1 / 27

Chapter 16: Education

Chapter 16: Education. Education. Sociological Perspectives on Education Schools as Formal Organizations Social Policy and Education: No Child Left Behind Act. Sociological Perspectives on Education.

wednesday
Télécharger la présentation

Chapter 16: Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 16: Education

  2. Education • Sociological Perspectives on Education • Schools as Formal Organizations • Social Policy and Education: No Child Left Behind Act

  3. Sociological Perspectives on Education • Education: process of socialization that occurs when some consciously teach while others adopt the role of learner • Education prepares citizens for roles demanded by other social institutions • People over 25 with high school diploma increased from 41% in 1960 to more than 85% in 2004 • People over 25 with a college degree rose from 8% in 1960 to about 28% in 2004

  4. Figure 16-1: Percentage of Adults Ages 25 to 64 Who Have Completed Higher Education (B.A./B.S.) Source: Data for 2002 and 2003 released in Bureau of the Census 2006a:843.

  5. Functionalist View • Manifest functions • Transmission of knowledge • Bestowal of status • Latent functions • Transmitting culture • Promoting social and political integration • Maintaining social control • Serving as agent of change

  6. Functionalist View • Transmitting Culture • Exposing young people to the existing beliefs, norms, and values of their culture • Promoting Social and Political Integration • Common identity and social integration fostered by education contribute to societal stability and consensus

  7. Functionalist View • Maintaining social control • Punctuality, discipline, scheduling, and responsible work habits • How to operate in a bureaucratic organization • Serving as agent of change • Changes in curriculum • Meeting ground where people can share beliefs and traditions

  8. Conflict View • Education is an instrument of elite domination • Socializes students into values dictated bythe powerful • Hidden Curriculum: standards of behavior deemed proper by society taught subtly in schools • Credentialism: increase in lowest level of education needed to enter a field

  9. Conflict View • Bestowal of Status • Schools tend to preserve social class inequalities in each new generation • Tracking: placing students in curriculum groups on basis of test scores and other criteria • Correspondence Principle: schools promote values expected of individuals in each social class and perpetuate social class divisions

  10. Feminist View • Treatment of Women in Education • U.S educational system long characterized by discriminatory treatment of women • In 20th century, sexism in education included • Stereotypes in textbooks • Pressure to study traditional women’s subjects • Unequal funding for athletic programs • Employment bias for administrators and teachers

  11. Feminist View • Treatment of Women in Education • Women have made great strides in proportion who continue schooling • Men’s aggressiveness may predispose them to undervalue higher education

  12. Interactionist View • Labeling approach suggest that if we treat people in particular ways, they may fulfill our expectations • Teacher-expectancy effect: impact of teacher expectations and their large role on student performance

  13. Table 16-1: Sociological Perspectives on Education

  14. Taking Sociology to Work • Ray Zapata – Business Owner and Former Regent, Texas State University • How does an open admissions policy benefit society? • In what ways do the elderly benefit from education?

  15. Sociology on Campus • 16-1: The Debate Over Title IX • Has Title IX had an effect on you personally? • Do you think the increase in women’s participation in sports has been good for society as a whole? • Are the negative social effects of men’s sports evident on your campus? • If so, what changes would you recommend to address the problem?

  16. Bureaucratization of Schools • Weber noted five characteristics of bureaucracy • Division of labor • Hierarchy of authority • Written rules and regulations • Impersonality • Employment based on technical qualifications

  17. Bureaucratization of Schools • Functionalists: generally take positive view of bureaucratization of education • Conflict theorists: centralized education harmful for disadvantaged people • Countertrends • Some parents argue for school choice programs • Internet and online curricula

  18. Teachers: Employees and Instructors • Teachers’ academic assignments have become more specialized • Still must control social order • 40% to 50% quit within 5 years • Status of any job reflects level of education required, financial compensation, and respect given the occupation

  19. Student Subcultures • Student subculture complex and diverse • Close knit and often rigidly segregated cliques in high school • Diversity of student groups at college level • Collegiate subculture: focuses on having fun and socializing • Academic: identifies with intellectual concerns • Vocational: interested primarily in career prospects • Nonconformist: hostile to college environment

  20. Homeschooling • More than 2 million children, about 4% of K-12 population, taught at home • Some theorists cite lack of social involvement as problem with homeschooling • Proponents argue homeschooling good alternative for children with ADHD and LD • Lacks universal uniform standards from state to state • Research shows homeschooled children score higher on standardized tests

  21. Figure 16-2: Average Salary for Teachers Source: American Federation of Teachers 2007.

  22. Figure 16-3: Public High School Graduates by Race and Ethnicity, 2014 (projected) Source: Western Interstate Commission for Higher Education 2003.

  23. Research in Action • 16-2: Violence in the Schools • Has a shooting or other violent episode ever occurred at your school? • If so, how did students react? • Do you feel safer at school than at home, as experts say you are? • What steps have administrators at your school taken to prevent violence? • Have they been effective, or should other steps be taken?

  24. No Child Left Behind Program • The Issue • Too many public schools in U.S. were failing to educate their students • In 2001, No Child Left Behind (NCLB) enacted by Congress • Supporters charged the act not enforced stringently enough • Opponents felt the legislation went too far

  25. No Child Left Behind Program • The Setting • Schools in U.S. locally run and financed with some federal and state aid • National educational standards established in 1990s • NCLB built on national standards and set penalties for failure to meet standards • Every student to be proficient in reading and mathematics by 2014 • Debate about how best to offer high-quality schooling to all children

  26. No Child Left Behind Program • Sociological Policy • Objectives of common curricular promotes social integration • Testing is controversial • Validity: the degree to which a scale or measure truly reflects the phenomenon under study • Reliability: extent to which a measure provides consistent results

  27. No Child Left Behind Program • Policy Initiatives • Educational reformers have yet to find solution that fits all schools in all states • Independent commission advocated maintaining 2014 goals even though only small portion of nation’s schools would reach objectives (1997)

More Related