INTRODUCTION TO SOCIOLOGY A Canadian Focus Ninth Edition

Chapter 13 Education Functions of Education Socialization: Redirects youth from the emotional demands of home life toward the formalized, achievement-oriented demands of adult life Schools teach norms and values of society Formal curriculum: overt content of schooling, related to cognitive skill acquisition Hidden curriculum: unspoken norms, values and routines that socialize and shape the behaviour of students (cont’d) Functions of Education (cont’d) Employment: New knowledge economy requires people to obtain post-secondary education Lifelong learning: skills in demand change, thus it’s necessary to be constantly learning and upgrading skills and knowledge Human Capital Theories: direct relationship exists between educational attainment and labour market outcomes (educational attainment positively relates to salaries and job security) Conflict Sociologists: how education is implicated in the reproduction of social inequalities INSERT TABLE 13.1 This table is on page 13.1 in the text INSERT TABLE 13.2 This table is on page 302 in the text Education and Social Inequality Inequality: Should be based on Meritocracy (people are selected for social positions based on merit according to universal standards & criteria) Conflict theorists argue it is based on ascribed characteristics (gender, ethnicity and social class) (cont’d) Education and Social Inequality (cont’d) Gender: Unequal gender distribution of teachers and staff Gendered interactions in the classrooms and texts Women have surpassed men in educational attainment in recent years Men still dominate engineering & business Women still dominate in gender typical occupations (cont’d) Education and Social Inequality (cont’d) Ethnicity: Lack of minority teachers, white focus of curriculum & undercurrent of racism in schools Aboriginal Canadian have lowest levels of educational attainment Critical Pedagogy: ways education can become more empowering and a catalyst for social change Social Class: Predicts educational and occupational attainment Why? (cont’d) Education and Social Inequality (cont’d) Resistance Theory: working-class youth reject middle-class norms and values of education in favour of working-class ideals of manual labour Rational Choice Theory: educational choices are made based on a cost-benefit analysis Correspondence Theory: educational forms and processes correspond to conditions and needs in the capitalist economy (cont’d) Education and Social Inequality (cont’d) Habitus: Informed by one’s social class, one’s sense of self within the social structure. Creates dispositions to understand the world and act in certain ways Cultural Capital: one’s access to and understanding of the dominant culture Symbolic Violence: schools neglect the everyday experiences of student outside the mainstream and enforce middle-class values and norms on everyone Labelling Students are labelled by teachers based on characteristics (ex. attractiveness, neatness) Often attractiveness and neatness are falsely equated to wealth and academic abilities Labels stick with children and affect their learning and student status Self-fulfilling prophecies: labels affect students’ placement in streams and tracks, thus affecting their academic and occupational achievement Streaming Taken for granted process of placing students in different educational programs Oakes (2005) found that students do not learn better in homogenous groups Teachers and peers develop more negative attitudes towards those placed in lower tracks Students in lower streams develop lower levels of self-esteem Some streaming is not based on a meritocratic process Experiencing Schools Student Roles: Learn cultural skills and coping mechanisms School Subcultures: Peer subcultures with separate norms, expectations and coping strategies Generally do not place high value on academic achievement Important to have a peer group to negotiate the potentially alienating culture of schools Bullying Bullying: the act of bothering, making fun of, troubling, and attacking somebody on a repeated basis and with the explicit intention of hurting that person (CPHA) Common experiences for many students Bystanders and peers are more likely to actively join the bully in the abuse of the victim or watch than intervene on behalf of the victim (cont’d) Bullying (cont’d) Sexual Harassment: gendered bullying Violence in schools: gun-related violence unlikely in schools Youth are safe in schools Youth gang membership may contribute to violence in schools Looking to the Future Provincial and Federal government struggling to find a balance between saving and spending and where to put their money (health care or education) Neo-liberal policies focus on reducing the role of government and seeking free-market-based solutions to social issues Fiscal accountability has become a preoccupation for provinces, school boards and schools (cont’d) Looking to the Future (cont’d) Canadian students second place to Finland on the PISA administered test Critics concerned that Canadian curriculum is driven by the content and teaching are increasingly driven