The document summarizes competing sociological theories about whether modern education systems are meritocratic. Some structural theorists, like functionalists Parsons and Davis and Moore, view education as meritocratic and argue it allows individuals to achieve success based on their own efforts and ability. However, other theorists reject this view. Marxists see education as reproducing social inequality by functioning in the interests of the ruling class. Studies by Bowles and Gintis and Willis found evidence that the education system prepares students for class-based roles and jobs rather than being truly meritocratic. Recent data showing poorer student outcomes and the backgrounds of successful professionals indicate education remains unequal and not a fair system based solely on individual merit.

1. AS Sociology
Revision: Education Theory
Marking Exercise
Task:
1. Highlight the AO1 in one colour
2. Highlight the AO2 in another colour
3. Look closely at the essay and annotate the strengths and areas for
improvement
4. Give it a mark out of 20 using the front cover marksheet.
Item A
Sociologists of education have competing theories relating to the role that
the education system plays in wider society. Some structural theorists look at
education as responding to the needs of society. This may be in terms of the
functions it performs and perpetuate society or its role in reproducing
inequality. Some sociologists see education as part of a meritocratic society,
whereas others argue that processes within school such as the hidden
curriculum maintain an unequal society.
Using material from Item A and elsewhere, assess the view that the
modern education system is meritocratic.
(2o marks AO1: 8, AO2=12)
A meritocracy means a fair system where pupils will achieve success on the
basis of their own efforts and ability. This view sees education as a system
where the most talented and hard working will succeed.
According to Item A, structural theorists have competing views as to
whether education is meritocratic. The view held by Functionalists is that the
education system performs an essential role in the selection process of people
into appropriate roles in the economy. Parsons and Davis and Moore all saw
education as meritocratic. They argue that individuals are not born
intellectually equal. The role of the education system is to sift and sort people.
This involves selecting the most able for the mot functionally important roles in
society. Therefore, doctors and lawyers are naturally more intelligent than
cleaners and porters. In Parson’s view a meritocratic education system was
essential in modern society. He saw the education system as a bridge between
home and work. In the family individuals are judged on ‘particularistic’ values
and have ascribed statuses. However, the education system, like the world of
work is based on ‘universalistic’ values and the status is achieved.
However, not all Functionalists share this view. Tumin said that Davis and
Moore’s work was too simplistic because there was no way of measuring the
functional importance or particular jobs.

2. AS Sociology
Revision: Education Theory
Other structural theorists like Marxists see education as ‘reproducing social
inequality’ (Item A) and reject the view that education is a meritocracy. They
see that education really functions in the interest of the ruling class, Althusser
saw education as an Ideological State Apparatus, which legitimates class
inequality in society. Bowels and Gintis showed that there was a
correspondence between the education system and the economy. The economy
‘cast a long shadow over education’. This means that the schools exert
ideological control and molded according to the needs of capitalism. Through
the hidden curriculum children learn to be obedient and to respect authority.
Relationships between teachers and students are said to mirror those of
employers and employees.
Willis did an ethnographic study on 12 working-class boys where he showed
that the boys could see through the system even though it meant that they still
ended up with working-class jobs. He argued that the education system
prepared working class kids for working class jobs, thus proving that we are not
living in a meritocratic society.
A recent report by the Rowntree Trust showed that far from there being
greater equality in society, children – especially boys – from poorer backgrounds,
were doing worse than before. This clearly shows that the Functionalists were
wrong in their views. Recent evidence also shows that increasing numbers of
successful professionals like lawyers, MPs, judges etc, generally come from
Oxbridge and top public schools.
Overall, we can see that the system is a long way from being meritocratic and
still today the wealthier your background the more likely you are to succeed.