The Functionalist Perspective on Education

Functionalists focus on the positive functions of education – creating social solidarity, teaching core values and work skills and role allocation/ meritocracy

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 meritocracyFunctionalist perspective on education mind map for A-level sociology

Creating 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 specialize when we do GCSEs.

Teaching us 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

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 very 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).

You might also like my brief vodcast on the same topic…

Sociology of Education Revision Bundle

Education Revision Bundle Cover

If you like this sort of thing, then you might like my sociology of education revision notes bundle – which contains the following:

  1. 34 pages of revision notes
  2. mind maps in pdf and png format – 9 in total, covering various topics within the sociology of education
  3. short answer exam practice questions and exemplar answers
  4. how to write sociology essays, including 7 specific templates and model answers on the sociology of education

Test Yourself:

The Functionalist Perspective on Education Key Terms Quiz (Quizlet)

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 main ReviseSociology home page!

 

25 thoughts on “The Functionalist Perspective on Education”

  1. Hi I was wondering if you could please tell me where you got the following statistics in your post = “Those with degrees earn 85% more than those without degrees” and “7% of private school kids get >50% of top jobs”
    All I need is the source and date for my homework, please.
    Thank you

  2. is there anything in the education system that a functionalist would see as negative or do they believe that there is no down side to it, such as social inequalities?

  3. It is a myth in disorder. The causal factor is that men miss abrogate the truth and correct way of doing things. For instance, PNG is ingrained with a culture of “its whom you know” rather than “what you know” systemically and systematically.

  4. I think I have answered this question. Have you realized that the education system has always been meritocratic? Individuals get rewarded for their talents as what they do is transparent enough for all to see and not because of age or how long they have been in the system that matters.

  5. For me as a functionalist, I view the world from bottom up.Elitism should be seen on merit. That the group who has the ability and talent to lead progress in an organization should be given the chance to lead and not because of class privileged wealth or hereditary traits. Such systems should reward the champions who take bold steps to move changes even in the face of adversity. The education systems, be it lower secondary, or higher education has always been a meritocracy.

  6. Yes – they basically think it’s a foundational principle of an advanced industrial society – meritocracy is a means of ensuring the most talented are allocated to the most appropriate jobs while it also prevents everyone else not getting bitter about differential reward.

  7. I was wondering whether you could explain the Functionalist view on a Meritocratic society

  8. Hi – to get you started… the basic stance of Functionalism is that institutions are necessary to social harmony and generally perform positive functions, the Marxist line is that they exist for the benefit of the elite, and enable them to maintain control over the masses.

  9. i need help on this question;

    explain how sociological perspectives help us understand the existence of social institutions.

  10. thank you I am now a changed individual. your points are self explanatory

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