Splash Screen

Chapter Menu Chapter Preview Section 1: Development and Structure of Education Section 2:Functionalist Perspective Section 3: Conflict Perspective Section 4:Symbolic Interactionism

Chapter Preview 1 Chapter Preview · Section 1 Development and Structure of Education (pages 338–395) Schools have become more and more bureaucratic. Advocates of open classrooms and cooperative learning contend that bureaucratically run schools fail to take into account the emotional and creative needs of individual children.

Chapter Preview 2 Chapter Preview · Section 2 Functionalist Perspective (pages 396–399) Functionalists see the emergence of the educational institution as a response to society’s needs. The manifest functions of education include the transmission of culture, creation of a common identity, selection and screening of talent, and promotion of personal growth and development. Schools also serve latent functions.

Chapter Preview 3 Chapter Preview · Section 3 Conflict Perspective (pages 400–408) In theory, America is a meritocracy in which social status is achieved. Proponents of the conflict perspective identify flaws in this model by pointing to inequality in our schools. Methods and programs aimed at promoting educational equality have been developed.

Chapter Preview 4 Chapter Preview · Section 4 Symbolic Interactionism (pages 409–415) Symbolic interactionists emphasize the socialization that occurs in schools. Through the hidden curriculum, children are taught values, norms, beliefs, and attitudes. Much of this socialization helps young people make the transition from home to the larger society.

Chapter Preview-End

Section 1-Preview Schools are becoming more bureaucratic. Advocates of open classrooms and cooperative learning contend that bureaucratically run schools fail to take into account the emotional and creative needs of individual children.

Section 1-Key Terms formal schooling open classroom cooperative learning integrative curriculum voucher system charter schools magnet schools for-profit schools

A.A B.B C.C Section 1-Polling Question Do you think the role of a teacher has changed dramatically over the past 20 years? A.Agree B.Disagree C.Not sure

Section 1 Bureaucracy in Education Schools today are still based on specialization, rules and procedures, and impersonality.

Section 1 Bureaucracy in Education (cont.) Reasons for the bureaucratic model: –Education can be accomplished most efficiently for large numbers of students when they are at similar stages in their ability and development. –Efficiency also increases when teachers teach similar content.

Section 1 Critics claim that formal schooling, education that is provided and regulated by society, is unable to respond to the expressive, creative, and emotional needs of all children.formal schooling Bureaucracy in Education (cont.) High School Graduates, 1970 and 2003

A.A B.B C.C D.D Section 1 The following are benefits of the bureaucratic model EXCEPT A.One lesson plan for a number of students B.Materials can be purchased in bulk C.Standardized testing D. Personalized teaching

Section 1 Democratic Reforms in the Classroom The American progressive education movement of the ‘20s and ‘30s was a reaction to the strict Victorian authoritarianism of the early 19 th century schools. John Dewey led the progressive education movement.

Section 1 Democratic Reforms in the Classroom (cont.) The humanistic movement grew out of the progressive movement, also emphasizing the importance of the student. Three humanistic expressions: –Open classroom—a nonbureaucratic approach to education based on democratic leaderships, flexibility, and noncompetitiveness.Open classroom

Section 1 –Cooperative learning—this takes place in a nonbureaucratic classroom structure in which students study in groups, with teachers as guides rather than as the controlling agents.Cooperative learning Democratic Reforms in the Classroom (cont.)

Section 1 Benefits of this style of learning: –Uncooperativeness and stress among students is reduced. –Academic performance increases. –Students have more positive attitudes toward school. –Racial and ethnic antagonism decreases. –Self esteem increases. Democratic Reforms in the Classroom (cont.)

Section 1 –Integrative curriculum—the curriculum is created by students and teachers working together.Integrative curriculum Democratic Reforms in the Classroom (cont.)

