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

4. 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.
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5. 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 3

6. 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.
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7. Chapter Preview-End

8. Schools are becoming more bureaucratic
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-Preview

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

10. 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 A B C
Section 1-Polling Question

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

12. 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

13. Bureaucracy in Education (cont.)
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.
High School Graduates, 1970 and 2003
Section 1

14. 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 A B C D
Section 1

15. 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 19th century schools.
John Dewey led the progressive education movement.
Section 1

16. 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.
Section 1

17. Democratic Reforms in the Classroom (cont.)
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.
Section 1

18. Democratic Reforms in the Classroom (cont.)
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.
Section 1

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

20. B. Cooperative learning C. Integrative curriculum
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 A B C
Section 1

21. 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.
Section 1

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

23. 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

24. 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.
One problem is that courts view this as a contradiction of the principle of separation of church and state.
Section 1

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

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

27. Section 1-End

28. 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-Preview

29. manifest function
latent function
tracking
Section 2-Key Terms

30. 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 A B C D
Section-Polling Question

31. 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.
Latent function—unintended and unrecognized result.
Section 2

32. 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

33. Manifest Functions of Education (cont.)
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.
Literacy Rates
Section 2

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

35. 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

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

37. 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 A B C
Section 2

38. Section 2-End

39. In theory, America is a meritocracy in which social status is achieved
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-Preview

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

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

42. Meritocracy
In a meritocracy, social status is based on ability and achievement rather than social-class background or parental status.
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.
Section 3

43. 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

44. Meritocracy (cont.) 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.
SAT Scores by Race and Ethnicity
Section 3

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

46. 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.
Research has shown that social class, ethnicity and race influence the treatment of that student by the school system.
School Expenditures
Section 3

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

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

49. 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.
The testing situation itself can also affect performance.
Section 3

50. 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. A B C
Section 3

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

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

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

54. Section 3-End

55. 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-Preview

56. self-fulfilling prophecy
hidden curriculum
self-fulfilling prophecy
Section 4-Key Terms

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

58. 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.
Section 4

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

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

61. 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.
Section 4

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

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

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

65. Teachers and Socialization (cont.)
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.
Section 4

66. Teachers and Socialization (cont.)
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.
Section 4

67. Teachers and Socialization (cont.)
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.
Girls fare better in all-girls schools.
Section 4

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

69. Section 4-End

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

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

72. Figure 12.3

73. Figure 12.4

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

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

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

77. Sociology Chapter Transparencies
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
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78. Transparency 1

79. Transparency 2

80. Transparency 3

81. Transparency 4

82. Transparency 5

83. Transparency 6

84. formal schooling education that is provided and regulated by society
Vocab1

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

86. cooperative learning
instructional method that relies on cooperation among students
Vocab3

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

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

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

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

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

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

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

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

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

96. competition system in which rewards are based on relative performance
Vocab13

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

98. cognitive ability
capacity for thinking abstractly
Vocab15

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

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

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

102. compensatory education
specific curricular programs designed to overcome a deficiency
Vocab19

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

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

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