Functionalists focus on the positive functions performed by the education system. There are four positive functions that education performs
1. Creating social solidarity
2. Teaching skills necessary for work
3. Teaching us core values
4. Role Allocation and meritocracy
Education Creates Social Solidarity
We have social solidarity when we feel as if we are part of something bigger. Emile Durkheim argued that school makes us feel like we are part of something bigger. This is done through the learning of subjects such as history and English which give us a shared sense of identity. Also in American schools, children pledge allegiance to the flag.
Durkheim argued that ‘school is a society in miniature.’ preparing us for life in wider society. For example, both in school and at work we have to cooperate with people who are neither friends or family – which gets us ready for dealing with people at work in later life.
Learning specialist skills for work
Durkheim noted that an advanced industrial economy required a massive and complex Division of Labour. At school, individuals learn the diverse skills necessary for this to take place. For example, we may all start off learning the same subjects, but later on we specialise when we do GCSEs.
The most obvious examples of this function of education are in the compulsory sector, especially with vocational education where students learn the specific skills required for particular professions – everything from engineering and construction to media and IT technicians and beauty therapy.
Durkheim believed that one of the most impressive things about modern education systems was that they simultaneously taught us core values and a sense of belonging to the whole (See below) while at the same time they teach us the DIFFERENT and DIVERSE skills that a modern economic system requires to function.
Education teaches pupils core values
Talcott Parsons argued that education acts as the ‘focal socializing agency’ in modern society. School plays the central role in the process of secondary socialisation, taking over from primary socialisation. He argued this was necessary because the family and the wider society work in different principles and children need to adapt if they re to cope In the wider world.
In the family, children are judged according to what he calls particularistic standards by their parents – that is they are judged by rules that only apply to that particular child. Individual children are given tasks based on their different abilities and judged according to their unique characteristics. Parents often adapt rules to suit the unique abilities of the child.
In contrast in school and in wider society, children and adults are judged according to the same universalistic standards (i.e they are judged by the same exams and the same laws). These rules and laws are applied equally to all people irrespective of the unique character of the individual. School gets us ready for this.
The above ties in quite nicely with the modernisation theory view of development – achieved status is seen as a superior system to the ascribed status found in traditional societies.
Role Allocation and meritocracy
Education allocates people to the most appropriate job for their talents using examinations and qualifications. This ensures that the most talented are allocated to the occupations that are most important for society. This is seen to be fair because there is equality of opportunity – everyone has a chance of success and it is the most able who succeed through their own efforts – this is known as meritocracy.
Functionalists believe that meritocracy is extremely important for peace in society because people will only accept status and wage differences if those in lower status jobs believe they themselves had (or have) a fair chance to climb the ladder and get a higher status and better paid job themselves.
Positive evaluations of the Functionalist view on education
School performs positive functions for most pupils most of the time – even though students might not want to go to school sometimes and not necessarily enjoy school some of the time, the majority come out after 13 years of formal schooling as reasonable human beings.
There does seem to be a link between education and economic growth, suggesting a good education system benefits the wider society and economy. All countries in Western Europe have very good education systems while many poorer countries in Sub-Saharan Africa have many more problems with their education systems, such as low attendance rates.
Exclusion and truancy rates are relatively low, suggesting there is very little active resistance to schooling.
Schools do try to foster ‘solidarity’ – through PSHE lessons and teaching British Values for example.
Education is more ‘work focused’ today – increasing amounts of vocational courses. If you look at post-16 education especially there is a lot of diverse courses offered and it it is difficult to see how technologically advanced post-industrial economies could function without a thriving post-16 and university sectors.
Schooling is more meritocratic than in the 19th century (fairer)
Criticisms of the Functionalist View of Education
Marxists argue the education system is not meritocratic – e.g. private schools benefit the wealthy.
Today, school focuses more on developing the individual rather than teaching duties and responsibilities that individuals should adopt towards society – it’s more about the individual and less about solidarity
Functionalism ignores the negative sides of school – e.g. bullying and there are a minority for who it doesn’t work, such as those permanently excluded.
Postmodernists argue that ‘teaching to the test’ since Marketisation kills creativity.
Functionalism reflects the views of the powerful – the education system tends to work for them and they suggests there is nothing to criticise.
It is difficult to argue that schools performed any of the above four functions during the disruption caused by the government’s response to the pandemic, especially not being judged by universalistic standards (no standardized exams) or meritocracy (because private school teachers inflated their students’ grades more than state school teachers).
The Functionalist Perspective on Education Video PowerPoint:
Sociology of Education Revision Bundle
If you like this sort of thing, then you might like my sociology of education revision notes bundle – which contains the following:
- 34 pages of revision notes
- mind maps in pdf and png format – 9 in total, covering various topics within the sociology of education
- short answer exam practice questions and exemplar answers
- how to write sociology essays, including 7 specific templates and model answers on the sociology of education
Signposting/ Related Posts
This post has been written primarily for students studying the education topic, as part of the AQA’s A-Level Sociology course.
The Functionalist perspective on education is usually the first discrete topic taught within the sociology of education module.
After reading this post you might like to read this Evaluations of Functionalism post which discusses the strengths and limitations of this perspective in more depth
After Functionalism students usually study The Marxist Perspective on Education which criticises much of what Functionalists say about the topic.
A related perspective is The New Right View of Education which is usually taught as an updated and modified version of Functionalism, more relevant to society today.
You might also like this summary of perspectives on education grid, although you might need to squint to see it (update pending!)
Please click here to return to the homepage – ReviseSociology.com