Explain the problems that conflict theory sees in education.
Describe how symbolic interactionism understands education.
The major sociological perspectives on education fall nicely into the functional, conflict, and symbolic interactionist approaches (Ballantine & Hammack, 2012).[1] Table 11.1 "Theory Snapshot" summarizes what these approaches say.
Table 11.1 Theory Snapshot
Theoretical perspective
Major assumptions
Functionalism
Education serves several functions for society. These include (a) socialization, (b) social integration, (c) social placement, and (d) social and cultural innovation. Latent functions include child care, the establishment of peer relationships, and lowering unemployment by keeping high school students out of the full-time labor force. Problems in the educational institution harm society because all these functions cannot be completely fulfilled.
Conflict theory
Education promotes social inequality through the use of tracking and standardized testing and the impact of its “hidden curriculum.” Schools differ widely in their funding and learning conditions, and this type of inequality leads to learning disparities that reinforce social inequality.
Symbolic interactionism
This perspective focuses on social interaction in the classroom, on the playground, and in other school venues. Specific research finds that social interaction in schools affects the development of gender roles and that teachers’ expectations of pupils’ intellectual abilities affect how much pupils learn. Certain educational problems have their basis in social interaction and expectations.
