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Sociology: A Down-To-Earth Approach

THIRTEENTH EDITION

Chapter 17

Education

Learning Objectives (1 of 3)

17.1 Discuss education in earlier societies and how education is related to industrialization

17.2 To understand how education is related to a nation’s culture and economy, compare education in Japan, Russia, and Egypt

Learning Objectives (2 of 3)

17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions

17.4 Explain how the educational system reproduces the social class structure

Learning Objectives (3 of 3)

17.5 Explain the significance of teacher expectations and give examples

17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by administrators, and violence in schools

17.7 Explain how technology is changing education

LO 17.1 The Development of Modern Education (1 of 4)

Education in Earlier Societies

Industrialization and Universal Education

LO 17.1 The Development of Modern Education (2 of 4)

In hunting and gathering societies, there is no separate social institution called education. Instead, children learn from their parents and elders. These two boys in the Amazon rainforest are learning their father’s craft, hunting game with bows and arrows. When they are good at it, they will help feed their families.

LO 17.1 The Development of Modern Education (3 of 4)

As you can see from this 1899 cooking class in Washington, D.C., early public education had a focus on practical matters. The skills children needed as adults differed markedly from those they need today.

Figure 17.1 Educational Achievement in the United States

Note: *Americans 25 years and over. Asterisk indicates author’s estimate. College graduates are included in both categories (High school and higher, and College graduates). SOURCE: By the author. Based on National Center for Education Statistics 1991:Table 8; Statistical Abstract of the United States 2014:Table 243.

LO 17.1 The Development of Modern Education (4 of 4)

Community colleges have opened higher education to millions of students who would not otherwise have access to college because of cost or distance.

Figure 17.2 Not Making It: Dropping Out of High School

SOURCE: By the author. Based on Statistical Abstract of the United States 2014:Table 245.

LO 17.2 Education in Global Perspective (1 of 3)

Education in the Most Industrialized Nations: Japan

Education in the Industrializing Nations: Russia

Education in the Least Industrialized Nations: Egypt

LO 17.2 Education in Global Perspective (2 of 3)

School is over—but not for this student. After the regular school day, hundreds of thousands in Japan attend 50,000 cram (juku) schools.

LO 17.2 Education in Global Perspective (3 of 3)

The poverty of the Least Industrialized Nations carries over to their educational system. These students in Zimbabwe are being taught outside because their school has run out of space.

LO 17.3 The Functionalist Perspective: Providing Social Benefits (1 of 3)

Teaching Knowledge and Skills

Cultural Transmission of Values

Social Integration

Gatekeeping (Social Placement)

Replacing Family Functions

Other Functions

LO 17.3 The Functionalist Perspective: Providing Social Benefits (2 of 3)

LO 17.3 The Functionalist Perspective: Providing Social Benefits (3 of 3)

Children with disabilities used to be sent to special schools. In a process called mainstreaming or inclusion, they now attend regular schools. This photo was taken in Detroit, Michigan.

LO 17.4 The Conflict Perspective: Perpetuating Social Inequality (1 of 4)

The Hidden Curriculum: Reproducing the Social Class Structure

Tilting the Tests: Discrimination by IQ

Stacking the Deck: Unequal Funding

The Correspondence Principle

The Bottom Line: Family Background

LO 17.4 The Conflict Perspective: Perpetuating Social Inequality (2 of 4)

This mother in Iowa is homeschooling her three children.

LO 17.4 The Conflict Perspective: Perpetuating Social Inequality (3 of 4)

From your experiences in grade school, can you tell if or how your teachers unintentionally helped perpetuate social class divisions?

Figure 17.3 The Unequal Funding of Education

SOURCE: By the author. Based on Statistical Abstract of the United States 2014:Table 279.

Figure 17.4 Parents’ Income and the Quality of Their Children’s College

SOURCE: Modified from Chetty et al. 2014.

Figure 17.5 The Funneling Effects of Education: Race-Ethnicity

Note: The source gives totals only for these groups.

SOURCE: By the author. Based on Statistical Abstract of the United States 2014:Table 277.

LO 17.4 The Conflict Perspective: Perpetuating Social Inequality (4 of 4)

Table 17.1 Types of College and Race–Ethnicity
	Public	Private	Two-Year	Four-Year
Whites	72%	28%	33%	67%
African Americans	66%	34%	39%	61%
Asian Americans	75%	25%	35%	65%
Latinos	79%	21%	50%	50%
Native Americans	77%	23%	44%	56%
Source: By the author. Based on Statistical Abstract of the United States 2014:Table 283.

LO 17.5 The Symbolic Interactionist Perspective: Teacher Expectations

The Rist Research

The Rosenthal-Jacobson Experiment

How Do Teacher Expectations Work?

LO 17.6 Problems in U.S. Education—And Their Solutions (1 of 4)

Mediocrity

Raising Standards

Cheating

Violence

Figure 17.6 National Results of the Scholastic Assessment Test (SAT)

NOTE: Possible scores range from 200 to 800.

SOURCE: By the author. Based on College Board 2014; Statistical Abstract of the United States 2014:Table 271; 2015 test results.

Figure 17.7 Starting Salaries of U.S. College Graduates, BA or BS Degree

Note: Starting salaries for BA or BS degree.

SOURCE: By the author. Based on NACE 2014.

LO 17.6 Problems in U.S. Education—And Their Solutions (2 of 4)

This frame from a home video shows Eric Harris (on the left) and Dylan Klebold (on the right) as they pretend that they are searching for victims. They put their desires into practice in the infamous Columbine High School shootings.

LO 17.6 Problems in U.S. Education—And Their Solutions (3 of 4)

Table 17.1 Exploding a Myth: Murders at U.S. Schools1
School Year	Murders
1992–93	47
1993–94	38
1994–95	39
1995–96	46
1996–97	45
1997–98	47
1998–99	38
1999–2000	26
Mean of 1992–2000:	40.8
2000–01	26
2001–02	27

LO 17.6 Problems in U.S. Education—And Their Solutions (4 of 4)

Table 17.1 Exploding a Myth: Murders at U.S. Schools1
School Year	Murders
2002–03	25
2003–04	37
2004–05	40
2005–06	37
2006–07	48
2007–08	39
2008–09	29
2009–10	27
Mean of 2000–2010:	33.5
2010–11	25
1Homicides at U.S. elementary or secondary schools, “while the victim was on the way to or from regular sessions at school, or while the victim was attending or traveling to or from an official school-sponsored event.” The totals include students, staff, and other nonstudents. These are the latest totals available in the source. The twenty deaths at Sandy Hook in Connecticut are not yet included. SOURCE: National Center for Education Statistics. “Digest of Education Statistics.” Table 228.10, 2014.

LO 17.7 Technology and Education (1 of 2)

Most Changes are Minor Adjustments to a Flawed System

Each is a Cosmetic Adjustment to the Details of a Flawed System

LO 17.7 Technology and Education (2 of 2)

MOOCs (Massive Online Open Courses) are one way that technology is transforming education. The philosophy course taught by this professor at Duke University enrolled an amazing number of students.