Education functions as a key mechanism which glues children together and helps them by giving them a value consensus through the “hidden curriculum”. Parsons describes education as a bridge between the families and adult roles of society. Although functionalists think that socialization is important, they also think that it’s not the only purpose of education. Education also teaches the right skills needed for work and sorts people for appropriate jobs. Functionalists think that education gives students an equal chance to get the qualifications for their future jobs and if they rather choose to mess about, the only person to blame for their failure is themselves.
Functionalists however argue that the hidden curriculum prepares younger generations for life in the work place, For example, we obey higher authority such as teachers, of which in the work place would be our employer. Unlike Marxists, Functionalists believe that social mobility is possible and education gives individuals the best chance to achieve their status. American Sociologist, Parsons believes that education is a secondary agent of socialisation, and the
Agree with the question Paragraph 2 On one hand sociologists would agree that a pupil’s home situation is more important than the type of school they attend. Parents who get involved in the students education by showing an interest and helping with homework are more likely to encourage a child to do well at school. Parental influence can affect someone’s educational achievement as if a student’s parent hated school as a child and didn’t get the grades they needed, it can cause the student to act the same. On the other hand it could cause them to progress better in school as they will want to achieve more than their parents Marxists believe students who come from a working class background tend to do worse than students who come from a high class background; this could be because of material deprivation. This is a big influence on student’s educational achievement as they do not have enough money to buy the necessary equipment for school such as revision guides.
Sociologists like Cultural deprivation theorists would agree with this statement.They believe that parental interests and attitudes to education influence working class childrens' attainment levels, this can be positive or negative influence.They would argue that children look upon their parents as role models, .When they see their parents act in a negative way regarding rules, school and work, they often follow in their footsteps. This could result in the children developing an Anti-School subculture. Studies do show that the working class do considerably worse than the middle class, in many aspects of education. Children in the middle class are more likely to struggle in school, more likely to underachieve at GCSE level and more likely to be expelled and excluded than middle class students. Cultural deprivation theorists would blame this on the lack of parental guidence and encouragment to succeed in education.
This is because the elaborated code is used within textbooks, by teachers and is the language an examiner expects the child to use within their exam. Early socialisation means middle class children are already fluent using the elaborated code meaning they are more likely to succeed. However, Bernstein recognises that working class children fail because schools fail to teach them how to use the elaborated speech code; not because they are culturally deprived. Bereiter and Engelmann claim that the language used in lower class homes is deficient. They described that working class families use gestures, single word sentences and disjointed phrases when communicating.
Base on Rose’s essay and my personal experience, I believe Anyon’s claim about school’s socio-economic class determines the type of instruction students receive is wrong. The experience of Mike Rose in his essay “I Just Wanna Be Average” complicates the idea of author Jean Anyon in “From Social Class and The Hidden Curriculum of Work”. Mike Rose had described the learning experience at a school call Our Lady of Mercy which was located in middle class area of Los Angeles, where some of his teachers are definitely under qualify for the position. The sophomore English teacher Mr. Mitropetros is a great example of a working-class school teacher. According to Rose, Mr. Mitropetros had “little training in English” (153), ask the students to “reading the district’s required text, Julius Caesar, aloud for the semester” (153).
Customized Learning Theory Angelique Young Liberty University Introduction There are many ideas and theories on what makes the best learning environment. Things to consider are teacher-student relationships, teacher-parent relationships, parent-student relationships and lastly, student-self relationships. Each relationship creates an environment that is intertwined with the other to create the best learning environment for the student. When one or more of these relationships fracture, the environment for the student is, at best retarded, if not crippled. By understanding the dynamic of these relationships, a teacher understands the development and learning of students and seeks opportunities to positively support not only their intellectual development, but also social and personal as well.
Abstract Forming impressions of people can be biased from order effects. Those motivated to think are less susceptible to primacy effects compared to those low in motivation to think. Presented study revealed a reduced primacy effect amongst those who are motivated to think. Teachers and assessors alike, where marking exams are part of work life, should be aware of any bias impressions that can be formed of their students during exam marking. As Rosenthal & Jacobson’s (1968) famous classroom study revealed, teachers impressions of their students can affect the level of encouragement they give.
Nicole Petersen Professor Kate Peterson English 101 January 10, 2013 Jean Anyon: Hidden Curriculum “Schoolwork helps one to achieve, excel, to prepare for life,” Jean Anyon claims in her essay, Social Class and the Hidden Curriculum of Work. Anyon believes the hidden curriculum is the idea of schools creating their coursework to better prepare children for life in the social class from which they come. This conception implies that the students who go to a “Working Class School” will learn different than those students who go to school in a “Middle-Class School,” a “Affluent Professional School,” and a “Executive Elite School” so that one day, in life outside of school, they will be prepared to be working class, middle class, professional, or elite (depending on what type of school and socioeconomic rank they came from.) Consequently, the children who went to the Working Class School had the socioeconomic ranking of at or below the national poverty level. Upon study of the school, Anyon affirms that the student’s work is simply following the steps of a procedure, there is no creativity and the teacher barely talks to them or has discussions with the students.
Mansios and Anyon both agree that the higher ones social class is, the better education they receive. Mansios also provides evidence that the lower class will endure unfortunate consequences in the future because of this inequality in education. Anyon believes the students are being taught “hidden curriculum” that applies to their social class and, by assumption, their future relationships and social standings (Anyon 395). The classrooms of the executive elite may start by having control over the teachers and classroom activities in elementary school, but later on they develop control over their workplace when they are high-standing individuals (Anyon 408-410). In the classrooms of the working class, students are not welcome to share their opinions or ideas and they often resist the teacher’s continuous orders.