A.A B.B C.C Section 1 Which of the three ways to express the humanistic educational impulse do you think would work best for you? A.Open classroom B.Cooperative learning C.Integrative curriculum

Section 1 Back-to-Basics Movement In 1983, the National Commission on Excellence in Education issued a report warning of the “rising tide of mediocrity” in America’s schools. They urged for schools to return to the more bureaucratic-natured basics in order to keep up with its world economic competitors.

A.A B.B C.C D.D Section 1 Which type of class is NOT stressed by the National Commission on Excellence? A.Math B.English C.Computer science D.Art

Section 1 Alternatives to the Public School System One idea to improve schools is to use the free enterprise model in order to create some competition for the public schools.

Section 1 Alternatives to the Public School System (cont.) Four ways to achieve this: –Voucher system—a system in which public school funds may be used to support public, private, or religious schools.Voucher system –One problem is that courts view this as a contradiction of the principle of separation of church and state.

Section 1 Alternatives to the Public School System (cont.) –Charter schools—publicly-funded schools operated like private school by public school teachers and administrators.Charter schools –Magnet schools—public schools that attempt to achieve high standards by specializing in a certain area.Magnet schools –For-profit schools—schools supported by government funds but run by private companies.For-profit schools

A.A B.B C.C D.D Section 1 Which type of system is NOT an alternative to the public school system? A.Voucher system B.Charter school C.Magnet D.Pool system

Section 1-End

Section 2-Preview Functionalists see the emergence of the educational institution as a response to society’s needs. The manifest functions of education include transmission of culture, creation of a common identity, selection and screening of talent, and promotion of personal growth and development. Schools also serve latent functions.

Section 2-Key Terms manifest function latent function tracking

A.A B.B C.C D.D Section-Polling Question Other than receiving an education, what part of going to school do you enjoy the most? A.Sports B.Seeing friends C.Getting out the house D.Other

Section 2 Manifest Functions of Education According to a functionalist, social institutions develop because they meet one or more of society’s basic needs. Manifest function—an intended and recognized result.Manifest function Latent function—unintended and unrecognized result.Latent function

Section 2 Manifest Functions of Education (cont.) Some manifest functions: –Transmission of culture by instilling in students the basic values, norms, beliefs, and attitudes of the society. –Creation of a common identity among a diverse population.

Section 2 –Selection and screening of talent; test scores are used for tracking, or placing students in curricula consistent with expectations for the students’ eventual occupations. –Promotion of personal growth and development. Manifest Functions of Education (cont.) Literacy Rates

A.A B.B C.C Section 2 Do you agree or disagree that schools should allow bilingual education? A.Agree B.Disagree C.Not sure

Section 2 Latent Functions of Education Some positive latent functions: –Schools serve as day-care facilities for dual-employed couples or single parents. –Schools prevent delinquency. –Athletes can train.

Section 2 Latent Functions of Education (cont.) Negative latent function: –Tracking can perpetuate an unequal social-class structure and hurt self esteem.Tracking

A.A B.B C.C Section 2 Which positive latent function do you think is the most important? A.School serving as a day-care facility B.Prevention of delinquency C.Athletic training

Section 2-End

Section 3-Preview In theory, America is a meritocracy in which social status is achieved. Proponents of the conflict perspective identify flaws in this model by pointing to inequality in our schools. Methods and programs aimed at promoting educational equality have been developed.

Section 3-Key Terms meritocracy competition educational equality cognitive ability cultural bias school desegregation multicultural education compensatory education

A.A B.B C.C Section 3-Polling Question Which social class do you think has the best SAT performance? A.Upper class B.Middle class C.Working class

Section 3 Meritocracy In a meritocracy, social status is based on ability and achievement rather than social-class background or parental status.meritocracy It is based on competition—a social process that occurs when rewards are given to people on the basis of how their performance compares with the performance of others doing the same task or participating in the same event.competition

Section 3 Meritocracy (cont.) Although America claims to be a meritocracy, sociologists have identified barriers to true merit-based achievement, such as gender, race, and ethnicity. Minorities tend to perform lower on college entrance exams. Median Annual Income by Gender, Race, and Education

