Functionalism

Define ‘human capital’

The stock of knowledge, skills, values, habits and creativity that makes someone an economic asset to society

Define ‘hidden curriculum’

The informal learning processes that happen in school. It is a side effect of education that teaches students the norms and values of society

Define ‘particularistic values’

Values and rules which only apply to that particular person in a given situation (eg a child at home)

Define ‘universalistic values’

Values and rules which apply to all members of society equally eg government laws

Who are the 4 functionalist theorists for education?

• Durkheim

• Parsons

• Schultz

• Davis and Moore

Durkheim → Socialisation and social solidarity

The education system meets a functional pre-request of society by passing on cultural values. This is achieved through hidden curriculum and PSHE lessons. This helps to build social solidarity as it teaches the students the core values of society

Parsons → Bridge between family and society

Parsons believed that schools provide a bridge between the family and wider society which allows students to move from the ascribed status and particularistic values of the home to the meritocratic (achieved status) and universalistic values of society

Schultz - Developing human capital

Suggests that investment in education benefits the wider economy. Education can provide properly trained, qualified and flexible workforce. They argue that education makes sure that the best and most qualified people end up in jobs that require the most skill

Davis and Moore → Role allocation

The education system provides a means to sifting and sorting people into the social hierarchy. In a meritocratic society access to jobs, power, wealth and status are directly linked to educational achievement

Eval - Ignores negative aspects of education which are dysfunctional, such as negative conflict

Functionalists focus on the positive functions of education (eg social cohesion, value consensus), but critics argue this is too optimistic. They ignore how schools can reproduce inequality, be the site of bullying, labelling and conflict (eg between pupils and teachers of different ethnic groups). Education can sometimes harm social solidarity rather than promote it.

Eg conflict theories like Marxists and some interactionists argue that schools can label working class or ethnic minority students negatively, leading to underachievement

Eval - Myth of meritocracy (private education)

Functionalists claim education is meritocratic - success is based on ability and effort. However, critics argue this is a myth, as those from priviledged backgrounds (eg those who attend private schools) often have advantages such as better resources, social networks and cultural capital, which give them an unfair head start

Eg a child from a wealthy family may attend Eton, receive tailored support and access top universities - not because of their superior talent but due to their class position

Eval - MARXISTS: Hidden curriculum reinforces social inequality and maintains ruling class ideology

Marxists argue that the hidden curriculum (the norms and values taught indirectly in school) trains students to accept hierarchy and inequality. Eg punctuality, obedience and respect for authority prepares students for capitalist work roles. This benefits the ruling class and helps maintain their dominance

Eg Bowles and Gintis’ correspondence principle shows how schools mirrors the workplace, producing docile workers

Eval - FEMINISTS: Hidden curriculum reinforces patriarchy, not meritocracy

Feminists believe that schools also transmit patriarchal values through the hidden curriculum. This can be seen in the gendered division of subjects (eg girls steered toward health and social care, boys toward physics), lack of female role models in senior school positions and sexist language or attitudes being tolerated

Eg Skelton found that gender stereotyping in subject choices begins early in education

Eval - Wong: Functionalists see children passive puppets of socialisation

Wong criticises the deterministic view of Functionalism, which treats students as passive recipients of norms and values. In reality, students actively interpret, resist or even subvert the values taught in school. Socialisation is more interactive and dynamic involving negotiations between students and teachers

Eg Paul Willis’ study of ‘the lads’ shows how working class boys resisted school values and formed an anti school subculture

Eval - Weak link between educational achievement and economic success

Functionalists argue that education allocates people to appropriate jobs based on merit. However, critics point out that the link between qualifications and job success is not as strong as claimed. Factors like social class, nepotism and discrimination can play a big role in determining economic outcomes

Eg many graduates work in jobs that don’t require a degree, while some people achieve economic success without high qualifications (eg entrepreneurs)