Assignment_Activity_Unit_6_Sociology.pdf.pptx

Education & Religion 1
Assignment Activity Unit 6: Education & Religion
University of the People
SOC 1502-01 Introduction to Sociology
Instructor Dr. Madison Wenzel
October 17, 2024
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https://www.cliffsnotes.com//study-notes/22571223

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The objective of this assignment is to analyze education in society from various sociological
perspectives. Select two sociological perspectives from the following list: Functionalism,
Symbolic Interactionism, Conflict Theory and Feminist Theory.
You will use each perspective to examine education's role, functions, inequalities, and
implications for social structure and change. You will provide an overview of the importance of
education in society. Some elements to consider when discussing sociological perspectives:
a. Key Concepts/Core Principles of the sociological perspectives.
b. Discuss the perspective views of education and its’ role in society.
c. Analyze two of the following factors depending on the perspective selected; function of
education, power dynamics within educational institutions, role of teachers, and
challenging gender norms in education.
d. Provide examples to illustrate how education contributes to the functioning of society
according to the chosen perspectives.
e. Reflect on the strengths and limitations of each perspective in understanding the
complexities of education in society.
Sociological perspectives on Education
To analyze the essential role education plays in the society, I will do so using the perspectives of
Functionalism, Symbolic Interactionism.
Functionalism in Education
From a functionalist perspective education serves several functions. These include socialization,
social integration, social placement, and social and cultural innovation. Additional functions
include latent functions. This includes child care, peer relationships, and lowering unemployment
in the society (11.2 Sociological Perspectives On Education | Social Problems, n.d.).
For anyone to become well-rounded individuals who will contribute to nation building, they need
to be taught several social and transferable skills, values, and principles. This is where
functionalism comes into play with regards to education. In educational institutions, children are
taught how to socialize with their peers, teachers, their parents, and adults. They are also taught
important life skills that will help them to integrate within the society as well as social and
cultural innovations through the school curriculum. Using meritocracy which is an ideology
where hardworking individuals are rewarded for their efforts, rather than based on ascriptive
factors like social class, gender, ethnicity, or wealth; children are advance from one grade to
another base on their individual performance (Simply Psychology, 2024). This can be both
positive and negative. However, it is done with the ultimate goal to help guide them on the right
path to becoming good global citizens.

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To further break down a functionalist perspective on education, let’s discuss two key functional
roles of education in the society. These are to help socialized children and help prepare them to
integrate into the larger society as adults.
For children to learn the norms, values, and skills they need to function in the society, then
education is a primary vehicle for such learning (11.2 Sociological Perspectives On Education |
Social Problems, n.d.). In Schools they are not only taught the three Rs (reading, ’riting,
’rithmetic) so to speak, but they also are also taught many of the society’s norms and values. For
example, in Jamaica these norms and values include respect for authority, patriotism,
punctuality, and competition (for good grades and sports victories).
A second function of education is social integration. For any society to perform and function
effectively, functionalists say, people must subscribe to a common set of beliefs and values. In
my country, these are usually taught in the school curriculum through subjects like religious
education, history and other vital subjects. These subjects not only help children to learn
different religious beliefs, to develop self identity, and relate to their past, but most importantly
help prepare them for the world of work. As well as to help them integrate within the society has
functional productive beings. However, to ensure the effectiveness of education, reforms are still
needed to fulfill its many functions and address the problems in schooling. This we know will
take time, innovative ideas, and the input of stakeholders and policymakers.
Strengths and limitations of functionalism in Education
The strengths of functionalism in Education are to teach social cohesion, vital skills for
employment, core values and beliefs as well as meritocracy.
The main limitations of functionalism in education have to do with the educational system been
unequal. Thus resource allocations aren’t equally distributed. This can affect how well students
perform and matriculate. Likewise, teaching certain values and beliefs may exclude certain
communities and lifestyles.
Symbolic interactionism in Education
Symbolic interactionism in eduaction focuses on social interaction in the classroom, affecting
gender roles and intellectual abilities. The symbolic interactionist perspective thus focuses on
social interaction in the classroom, on school playgrounds, and at other school-related venues
(11.2 Sociological Perspectives On Education | Social Problems, n.d.). Social interaction also
contributes to gender-role socialization, and teachers’ expectations which may affect their
students’ performance.
Social interaction is integral to the human race to becoming social beings. As such, social
interactionism in education is important to the development of cognitive skills and the overall
intellectual abilities of children. Children oftentimes learn better through interaction with their
peers in a classroom setting, during playtime and other school-related activities. This not only
makes them social functional beings, but will ultimately aid in them becoming productive
citizens. However, specific research have shown that social interaction in school affects the
development of gender roles and that teachers expectation of pupils intellectual abilities affect
how much a student will learn. With said, some educational problems have their root in social
interaction and expectation.

Let’s delve deeper by looking at the role of teachers in symbolic interactionism. This is very
important. Research has shown that how teachers view and treat the children they teach can
affect their learning outcome greatly. For example, when teachers think a student is smart, they
tend to spend more time with that student. They tend to call on that student more, and to praise
them when they give the right answer. Thus that student will learn more because of the teachers’
behavior. On the other hand, when a teacher think a student is less bright, they tend to spend less
time with that student and act in ways that leads that child to learn less. This process also helps
us to understand why tracking is bad for the students tracked down (11.2 Sociological
Perspectives On Education | Social Problems, n.d.). Also focus on how teachers treat girls and
boys differently have been observed. Many studies find that teachers call on and praise boys
more often. This they sometime do unconsciously, but their behavior nonetheless sends an
implicit message to girls that math and science are not for them and that they are not suited to do
well in these subjects (11.2 Sociological Perspectives On Education | Social Problems, n.d.).
Nonetheless, symbolic interactionism has it positive side. As some studies show for example that
child’s playground activities reinforce gender-role socialization. Girls tend to play more
cooperative games, while boys play more competitive sports (11.2 Sociological Perspectives On
Education | Social Problems, n.d.).
Strengths and limitations of symbolic interactionism in Education
The strengths of symbolic interactionism in education are through the studies of education
examining social interaction in the classroom, on the playground, and in other school venues.
Through these studies they help us to understand what happens in the schools themselves as well
as to help us understand how what occurs in school is relevant to the larger society. And the
changes that needs to be implemented.
The main limitation of symbolic interactionism in education is that it depends on people's
interactions to explain and make sense of things. Also its limited generalization, subjectivity, and
bias also contribute negatively when doing research.
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In conclusion, Functionalism and symbolic interactionism both play vital and essential roles in
education. Functionalism helps us to understand that education play key functional roles in the
society which includes socialization, social integration, social placement, and social and cultural
innovation. As well as latent function. Symbolic interactionism in education on the other hand,
helps us to understand how social interaction in the classroom, play ground and other school-
related venues affects gender roles and intellectual abilities.

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References
11.2 Sociological Perspectives on Education | Social Problems. (n.d.). retrieved from
https://courses.lumenlearning.com/suny-socialproblems/chapter/11-2-sociological-perspectives
on-education/
Simply Psychology. (2024, February 13). Understanding Meritocracy from a Sociological
Perspective. Retrieved from https://www.simplypsychology.org/meritocracy.html

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