Sociological Theories of the Role of Education

Functionalism

Functionalists view education as a beneficial aspect of society that maintains social order and contributes to its running effectively.
According to functionalists, the role of education is to transmit society’s norms and values, thus promoting social cohesion.
Emile Durkheim, a well-known functionalist, believed that through education, children are taught the moral code of society, shaping them to be future participating adults.
Talcott Parsons proposed the idea that school works as a ‘bridge’ between family and society, making students familiar with the universalistic and impersonal standards of society.

Marxist perspective

Marxists argue that education is essentially a tool used by the ruling class to justify their privileged position and perpetuate class inequalities.
It is also viewed as an instrument to engender false consciousness among the working class, masking the true nature of class relations.
Marxists like Althusser termed schools as ‘ideological state apparatuses’ that spread dominant ideology.
In contrast to functionalists, Marxists believe that education exacerbates social inequality.

Interactionism

Interactionists focus on the day-to-day happenings in school settings, the meaning that people assign to these and how they shape the individual’s educational experience.
They argue that education is not a straightforward process and individuals interpret the educational experience differently.
Interactionists such as Hargreaves and Ball show how teacher labelling and streaming can affect a learner’s self-concept and motivation.
This perspective sheds light on the micro-level influences within the educational institution, like the student-teacher interaction.

Feminist Perspective

Feminists assert that education plays a significant role in reinforcing patriarchal norms and values.
They believe that schools create a gender disparity in education, disproportionately favouring males over females in subject choices, classroom treatment and expectations.
Feminist sociologist Oakley identified ‘gender role socialisation’ in schools where girls and boys are taught different roles and qualities.
This perspective suggests that the function of education must also include challenging and changing gender roles and stereotypes.

New Right Perspective

Advocates of the New Right believe in the significance of competition and consumer choice in shaping education.
They argue that state education takes away parents’ right to choose the best education for their children, leading to inefficiencies and lower standards.
Proponents like Chubb and Moe proposed that publicly funded, privately run schools would boost standards, provide choice to parents, and foster equality.
They believe in the meritocratic function of education, rewarding individuals purely based on ability and effort.