Functional Theory and Schools functionalism 1 Functionalism To

Functional Theory and Schools functionalism 1

Functionalism • To understand a social practice or institution, you need to see how it contributes in the survival of the social system as a whole (like the organs of the body) • TWO PRIMARY REQUIREMENTS OF SOCIAL LIFE: role differentiation (jobs, even unpleasant and demanding, get done) and social solidarity (development of a shared value system and cognitive orientation) functionalism 2

Schooling – Schools socialize and adopt students to the economic, political and social institutions of the particular society. – The school is an “organ” of society, like the heart or lung of the human body, functioning properly to keep the “body politic” going. functionalism 3

School Failure • the historical impediments argument - a liberal response (Minorities and other discriminated against groups do not lack talent) • the intellectual impediments argument - a conservative response (Historical discrimination has a minor effect on school performance) • the cultural impediments argument - a conservative response (Culture and family backgrounds play a very important role in motivating a child to perform well in school) functionalism 4

Functional Theories (examples) • Robert Dreeben’s* norms – norm of independence children learn to be responsible, hence accountable, for their actions – norm of achievement children learn that they will be judged for performance not their effort or good intentions, hence they learn to acknowledge failure and success as signs of abilities – norms of universalism and specificity children learn standards of comparison and treatment according to some categories or exceptions from categories. *See Chapter 5 (pp. 63 -90) in On What is Learned in Schools (Addison-Wesley, 1968) functionalism 5

Functional Theories (examples) • Schultz*: investment in human capital accounts for most of the impressive rise in the real earning per worker • economists have not stressed the simple fact that people invest in themselves because of moral and philosophical restraints (looking upon people as a capital good debases them and is associated with slavery) *See “Investment in Human Capital” by Theodore Shultz, in American Economic Review, vol. 51 (March 1961): 1 -17. functionalism 6