Examine the ways in which educational policy can help reproduce and legitimise social inequalities. Industrialisation increased the need for an educated work force, during this time the education the pupils received depended on their social background. Middle class children were given education to prepare them for work in a professional career where as working class education consisted of basic literary and numerical skill to prepare them for factory work. Schooling did little to provide social mobility In 1880 state schooling was made compulsory from the age 5-13, later rose to 16 by 1973 In 1994 education was shaped my meritocracy, the idea that individuals should be able achieve a status reflective of their capabilities. Rather than that is ascribed at birth.
n today's world, education is what classifies someone from another. Our education is what brings us up a level in society and lack there of, down a level. Although education is optional, the way in which its taught and preached is changing. Education is meant to broaden our abilities and minds, teaching us the necessities of life. After reading " And then I Went to School," and "College Pressures", its evident that the word education is viewed differently depending on the "students" background.
Instead, functionalism sees active social change as unwanted because of the countless parts of the society will compensate obviously for any problems that may arise. According to the functionalist perspective of sociology, each feature of society is interdependent and contributes to society's stability and functioning as a whole. For example, the government provides education for the children of the family, which in turn pays taxes on which the state depends to keep itself running. The family is dependent upon the school to help children grow up to have good jobs so that they can raise and support their own families. In the process,
James banks defines it as a “process of restructuring the culture and the organization of a school to bring about education equality and empowerment” (Banks, 40-41). The influence of environments in achieving a greater outcome in students’ well-being was a challenge to reconstruct social structures. Gender bias does not only start at home or accepted but it also takes place in the school environment. Wellesley was founded on traditions and morals, which eventually effects the view of the institution. Within the movie, student’s former traditions and generations that are passed down creates obstacles.
Sociologists have put forward many explanations for these differences, many of which are a result of changes in the education system. This essay will examine to what extent such changes have resulted in gender differences in achievement. Some sociologists argue that changes in the way pupils are assessed have favoured girls and disadvantaged boys. For example, one main change in the education system that has resulted in the gender gap is the introduction of GCSEs and coursework in 1988. Stephen Gorard found that the gender gap in achievement was fairly constant from 1975 until 1988-9, when it increased sharply.
Social policy is defined as 'the actions, plans and programmes of government bodies and agencies that aim to deal with a problem or achieve a goal, eg raising levels of educational attachment.' This eassay is going to examine the ways in which laws and social policies affect family life.The government of the newly formed Soviet Union aimed to destroy pre-revolutionary patriarchal family structure. In order to achieve it, there have been changes made in the law, including divorce and abortion becoming easier to option. The constitution also guaranteed equality between men and women – women were entering paid employment while their children were looked after in nurseries provided by the state. These are examples of laws that could have an impact on family life – these law were working to destroy pre-revolutionary patriarchal family structure – there would be more single-parent families, due to the fact divorces were available and easy to obtain.
Parsons used the metaphor of education as a ‘bridge’ to work based on meritocratic principles. The education system takes children away from intimate relationships with family and puts them into a social institution where they are expected to follow instructions from an authority figure socializing them into obeying authority. School children also have a strict timetable which they must adhere to, this emphasis on punctuality and organization will prepare them for working life. Davis and Moore said that the education system was there for ‘sifting and sorting’ so that the best jobs go to the hardest working, more intelligent people. They argued that the education is meritocratic and is there to soft sort and select individuals on the basis of ability, motivation, talent and allocates them appropriate roles when they reach adulthood.
In the early twentieth century the government started showing support for the disabled and their families. As time progressed there has come a reform bringing the disabled into the classroom. The Rehabilitation Act of 1973 was created and amended in 1986 and1992 giving children with disabilities the right for an education. In 1990 the Americans with Disabilities Act of 1990 (ADA) legislation from to the Civil Rights Act of 1964 which seeks to end discrimination against the disabled. In 1975 The Individuals with Disabilities Education Act (IDEA) which requires that education be allowed in the lowest regulated environment in general education classes (Torreno, & Wistrom 2012).
Other areas of education began to expand as well such as gymnasiums in Germany and grammar schools in England. Combined with the growth of the printed word and the expansion of curriculum, education began to reform as well. One of the earliest reformers was Martin Luther, who proposed home, state, and church responsibility for education as well as the extension of elementary education to young girls. Another reformer, John Calvin, developed Latin preparatory high schools that featured a modified system of gymnasiums. Calvin also built a university in Geneva in 1559 that prepared young scholars for the ministry or civil service.
These kinds of school help to shape their views so that they quickly pick up upper class like interests. Then the same is done for their children. This creates a pattern of people who have a upper class social identity simply due to the fact that they were born into that class. Alternatively, people parts of the underclass are likely to do poorly in their education it is quite probable that they will drop out of school straight after their GCSE’s. This is due to reality that this class usually consist of the long-term unemployed, single parents, drug addicts and immoral people.