Section 3 Problems with the SAT: –Some teenagers have an advantage because their parents’ social class creates an unlevel playing field. –The assumption that SAT performance measures academic ability and the likelihood of success in both college and life is not true. Meritocracy (cont.) SAT Scores by Race and Ethnicity

A.A B.B C.C D.D Section 3 Which ethnic category scores highest on the SATs? A.White B.Asian C.Latino D. African American

Section 3 Equality and Inequality in Education Educational equality exists when schooling produces the same results, in terms of achievement and attitudes, for lower-class and minority children as it does for less disadvantaged children.Educational equality Research has shown that social class, ethnicity and race influence the treatment of that student by the school system. School Expenditures

A.A B.B C.C D.D Section 3 What do you think contributes most to educational inequality? A.Social class B.Racial category C.Nutrition D.School funding

Section 3 Cognitive Ability Cognitive ability is the capacity for thinking abstractly.Cognitive ability Some researchers believe that intelligence is inherited; however, most social scientists believe that environmental factors and genetics influence intelligence.

Section 3 Cognitive Ability (cont.) Many social scientists have argued that intelligence tests have a cultural bias—or that the wording used in questions may be more familiar to people of one social group than another.cultural bias The testing situation itself can also affect performance.

A.A B.B C.C Section 3 Which is an argument against inherited intelligence? A.As people get older, they usually score higher on intelligence tests. B.Minorities score lower on intelligence tests. C.Economically disadvantaged score lower on intelligence test.

Section 3 Promoting Educational Equality Ways to promote educational equality: –School desegregation—the achievement of a racial balance in the classroom.School desegregation –This would also provide a multicultural education—an educational curriculum that accents the viewpoints, experiences, and contributions of minorities.multicultural education

Section 3 Promoting Educational Equality (cont.) –Compensatory education—specific curricular programs designed to overcome deficiency.Compensatory education –Head Start is a program that provides disadvantaged children an equal opportunity to develop their potential.

A.A B.B C.C D.D Section 3 What does the Head Start program prepare disadvantaged children for? A.Public school B.Cultural diversity C.Sports D.Segregation

Section 3-End

Section 4-Preview Symbolic interactionists emphasize the socialization that occurs in schools. Through the hidden curriculum, children are taught values, norms, beliefs, and attitudes. Much of this socialization helps young people make the transition from home to the larger society.

Section 4-Key Terms hidden curriculum self-fulfilling prophecy

A.A B.B C.C D.D Section 4-Polling Question Which attribute do you think school has the most influence on you? A.Values B.Norms C.Beliefs D. Attitudes

Section 4 The Hidden Curriculum Symbolic interactionists are interested in how schools transmit culture through the socialization process. The hidden curriculum is the nonacademic agenda that teaches children norms and values such as discipline, order, cooperativeness, and conformity.hidden curriculum

A.A B.B C.C D.D Section 4 Which example of a hidden curriculum do you find most important? A.Discipline B.Order C.Cooperativeness D. Conformity

Section 4 Textbooks A critical part of the hidden curriculum is the development of patriotism and a sense of civic duty in future adults.

Section 4 Textbooks (cont.) Textbooks tend to: –show bias toward the U.S. –ignore critical accounts of history. –show men and women in stereotypical roles. –omit minorities. –show only middle-class homes.

A.A B.B C.C D.D Section 4 How were women portrayed in textbooks written before the 1980’s? A.Passive B.Aggressive C.Competitive D.Fierce

Section 4 Teachers and Socialization All teachers set academic tasks for their students, but they also affect children unintentionally Investigating Education

Section 4 They can foster the self-fulfilling prophecy—a prediction that results in behavior that makes the prediction come true.self-fulfilling prophecy –Experiment with “late bloomers.” –Pygmalian effect—some students perform better than others simply because they are expected to do so. Teachers and Socialization (cont.) High School Dropouts

Section 4 Sexism is still present in the classroom. In a coeducational setting, boys are: –5 times more likely to receive the most attention from teachers. –3 times more likely to be praised. –8 times more likely to call out in class. Teachers and Socialization (cont.)

