Sociology and Education
Assess the sociological explanations for the educational underachievement of certain social groups, focus on gender, social class and ethnicity.
It has been said that education is a “major social institution”. According to functionalists socialization should be provided by education. In this way young people learn how to become contributing citizens by means of formal subjects. The hard work of these young people is rewarded by the acquisition of formal recognised qualifications. By teaching subjects, such as English, history and religion education promotes a sense of national identity.
In addition, education is conducive to the passing on of norms and values to each successive generation. In its wake the economic needs of society are met by means of the creation of a workforce which is literate, skilled and hard-working. Until the 1960s the education system in Britain was a tripartite system, whereby pupils were by the 11+ exam selected, for there levels of academic career: Grammar schools catered for the top 15-20 per cent of those who passed the 11+ and culminated in the preparation for GCE ‘O’ – an ‘A’ levels.
Technical schools were aimed at pupils who showed more practical ability and resulted in qualification for engineers, skilled manual workers and technicians. Secondary Modern schools dealt with the majority of young people, 60%-70%, who achieved the lowest marks at 11+ and provided an education which suited less academic pupils. The tripartite system was criticised because many working-class pupils failed to achieve their full potential. The feeling of failure was experienced by teachers, parents and pupils alike and gave rise to the self-fulfilling prophecy.
Since the 1960s the tripartite system ha been replaced in most parts of the country by the comprehensive school system, whereby pupils can progress to secondary education without selective examination. Browne (2002, pg188-189) Although the comprehensive school system is more conducive to
It has been said that education is a “major social institution”. According to functionalists socialization should be provided by education. In this way young people learn how to become contributing citizens by means of formal subjects. The hard work of these young people is rewarded by the acquisition of formal recognised qualifications. By teaching subjects, such as English, history and religion education promotes a sense of national identity.
In addition, education is conducive to the passing on of norms and values to each successive generation. In its wake the economic needs of society are met by means of the creation of a workforce which is literate, skilled and hard-working. Until the 1960s the education system in Britain was a tripartite system, whereby pupils were by the 11+ exam selected, for there levels of academic career: Grammar schools catered for the top 15-20 per cent of those who passed the 11+ and culminated in the preparation for GCE ‘O’ – an ‘A’ levels.
Technical schools were aimed at pupils who showed more practical ability and resulted in qualification for engineers, skilled manual workers and technicians. Secondary Modern schools dealt with the majority of young people, 60%-70%, who achieved the lowest marks at 11+ and provided an education which suited less academic pupils. The tripartite system was criticised because many working-class pupils failed to achieve their full potential. The feeling of failure was experienced by teachers, parents and pupils alike and gave rise to the self-fulfilling prophecy.
Since the 1960s the tripartite system ha been replaced in most parts of the country by the comprehensive school system, whereby pupils can progress to secondary education without selective examination. Browne (2002, pg188-189) Although the comprehensive school system is more conducive to
References: Browne K,(2002), Introducing Sociology, first edition, Polity Press, Blackwell Publishing Ltd, Cambridge, pg. 188-242 Haralambos. M, Holborn. M, Heald. R,(2004)’ Themes and Perspectives’ Sixth edition, Harper Collins: London, pg. 747-779 Stevens K, (2010), Sociology Department, booklet no 2, Access to Health and Social Science, Coleg sir Gar