1. Chapter 13 Education and Religion

2. Chapter Outline  Education and Religious Institutions  The Sociological Study of Education: Theoretical Views  Education, Symbolic Interactionism, and Self-Fulfilling Prophecies  Current Controversies in American Education

3. Chapter Outline  The Sociological Study of Religion: Theoretical Views  Tension Between Religion and Society  Religion in the United States

4. Manifest Functions of Education Cultural reproduction. Social control. Assimilation. Training and development. Selection and allocation of statuses. The promotion of change.

5. Latent Functions and Dysfunctions 1. The production of a generation gap. 2. The custodial care of children. 3. The creation of a youth subculture. 4. The rationalization of inequality. 5. The perpetuation of social inequality.

6. Conflict Model of Education  The hidden curriculum teaches students obedience and conformity.  Credentialism amounts to using diplomas as passports to higher status.  Those of higher status can pass on their status-heritage in procuring superior education for their children.

7. Symbolic Interactionist Perspective  Two processes that take place within the schools: –interpersonal interactions –self-fulfilling prophecies

8. Self-fulfilling prophecy  Studies show teachers demand the most from students who share their backgrounds:  As a result, students learn less when they are from a lower social class or different race/ethnicity than is their teacher.  When teachers assume that certain students cannot succeed, they give those students less opportunity to do so.

9. Social Class and Schooling  Schools are a middle class domain dominated by middle class teachers.  Middle class or upper middle class children have likely been read to, and given opportunities to understand art and music.

10. Current Controversies in American Education  Tracking - the use of early evaluations to determine the educational programs a child will be encouraged to follow.  High-Stakes Testing - In many school districts, students must now pass standardized tests before they can move on to a higher grade.  School choice - Options including tuition vouchers, tax credits, magnet schools, charter schools, and home schooling that allow families to choose where their children go to school.

11. Going to College  45% of recent high school graduates are enrolled in two or four-year colleges.  The number of minorities in college has declined relative to Whites since 1975.  Non-Hispanic white women are most likely to be enrolled in college and the group most likely to graduate.

12. Educational Achievement of Persons 25 and Older

13. % of High School Graduates Ages 18 to 21 Enrolled in College

14. Median Annual Income High school 4 yrs. College Master’s degree Male28,34249,98461,959 Female15,66430,97240,744 White20,29437,60049,804 African American 17,38435,51042,505 Hispanic17,48331,23542,899

15. Sociological Study of Religion  Sociologists define religion as a system of beliefs and practices related to sacred things that unites believers into a moral community  Sociologists who study religion treat it as a set of values.  Sociologists examine the ways in which culture, society, and class relationships affect religion and the ways in which religion affects individuals and social structure.

16. Religious Affiliation: United States and Worldwide, 2000

17. Durkheim: Structural- Functional Theory of Religion Three elementary forms of religion: 1. Distinction between things sacred and things profane. 2. A set of beliefs about the supernatural that help people explain and cope with the uncertainties associated with birth, death, creation, success, failure, and crisis. 3. A body of rituals or practices.

18. Functions of Religion  At the social level, religion gives the tradition a moral imperative.  At the personal level, religion provides support, consolation and reconciliation in times of crisis or need.

19. Conflict Theory  Marx saw religion as an “opiate of the people.”  Modern conflict theorists are more interested in how religion may act either to express or repress class and ideological struggles.

20. Weber: Religion as an Independent Force  Weber combined ideas from structural and conflict perspectives.  Interested in the forms of religion and their consequences for individuals and society.  Argued that Protestantism incubated fundamental values, such as the work ethic which linked work to salvation.

21. U.S. Civil Religion Important source of unity for the U.S.  Beliefs: God guides the country.  Symbols: The flag.  Rituals: Pledge of Allegiance.

22. Distinctions Between Churches and Sects ChurchesSects ExamplesCatholics Amish Tension with societyLowHigh Attitude toward other religions TolerantIntolerant Type of authorityTraditionalCharismatic OrganizationBureaucraticInformal

23. Changing Religious Commitment, 1962–2001 1962–652000–01 Belong to a church or synagogue 73%66% Attended church last week4641 Have no religion28 Religion is very important to their own lives 7060 Believe Bible is actual word of God 6533

24. Consequences of Religiosity  People with higher levels of religious affiliation tend to be friendlier, happier, cooperative, and more satisfied with their lives than others.  Religious affiliation has also been linked to socially conservative and authoritarian attitudes that maintain the status quo.