Section 4 –3 times more talkative in class. –2 times more likely to demand help or attention. –2 times more likely to be called on in class. Teachers and Socialization (cont.)

Section 4 Despite this problem, girls: –perform almost as well as boys on math and science tests. –score higher than boys at reading and writing at all grade levels. –are more likely to attend college. Teachers and Socialization (cont.) Girls fare better in all-girls schools.

A.A B.B C.C D.D Section 4 Which group is more likely to be praised in a classroom? A.Female students B.Male students C.Asians D.Latinos

Section 4-End

Figure 12.1 High School Graduates, 1970 and 2003 * No data available for Asian or Pacific Islander for Source: U.S. Census Bureau, Statistical Abstract of the United States, 2004–2005.

Figure 12.2 Median Annual Income by Gender, Race, and Education Source: U.S. Bureau of the Census, 2004.

Figure 12.3

Figure 12.4

Snapshot 1 School Expenditures Source: U.S. Bureau of the Census, Statistical Abstract of the United States, 2004–2005.

Snapshot 2 High School Dropouts Source: Annie E. Casey Foundation, 2005 Kids Count Data Sheet.

World View Literacy Rates Source: U.S. Central Intelligence Agency, The World Factbook, 2005.

Transparency Menu SAT Scores by Family Income, 2005 Percentage of High school Dropouts Aged 14–24 Comparing the Length of the School Year Completion Rate by Race and Latino Origin (Percent 25 years and older) Bachelors Degree Completion Rate, by State High School and Bachelors Degree Completion Rates for Selected Latino Origin Groups Sociology Chapter Transparencies

Transparency 1

Transparency 2

Transparency 3

Transparency 4

Transparency 5

Transparency 6

Vocab1 formal schooling education that is provided and regulated by society

Vocab2 open classroom a nonbureaucratic approach to education based on democracy, flexibility, and noncompetitiveness

Vocab3 cooperative learning instructional method that relies on cooperation among students

Vocab4 integrative curriculum an approach to education based on student-teacher collaboration

Vocab5 voucher system system in which public school funds may be used to support public, private, or religious schools

Vocab6 charter schools public schools that are operated like private schools by public school teachers and administrators

Vocab7 magnet schools public schools that focus on particular disciplines or areas, such as fine arts or science

Vocab8 for-profit schools schools run by private companies on government funds

Vocab9 manifest function an action that produces an intended and recognized result

Vocab10 latent function an action that produces an unintended and unrecognized result

Vocab11 tracking placement of students in programs according to academic ability levels

Vocab12 meritocracy a society in which social status is based on ability and achievement

Vocab13 competition system in which rewards are based on relative performance

Vocab14 educational equality condition in which schooling produces the same results for lower-class and minority children as it does for other children

Vocab15 cognitive ability capacity for thinking abstractly

Vocab16 cultural bias the unfair measurement of the cognitive abilities of people in some social categories

Vocab17 school desegregation the achievement of a racial balance in the classroom

Vocab18 multicultural education an educational curriculum that emphasizes differences among gender, ethnic, and racial categories

Vocab19 compensatory education specific curricular programs designed to overcome a deficiency

Vocab20 hidden curriculum the nonacademic agenda that teaches discipline, order, cooperativeness, and conformity

Vocab21 self-fulfilling prophecy a prediction that results in behavior that makes the prediction come true

Help Click the Forward button to go to the next slide. Click the Previous button to return to the previous slide. Click the Home button to return to the Chapter Menu. Click the Transparency button to access the transparencies that are relevant to this chapter. Click the Return button in a feature to return to the main presentation. Click the Sociology Online button to access online textbook features. Click the Exit button or press the Escape key [Esc] to end the chapter slide show. Click the Help button to access this screen. Links to Presentation Plus! features such as the Figures, Time Lines, Snapshot of America, World View and others are located at the bottom of relevant screens. To use this Presentation Plus! product:

End of Custom Shows