by the demands of standardized testing INSERT TABLE 13.3 This table is on page 313 in the text Click to edit Master title style Click to edit Master subtitle style * * * Chapter 13 Education Functions of Education Socialization: Redirects youth from the emotional demands of home life toward the formalized, achievement-oriented demands of adult life Schools teach norms and values of society Formal curriculum: overt content of schooling, related to cognitive skill acquisition Hidden curriculum: unspoken norms, values and routines that socialize and shape the behaviour of students (cont’d) Functions of Education (cont’d) Employment: New knowledge economy requires people to obtain post-secondary education Lifelong learning: skills in demand change, thus it’s necessary to be constantly learning and upgrading skills and knowledge Human Capital Theories: direct relationship exists between educational attainment and labour market outcomes (educational attainment positively relates to salaries and job security) Conflict Sociologists: how education is implicated in the reproduction of social inequalities INSERT TABLE 13.1 This table is on page 13.1 in the text INSERT TABLE 13.2 This table is on page 302 in the text Education and Social Inequality Inequality: Should be based on Meritocracy (people are selected for social positions based on merit according to universal standards & criteria) Conflict theorists argue it is based on ascribed characteristics (gender, ethnicity and social class) (cont’d) Education and Social Inequality (cont’d) Gender: Unequal gender distribution of teachers and staff Gendered interactions in the classrooms and texts Women have surpassed men in educational attainment in recent years Men still dominate engineering & business Women still dominate in gender typical occupations (cont’d) Education and Social Inequality (cont’d) Ethnicity: Lack of minority teachers, white focus of curriculum & undercurrent of racism in schools Aboriginal Canadian have lowest levels of educational attainment Critical Pedagogy: ways education can become more empowering and a catalyst for social change Social Class: Predicts educational and occupational attainment Why? (cont’d) Education and Social Inequality (cont’d) Resistance Theory: working-class youth reject middle-class norms and values of education in favour of working-class ideals of manual labour Rational Choice Theory: educational choices are made based on a cost-benefit analysis Correspondence Theory: educational forms and processes correspond to conditions and needs in the capitalist economy (cont’d) Education and Social Inequality (cont’d) Habitus: Informed by one’s social class, one’s sense of self within the social structure. Creates dispositions to understand the world and act in certain ways Cultural Capital: one’s access to and understanding of the dominant culture Symbolic Violence: schools neglect the everyday experiences of student outside the mainstream and enforce middle-class values and norms on everyone Labelling Students are labelled by teachers based on characteristics (ex. attractiveness, neatness) Often attractiveness and neatness are falsely equated to wealth and academic abilities Labels stick with children and affect their learning and student status Self-fulfilling prophecies: labels affect students’ placement in streams and tracks, thus affecting their academic and occupational achievement Streaming Taken for granted process of placing students in different educational programs Oakes (2005) found that students do not learn better in homogenous groups Teachers and peers develop more negative attitudes towards those placed in lower tracks Students in lower streams develop lower levels of self-esteem Some streaming is not based on a meritocratic process Experiencing Schools Student Roles: Learn cultural skills and coping mechanisms School Subcultures: Peer subcultures with separate norms, expectations and coping strategies Generally do not place high value on academic achievement Important to have a peer group to negotiate the potentially alienating culture of schools Bullying Bullying: the act of bothering, making fun of, troubling, and attacking somebody on a repeated basis and with the explicit intention of hurting that person (CPHA) Common experiences for many students Bystanders and peers are more likely to actively join the bully in the abuse of the victim or watch than intervene on behalf of the victim (cont’d) Bullying (cont’d) Sexual Harassment: gendered bullying Violence in schools: gun-related violence unlikely in schools Youth are safe in schools Youth gang membership may contribute to violence in schools Looking to the Future Provincial and Federal government struggling to find a balance between saving and spending and where to put their money (health care or education) Neo-liberal policies focus on reducing the role of government and seeking free-market-based solutions to social issues Fiscal accountability has become a preoccupation for provinces, school boards and schools (cont’d) Looking to the Future (cont’d) Canadian students second place to Finland on the PISA administered