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Lecture 6

lecture 6 ~ Education

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McMaster University
Sandra Colavecchia

Education A Sociological Perspective: Education Davies and Walters find: (ch 2 SIQ)
 A. No gender differences in earnings
 B. Graduates of fine arts programs and languages earn less than sociology graduates C. Graduates from no field earn significantly more than sociology graduates do
 D. B and C only 
E. A and C only Davies and Walters find: A.More sociology graduates work in sales and service jobs as compared to business, finance, and administration B.more sociology graduates work in business, finance and administration as compared to sales an service C.sociology grads work in few fields and are limited in their career prospects D.most sociology grads work in occupations in social science, education, and 
government E.A and C Structural Functionalism  Examines functions of educational institutions (i.e. selection, socialization)  Selection: we sort students on the basis of ability (streaming) o 
we select and sort students in a way that the most highly capable students go on and pursue what they want
 o less people go into labour department
  the sorting and selection process is based on rewarding. Merit o the smartest ones go on to university, grad school, and they enter elite professions such as doctors lawyers
 rewarded  contest mobility: in Canada, where most students attend high schools that prepare them for college or university  sponsored mobility: early students are given standardized tests, and these results determine which high school they will go to (students are like in grade 7 or 8)
 o so if they go to a high school meant for labor studies/job market o proper elite professional high school that will allow them to go to university  Socialization: schools socialize students and tell them important values
 o more and more schools are needed to teach like a moral education, what’s okay and what’s no okay, taking on the role of religion
  hidden curriculum: all that you learn that is apart from the normal learned curriculum, so you learn other things
 o its not the formal curriculum, you learn this by just attending high school, like you learn the values of equality (teachers don’t teach this, you learn it by chilling with people) o as level of education gets higher people are more likely to embrace certain values ex: tolerance for diversity, social justice
  Structural functionalism: say schools reward their best students regardless of their ethnicity, gender, age
  all this is rejected by conflict theory Conflict Theory  Educational institutions reproduce class-based inequalities (Schools maintain and reproduce inequalities in society)  Hidden curriculum: to teach students to accept their place in social hierarchy o schools teach students to be respectful of authority o encourage their students to behave and to cooperate
  they do this to support capitalism so we can produce workers that are obedient
and disciplined ex: profs son puts his hand up at dinner to ask to go to the bathroom, kindergarten taught him to be obedient and to raise your hand
  youth from lower socioeconomic backgrounds have lower marks, drop out at school the fastest, drop out of secondary educations
 o they look at the impact of race and ethnicity look at educations attainment
  to some extent, we socialize minority students into racial identities
 o gov’t said aboriginals go to residential schools, where they had emotional, physical, sexual abuse
 o segregated schools for blacks in Saskatchewan
 What statement is correct? a. Visible minority status is irrelevant b.Some visible minority groups such as aboriginals and blacks have lower educational 
attainment than others c. Asians have higher education attainment than blacks and aboriginals d.B and C only e. None of the above Racism in the Canadian University  taking on racial identities by othering them (and make individuals experience themselves as different; when experience your self as different, you don’t have a sense of belonging  Henry and Tator (2009)
(denial of opportunity)  structural racism: racism is a matter of impact not intent  Camille and Hernandez-Ramdwar: experiences of Caribbean Students
  Representation of faculty: shows that a lot of profs are white and only 14% are visible minorities
 o visible minorities are barely represented in canadian universities
 o even females
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