1. CHAPTER 14 Education and Religion
Section 1: The Sociology of Education
Section 2: The Sociology of Religion

2. Objectives: Section 1: The Sociology of Education
Explain how the views of functionalist, conflict, and interactionist sociologists differ concerning education.
Identify some of the current issues in American education.

3. Education
The roles and norms that ensure the transmission of knowledge, values, and patterns of behavior from one generation to the next
Pre-industrial: informal/family socialization
Schooling-formal education which involves instruction by specially trained teachers who follow officially recognized policies

4. Functionalist Perspective on Edu.
Section 1: The Sociology of Education
Functionalist Perspective on Edu.
Education maintains the stability and smooth operation of society
Teaching Knowledge and skills- transmit core curriculum of existing knowledge and critical thinking skills to generate new knowledge in future

5. Functionalist Perspective on Edu.
Transmission of Culture- core values must be passed from one generation to the next 1. family, 2. schools
Patriotism/nationalism- superiority is reinforced by emphasizing own accomplishments, downplaying the less positive aspects of our history, and that other systems are inferior
Social Control- rules, expectations, authority of faculty teaches socially acceptable behavior, with the ultimate goal of producing citizens who have internalized cultural norms and thus have learned to control their own behavior in the social world

6. Functionalist Perspective on Edu.
Social Integration- edu. Serves to produce a society of individuals who share a common national identity
Melting pot or mosaic?
Curriculum designed to help students understand how their racial and ethnic heritages contribute to a richer American culture

7. Functionalist Perspective on Edu.
Occupational Placement- Through tests and evaluations, edu. screens members and steers members of society for the work they will do as adults
Japan- “cram schools” “examination wars” getting into college highly competitive

8. Conflict Perspective on Edu.
The edu. System serves to limit the potential of certain individuals and groups to gain power and social rewards
Social control and tracking maintains inequality
Success/failure in school reflect existing inequalities in society

9. Conflict Theory on Edu.
Social Control- rules, expectations, authority of faculty, etc. serves to produce unquestioning citizens who accept the basic inequalities of the social system
Hidden curriculum- teaching a conservative set of values that center on obedience to authority. Produces cooperative adult workers who will willingly accept the demands of those in power

10. Conflict Perspective on Edu.
Tracking- maintains inequality by assigning students to different types of educational programs based on aptitude tests, grades, teacher evaluations
Maintains inequality as lower social classes are typically assigned to less rigorous and less advantageous tracks
Types of instruction maintain the status quo:
High track-problem solving, critical thinking, independence, self motivation=managerial/professional jobs
Low track- memorization drills, cooperation, obey instructions, follow routine=blue collar jobs

11. Conflict Perspective on Edu.
Education and Socioeconomic Status- Most Americans have long believed that education is the key to social mobility. (Educational achievement appears to be tied strongly to socioeconomic status).
Conflict Sociologist argue that the opportunities for educational success and social mobility are distributed unequally.
Expectations families have for their children’s achievement differ by socioeconomic class.
The higher status families are better able than are lower-status families to provide a home environment well-suited to enrich learning.
The incomes of lower-status families are often barely enough to provide the basic necessities of life.

12. Section 1: The Sociology of Education
Comparing Functionalist, Conflict, and Interactionist Perspectives of Education
(continued)
Education and Socioeconomic Status- Most Americans have long believed that education is the key to social mobility. (Educational achievement appears to be tied strongly to socioeconomic status).
Conflict Sociologist argue that the opportunities for educational success and social mobility are distributed unequally.
Expectations families have for their children’s achievement differ by socioeconomic class.
The higher status families are better able than are lower-status families to provide a home environment well-suited to enrich learning.
The incomes of lower-status families are often barely enough to provide the basic necessities of life.

13. Section 1: The Sociology of Education
Comparing Functionalist, Conflict, and Interactionist Perspectives of Education
Interactionist – students’ educational achievements and success are shaped in part by teacher-student interactions
Studies have shown that students tend to fall under the premise of the self-fulfilling prophecy.
Self-fulfilling prophecy- a prediction that leads to behavior that makes the prediction come true.
Teachers, through words and actions, let students know what is expected of them, and the students performs according to these expectations.
Students who are expected to achieve come to think of themselves as bright and capable because they have been, and continue to be, treated as bright and capable people.
Students not expected to achieve, on the other hand, may come to think of themselves as inferior.

14. Interactionist Perspective on Edu.
students’ educational achievements and success are shaped in part by teacher-student interaction
Self-fulfilling prophecy- a prediction that leads to behavior that makes the prediction come true.
Teachers, through words and actions, let students know what is expected of them, and the students performs according to these expectations.
Students who are expected to achieve come to think of themselves as bright and capable because they have been, and continue to be, treated as bright and capable people.
Students not expected to achieve, on the other hand, may come to think of themselves as inferior.