test Critics concerned that Canadian curriculum is driven by the content and teaching are increasingly driven by the demands of standardized testing INSERT TABLE 13.3 This table is on page 313 in the text Chapter 13 Education Functions of Education Socialization: Redirects youth from the emotional demands of home life toward the formalized, achievement-oriented demands of adult life Schools teach norms and values of society Formal curriculum: overt content of schooling, related to cognitive skill acquisition Hidden curriculum: unspoken norms, values and routines that socialize and shape the behaviour of students (cont’d) Functions of Education (cont’d) Employment: New knowledge economy requires people to obtain post-secondary education Lifelong learning: skills in demand change, thus it’s necessary to be constantly learning and upgrading skills and knowledge Human Capital Theories: direct relationship exists between educational attainment and labour market outcomes (educational attainment positively relates to salaries and job security) Conflict Sociologists: how education is implicated in the reproduction of social inequalities Table 13.1 [Insert Table 13.1 – page 302] Table 13.2 [Insert Table 13.2 – page 302] Education and Social Inequality Inequality: Should be based on Meritocracy (people are selected for social positions based on merit according to universal standards & criteria) Conflict theorists argue it is based on ascribed characteristics (gender, ethnicity and social class) (cont’d) Education and Social Inequality (cont’d) Gender: Unequal gender distribution of teachers and staff Gendered interactions in the classrooms and texts Women have surpassed men in educational attainment in recent years Men still dominate engineering & business Women still dominate in gender typical occupations (cont’d) Education and Social Inequality (cont’d) Ethnicity: Lack of minority teachers, white focus of curriculum & undercurrent of racism in schools Aboriginal Canadian have lowest levels of educational attainment Critical Pedagogy: ways education can become more empowering and a catalyst for social change Social Class: Predicts educational and occupational attainment. Why? (cont’d) Education and Social Inequality (cont’d) Resistance Theory: working-class youth reject middle-class norms and values of education in favour of working-class ideals of manual labour Rational Choice Theory: educational choices are made based on a cost-benefit analysis Correspondence Theory: educational forms and processes correspond to conditions and needs in the capitalist economy (cont’d) Education and Social Inequality (cont’d) Habitus: Informed by one’s social class, one’s sense of self within the social structure. Creates dispositions to understand the world and act in certain ways Cultural Capital: one’s access to and understanding of the dominant culture Symbolic Violence: schools neglect the everyday experiences of student outside the mainstream and enforce middle-class values and norms on everyone Labelling Students are labelled by teachers based on characteristics (ex. attractiveness, neatness) Often attractiveness and neatness are falsely equated to wealth and academic abilities Labels stick with children and affect their learning and student status Self-fulfilling prophecies: labels affect students’ placement in streams and tracks, thus affecting their academic and occupational achievement Streaming Taken for granted process of placing students in different educational programs Oakes (2005) found that students do not learn better in homogenous groups Teachers and peers develop more negative attitudes towards those placed in lower tracks Students in lower streams develop lower levels of self-esteem Some streaming is not based on a meritocratic process Experiencing Schools Student Roles: Learn cultural skills and coping mechanisms School Subcultures: Peer subcultures with separate norms, expectations and coping strategies Generally do not place high value on academic achievement Important to have a peer group to negotiate the potentially alienating culture of schools Bullying Bullying: the act of bothering, making fun of, troubling, and attacking somebody on a repeated basis and with the explicit intention of hurting that person (CPHA) Common experiences for many students Bystanders and peers are more likely to actively join the bully in the abuse of the victim or watch than intervene on behalf of the victim (cont’d) Bullying (cont’d) Sexual Harassment: gendered bullying Violence in schools: gun-related violence unlikely in schools Youth are safe in schools Youth gang membership may contribute to violence in schools Looking to the Future Provincial and Federal government struggling to find a balance between saving and spending and where to put their money (health care or education) Neo-liberal policies focus on reducing the role of government and seeking free-market-based solutions to social issues Fiscal accountability has become a preoccupation for provinces, school boards and schools (cont’d) Looking to the Future (cont’d) Canadian students second place to Finland on the PISA