculcate values needed by society.

  3. Conflict View of Education • Emphasizes the disintegrative and disruptive aspects of education. • Educational level can be used as a tool for discrimination via credentialism. • Schools are hierarchical institutions reflecting conflict and power relations in society.

  4. Symbolic Interactionist View of Education • Focus is on what arises from the operation of the interaction process during the schooling experience. • Teachers expect certain behaviors, good or bad, from students. • Behavior is caused by the expectation instead of being anticipated by it.

  5.  Effects of Education • Number of years of formal education has a modest effect on occupation and income. • Direct effect of class origin upon occupation and income, independent of education. • The social class one is born into has a greater effect on later occupation and income than educational attainment.

  6.  Criticisms of Standardized Tests • Measure limited ranges of ability, such as quantitative or verbal aptitude, and ignore cognitive abilities such as creativity. • Designed by middle class, white males, and include cultural and gender biases. • Predictive ability - especially for minorities and women - is compromised.

  7. The Bell Curve Debate Two points: • Intelligence is 70% inherited and 30% related to the environment. • Lower classes are less endowed with genes for high intelligence than the upper classes.

  8. Criticism of the Bell Curve • Studies show standardized tests are not as accurate a measure of intelligence: • Of minorities as whites. • Of women as men. • Of individuals of lower status as those of higher status.

  9. Criticism of the Bell Curve • Presumes intelligence is genetically heritable, but there is evidence that environment may have a greater contribution. • Base a between-group conclusion on a within-group estimate of genetic heritability.

  10. Research on Gender and Education Findings from report commissioned by AAUW: • In general, teachers pay less attention to girls and women. • Women lag behind in math and science ability and achievement scores. • Some standardized math and science tests retain gender bias.

  11. Research on Gender and Education • Standardized math tests tend to under-predict women’s actual grades in mathematics. • Teachers tend to treat Black women and White women differently. • Textbooks ignore or stereotype women. • As girls approach adolescence, their self-esteem tends to drop.

  12. The Industrial Revolution Brought far-reaching social changes including: • The separation of work and family • Transformation of the consumption of energy • Specialization • Cash-based economy 

  13. Economic Systems • Capitalism - based on market competition, private property and pursuit of profit. • Socialism - the means of production are the property of the state. • Communism - state is the sole owner of the systems of production.

  14. Changing Global Economy • Links the lives of million of Americans to other people throughout the world. • Fewer workers are required since machines can do the work people once did. • New technologies are still bringing major changes to work, how it is organized, who does it and how much it pays.

  15. Theoretical Perspectives on Work • Functionalism - work teaches people values and integrates people within the social order. • Conflict theory - work generates class conflict because of unequal rewards associated with different jobs. • Symbolic interaction - work organizes bonds between people who interact at work.

  16. Categories of Workers • Managerial and professional • Technical, sales and administrative support • Service occupations • Precision production, craft and repair • Operators, fabricators, and laborers • Farming, forestry and fishing

  17. A Diverse Workplace • Manufacturing industries, where racial minorities have historically been able to get jobs, are in decline. • New technologies, corporate layoffs, underemployment, and the decline in real income are all features of today’s experience in the workplace.

  18. Sexual Harassment Two primary forms are recognized in the law: • Quid pro quo - forces sexual compliance in exchange for an employment or educational benefit. • Hostile working environment - unwanted sexual behaviors are a condition of work.

  19. Worker Satisfaction and Safety Greater worker satisfaction is associated with work that is: • Rewarding and challenging • Provides for advancement • Makes workers feel responsible for their achievements.

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