15. The Sociology of Education
Current Issues in American Education
Educational Reform
Educational Alternatives
Violence in the schools
Bilingual Education

16. Current Issues in American Education
Section 1: The Sociology of Education
Current Issues in American Education
Educational Reform – to address a decline in the level of the quality of education; has led to some improvements (NCLB)
Educational Alternatives – provides school choice through vouchers, charter schools, and options such as homeschooling

17. Current Issues in American Education
Section 1: The Sociology of Education
Current Issues in American Education
(continued)
Violence in the Schools – has led to the use of security measures; zero tolerance policies, and conflict-resolution programs
Bilingual Education – controversial, particularly in states with many Hispanics; has led to “English Only” movement

18. School Within-a-School—designed for students needing a separate location within the traditional school, usually a separate wing with different staff, for their academic or social behavior programs;
School Without Walls—designed for students requiring educational and training programs delivered from various locations within the community, usually requires flexible student schedules;
Residential School—designed for special case students, usually placed by the courts or the family, with special counseling and educational programs;
Separate Alternative Learning Center—designed for students needing a special curriculum, such as parenting skills or special job skills, and a separate location from the traditional school, many times located in business environments, churches, or remodeled retail centers with excellent transportation services;
College-Based Alternative School—designed for students needing high school credits, and operated by public school staff; but using a college facility to enhance the student's self-esteem and offer other services that would benefit the student's growth;
Summer School—designed to be either remedial for academic credits or to enhance a student's special interests, perhaps in science, computers, etc.;
Magnet School—designed to focus on selected curriculum areas with specialized teachers and with student attendance usually by choice;
Second-Chance School—designed for students who are judged to be troubled and placed in the school by the courts or the school district as a last chance before being expelled or incarcerated; and
Charter School—designed as an autonomous educational entity operating under a contract negotiated between the state agency and the local school sponsors.

19. Objectives: Section 2: The Sociology of Religion
Identify the basic societal needs that religion serves.
Describe the distinctive features of religion in American society.

20. Humans need to know WHY?
We satisfy this need by making a distinction between the sacred and the profane
Sacred-anything part of the supernatural world that inspires awe, respect, reverence
Profane-anything part of the ordinary world, common place, familiar
Religion
Universal
System of roles and norms organized around the sacred realm that binds people together
Social creation-only has meaning socially defined by a group of believers
Faith based/supernatural

21. Functions of Religion Social Cohesion –
Functionalist-participating in ceremonies and sharing beliefs strengthening of bonds among people
Conflict-religion creates a power struggle between rival religions (Jews v. Muslims)
Social Control –
Functionalist: encourages conformity to the norms of society by presenting the norms as a command by a supreme being, taught in the Bible. Outlet for releasing guilt for violating norms.
Conflict: emphasis on conformity inhibits innovation, freedom of thought, and social reform

22. Functions of Religion 3. Emotional Support
Functionalist: emotional support during difficult times belief in “part of a greater plan”. Answers questions about life and death that science/common sense can’t answer
Conflict: this emotional support blocks social and political change. People accept poor social conditions because they will be rewarded in spiritual life

23. The Nature of Religion Section 2: The Sociology of Religion
Religions exists in varied forms around the world. However, all religions contain certain basic elements. Among these elements are: Rituals and Symbols, Belief Systems, and Organizational Structures.

24. Nature of Religion: Rituals & Symbols
Rituals-an established pattern of behavior through which a group of believe
Mark changes in status: baptisms, marriage, funerals
Unites believers: worship services, prayer meetings
Method of giving thanks to divine being: advent candles

25. Nature of Religion: Belief Systems
Religions is universal but varies considerably in the content of their belief systems. In general belief systems can be organized into three basic types:
Animism
Theism
Ethicalism

26. Belief Systems
Shamanism Spirits communicate with one person (shaman). Shamans can heal sick, predict future.
ANIMISM: Spirits active in influencing human life but not worshipped as gods. Rituals thank or win spirits’ good will.
ETHICALISM: Based on set of moral principles with sacred quality. Goal: Reach highest human potential
THEISM: Belief in god or gods. God is divine power worthy of worship.
Totemism Kinship between humans and animals/natural objects. Totems are sacred.
Monotheism Belief in one god. All have organized structure, sacred writings, worship rituals organized ministry
Polytheism Multiple gods; Example: Hinduism; usually one powerful god and lesser gods with different responsibilities
Involve meditation and purity of thought and action; Examples: Buddhism, Shintoism, Confucianism

27. Functions of Religion: 4 Organizational Structures
Ecclesia- All people in society are members by virtue of birth. State church/govt. linked. Powerful. Bureaucratic, trained leaders. Fundamentalist Islam/Puritans
Denominations- Well established organization in which a substantial portion of the population are members. Bureaucratic, trained leaders. More tolerant of other religions. Baptist/Methodist/Catholic
Sects- Small organization that typically has split off from a denomination because of doctrinal differences. Intolerant of other faiths. Hostile to existing power structure. Emotional, may become denominations over time. Jehovah’s witnesses

28. Functions of Religions: 4 Organizational Structures
4. Cults-new religion whose beliefs and practices differ markedly from those of the society’s major religions
Charismatic leader
Attracts those disillusioned by society
Reject family and friends giving in completely to the cult
Heaven’s Gate: they “shed their containers” by committing mass suicide in order to “leave this planet”, catch a ride with a spacecraft ride to a “higher existence”

29. Religion in American Society
Section 2: The Sociology of Religion
Religion in American Society
Free from persecution
Culturally diverse
Highly valued but may be losing influence
Separation of church and state
Many believe in God but fewer are affiliated with religious organizations and even fewer attend services

30. Religion in American Society
Section 2: The Sociology of Religion
Religion in American Society
(continued)
Most Americans are monotheistic
Protestants are most numerous, but the Roman Catholic Church is the largest single organization
Rising participation in fundamentalist and evangelical Christian groups