administered test Critics concerned that Canadian curriculum is driven by the content and teaching are increasingly driven by the demands of standardized testing Table 13.3 [Insert Table 13.3 – page 313] Chapter 13 Education Functions of Education Socialization: Redirects youth from the emotional demands of home life toward the formalized, achievement-oriented demands of adult life Schools teach norms and values of society Formal curriculum: overt content of schooling, related to cognitive skill acquisition Hidden curriculum: unspoken norms, values and routines that socialize and shape the behaviour of students (cont’d) Functions of Education (cont’d) Employment: New knowledge economy requires people to obtain post-secondary education Lifelong learning: skills in demand change, thus it’s necessary to be constantly learning and upgrading skills and knowledge Human Capital Theories: direct relationship exists between educational attainment and labour market outcomes (educational attainment positively relates to salaries and job security) Conflict Sociologists: how education is implicated in the reproduction of social inequalities Table 13.1 Table 13.2 Education and Social Inequality Inequality: Should be based on Meritocracy (people are selected for social positions based on merit according to universal standards & criteria) Conflict theorists argue it is based on ascribed characteristics (gender, ethnicity and social class) (cont’d) Education and Social Inequality (cont’d) Gender: Unequal gender distribution of teachers and staff Gendered interactions in the classrooms and texts Women have surpassed men in educational attainment in recent years Men still dominate engineering & business Women still dominate in gender typical occupations (cont’d) Education and Social Inequality (cont’d) Ethnicity: Lack of minority teachers, white focus of curriculum & undercurrent of racism in schools Aboriginal Canadian have lowest levels of educational attainment Critical Pedagogy: ways education can become more empowering and a catalyst for social change Social Class: Predicts educational and occupational attainment. Why? (cont’d) Education and Social Inequality (cont’d) Resistance Theory: working-class youth reject middle-class norms and values of education in favour of working-class ideals of manual labour Rational Choice Theory: educational choices are made based on a cost-benefit analysis Correspondence Theory: educational forms and processes correspond to conditions and needs in the capitalist economy (cont’d) Education and Social Inequality (cont’d) Habitus: Informed by one’s social class, one’s sense of self within the social structure. Creates dispositions to understand the world and act in certain ways Cultural Capital: one’s access to and understanding of the dominant culture Symbolic Violence: schools neglect the everyday experiences of student outside the mainstream and enforce middle-class values and norms on everyone Labelling Students are labelled by teachers based on characteristics (ex. attractiveness, neatness) Often attractiveness and neatness are falsely equated to wealth and academic abilities Labels stick with children and affect their learning and student status Self-fulfilling prophecies: labels affect students’ placement in streams and tracks, thus affecting their academic and occupational achievement Streaming Taken for granted process of placing students in different educational programs Oakes (2005) found that students do not learn better in homogenous groups Teachers and peers develop more negative attitudes towards those placed in lower tracks Students in lower streams develop lower levels of self-esteem Some streaming is not based on a meritocratic process Experiencing Schools Student Roles: Learn cultural skills and coping mechanisms School Subcultures: Peer subcultures with separate norms, expectations and coping strategies Generally do not place high value on academic achievement Important to have a peer group to negotiate the potentially alienating culture of schools Bullying Bullying: the act of bothering, making fun of, troubling, and attacking somebody on a repeated basis and with the explicit intention of hurting that person (CPHA) Common experiences for many students Bystanders and peers are more likely to actively join the bully in the abuse of the victim or watch than intervene on behalf of the victim (cont’d) Bullying (cont’d) Sexual Harassment: gendered bullying Violence in schools: gun-related violence unlikely in schools Youth are safe in schools Youth gang membership may contribute to violence in schools Looking to the Future Provincial and Federal government struggling to find a balance between saving and spending and where to put their money (health care or education) Neo-liberal policies focus on reducing the role of government and seeking free-market-based solutions to social issues Fiscal accountability has become a preoccupation for provinces, school boards and schools (cont’d) Looking to the Future (cont’d) Canadian students second place to Finland on the PISA administered test Critics concerned that Canadian curriculum is driven by