University of Minnesota Fall 2006

1. Sociology of Education
EDHD 5005: School and Society
October 17, 2006
Presentation by: Emanda Thomas

2. Do you agree with this quote? Why
or why not? How do you feel about
this statement.
 “The values, beliefs, and norms of a
society are internalized within children
so that they come to think and act like
other members of society…schools
socially and culturally reproduce the
existing society though the systemic
socialization of it’s youngest members.”

3. Class overview:
 Why Sociology of Education is
important?
 Theories of Sociology of Education
 Processes
 Norms, Values, Beliefs
 Lot’s of discussion in class

4. A Brief Introduction to
Sociology
 Sociology focuses on the study of
relationships between people, and the
structures they develop
 Relationships/structures can include
small groups and larger collectives.
 The study of sociology is embedded in
culture

5. Why is it important?
“Without clear thinking, good information, and
honest assessments, education as an
institution is bound to move into the future like
a ship without a rudder, floundering,
directionless, and in danger of sinking.
Before better educational programs can be
designed, educators must know what works
and what does not. The empirical and
conceptual tools of sociology are ideally
suited to this task because they guide one
toward systematic thinking and realism about
what is actually possible.”
(Sadovnik et al., 112)

6. Four major theories of
sociology
 Positivist theories:
1. Functionalism
2. Conflict
 Constructivist theories:
3. Institutionalism
4. Post-modern

7. Positivism vs. Constructivism
 Both are perspectives/lenses
 Positivism
 Knowledge reflects an objective external
reality.
 Constructivism
 Human beings discover and authenticate
knowledge through their personal
experience.

8. Functionalism, Durkheim
 Education’s larger purpose is to support
social/cultural development and the
effective functioning of social structures.
 Education for all is important for social
cohesion
 Moral education

9. Conflict, Marx
 The powerful classes dominate
education.
 All education is experienced through the
knowledge that is approved for each
social class.
 Formal educational structures support
the preferences of the elite.

10. Contemporary Structuralism,
Institutionalism
 Existing institutional structures and
norms dominate the goals, procedures
and outcomes of major social sectors,
including (especially) education.
 Education’s larger purpose is to support
the status quo.

11. Post Modernism
 Educational institutions reflect local
values. Educational institutions are
based on local preferences and
promote variability rather than
uniformity in knowledge and
achievement. We do not.

12. Interactional, Bernstein
An additional Theory from Sadovnik et al.
 Emphasizes a micro understanding of
schools and society.
 The processes which lead to the
structure
 How are student’s determined to be gifted
or learning disabled?
 Processes carry norms, values, and
assumptions

13. Norms, Values, Assumptions
 Norms – behavior, patterns, rituals,
traditions, rules, etc.
 Values – what an a person or group
stands for, defines fundamental
character, a sense of identity
 Assumptions or Beliefs – What is
generally understood as truth and
agreed upon by an individual or group.

14. Effects of Schooling on
Individuals
What contributes to effects:
 Difference between schools
 Curriculum, teacher quality, academics,
teacher expectations, time in school
 Considering issues of class, race,
gender, special needs, etc.

15. Effects of Schooling on
Individuals
 Knowledge and attitudes that are
learned in school
 Employment opportunities
 Education and Mobility
 Context mobility vs. sponsored mobility

16. Think about and discuss:
 “…why do [students] study the materials
that they do? Who selects what people
teach and learn, and why? Is
knowledge value free or socially
constructed?”
(Sadovnik et al, 113)

17. Questions???