Class Notes (839,242)
Canada (511,223)
Sociology (2,104)
SOCIOL 1A06 (735)

Education Soc

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Sandra Colavecchia

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October-25-12 A Sociological Perspective Education Four Paradigms: Structural Functionalism  Examines functions of educational institutions (i.e. selection, socialization)  According to this perspective, there is a selection done on merit (hardest working, smartest are rewarded and go into elite occupations, others are selected for trade work)  Selections are done by streaming, either streamed for post-education or labour markets (trades, skills) Contest mobility: most students attend high schools that prepare them for college or university Sponsored mobility: when young teens are given standardized tests, these results determines which schools they go to (university preparation or trade preparation) e.g. Bermuda Socialization: schools socialize student’s, we communicate important values to students  Schools are needed to teach moral education (what’s acceptable, understanding of equality)  Meritocracy Functionalists say values are not taught overtly, they are test less overtly by “hidden curriculum”  All you are taught apart from standard curriculum  Social skills, learning skills The more time you spend in school, the more likely you to embrace certain values (tolerance for diversity, social justice ECT.) Schools will reward the best students regardless of their backgrounds Conflict Perspective  Educational institutions reproduce class-based inequalities  Hidden curriculum I schools to accept their spot in the social hierarchy  They teach students to be respectful of authority, and to take their place in society  They say schools use hidden curriculum to support capitalism to make workers that are obedient  To accept inequality and not challenge it  We channel people from low marginal backgrounds into lower education  Sociological background is the major determinant of education and success We socialize minority students into social identities October-25-12 Racism in the Canadian University  Henry and Tator Structural Racism: every day racism  Racism is a matter of impact, not intent  Aboriginal is only 2% of professors  Females are also vastly under represented as full professors  Hiring protocols for ten year and promotion disadvantage faculty of colour  “are you a good fit for the company, department ect.” Informal mentoring: how you advance in an organization  People of colour have difficult with this  University made minorities feel different Symbolic Interactionism How do language, symbols and interactions shape the educatio
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