the content and teaching are increasingly driven by the demands of standardized testing Table 13.3 Chapter 13 Education Functions of Education Socialization: Redirects youth from the emotional demands of home life toward the formalized, achievement-oriented demands of adult life Schools teach norms and values of society Formal curriculum: overt content of schooling, related to cognitive skill acquisition Hidden curriculum: unspoken norms, values and routines that socialize and shape the behaviour of students (cont’d) Functions of Education (cont’d) Employment: New knowledge economy requires people to obtain post-secondary education Lifelong learning: skills in demand change, thus it’s necessary to be constantly learning and upgrading skills and knowledge Human Capital Theories: direct relationship exists between educational attainment and labour market outcomes (educational attainment positively relates to salaries and job security) Conflict Sociologists: how education is implicated in the reproduction of social inequalities Table 13.1 Table 13.2 Education and Social Inequality Inequality: Should be based on Meritocracy (people are selected for social positions based on merit according to universal standards & criteria) Conflict theorists argue it is based on ascribed characteristics (gender, ethnicity and social class) (cont’d) Education and Social Inequality (cont’d) Gender: Unequal gender distribution of teachers and staff Gendered interactions in the classrooms and texts Women have surpassed men in educational attainment in recent years Men still dominate engineering & business Women still dominate in gender typical occupations (cont’d) Education and Social Inequality (cont’d) Ethnicity: Lack of minority teachers, white focus of curriculum & undercurrent of racism in schools Aboriginal Canadian have lowest levels of educational attainment Critical Pedagogy: ways education can become more empowering and a catalyst for social change Social Class: Predicts educational and occupational attainment. Why? (cont’d) Education and Social Inequality (cont’d) Resistance Theory: working-class youth reject middle-class norms and values of education in favour of working-class ideals of manual labour Rational Choice Theory: educational choices are made based on a cost-benefit analysis Correspondence Theory: educational forms and processes correspond to conditions and needs in the capitalist economy (cont’d) Education and Social Inequality (cont’d) Habitus: Informed by one’s social class, one’s sense of self within the social structure. Creates dispositions to understand the world and act in certain ways Cultural Capital: one’s access to and understanding of the dominant culture Symbolic Violence: schools neglect the everyday experiences of student outside the mainstream and enforce middle-class values and norms on everyone Labelling Students are labelled by teachers based on characteristics (ex. attractiveness, neatness) Often attractiveness and neatness are falsely equated to wealth and academic abilities Labels stick with children and affect their learning and student status Self-fulfilling prophecies: labels affect students’ placement in streams and tracks, thus affecting their academic and occupational achievement Streaming Taken for granted process of placing students in different educational programs Oakes (2005) found that students do not learn better in homogenous groups Teachers and peers develop more negative attitudes towards those placed in lower tracks Students in lower streams develop lower levels of self-esteem Some streaming is not based on a meritocratic process Experiencing Schools Student Roles: Learn cultural skills and coping mechanisms School Subcultures: Peer subcultures with separate norms, expectations and coping strategies Generally do not place high value on academic achievement Important to have a peer group to negotiate the potentially alienating culture of schools Bullying Bullying: the act of bothering, making fun of, troubling, and attacking somebody on a repeated basis and with the explicit intention of hurting that person (CPHA) Common experiences for many students Bystanders and peers are more likely to actively join the bully in the abuse of the victim or watch than intervene on behalf of the victim (cont’d) Bullying (cont’d) Sexual Harassment: gendered bullying Violence in schools: gun-related violence unlikely in schools Youth are safe in schools Youth gang membership may contribute to violence in schools Looking to the Future Provincial and Federal government struggling to find a balance between saving and spending and where to put their money (health care or education) Neo-liberal policies focus on reducing the role of government and seeking free-market-based solutions to social issues Fiscal accountability has become a preoccupation for provinces, school boards and schools (cont’d) Looking to the Future (cont’d) Canadian students second place to Finland on the PISA administered test Critics concerned that Canadian curriculum is driven by the content and teaching are increasingly driven by the demands of standardized testing Table 13.3