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Education is also an important tool used by students towards upward mobility. Higher learning institutions are viewed as vehicles for moving students closer to their careers that will help them become successful. Latent Functions. Education also fulfills latent functions. Much goes on in school that has little to do with formal education.
Differences in the quality of schools and teachers did have a small impact on student outcomes. [ 17 ] [ 18 ] [ 5 ] The study cost approximately 1.5 million dollars and to date is one of the largest studies in history, involving 600,000 students and 60,000 teachers in the research sample.
A classic 1966 study in this field by James Coleman, known as the "Coleman Report", analysed the performance of over 150,000 students and found that student background and socioeconomic status are much more important in determining educational outcomes than are measured differences in school resources (i.e. per pupil spending). [139]
Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life is a 1976 book by economists Samuel Bowles and Herbert Gintis.Widely considered a groundbreaking work in sociology of education, [citation needed] it argues the "correspondence principle" explains how the internal organization of schools corresponds to the internal organisation of the capitalist ...
Apart from the formal curriculum that is offered by the school, the advocates of the correspondence principle argue that the structure of the school and also the personal experience given to each student (the hidden curriculum) is important to their future socialization. They also emphasize that there is a strong relationship between the child ...
Various aspects of learning contribute to the success of the hidden curriculum, including practices, procedures, rules, relationships, and structures. [1] These school-specific aspects of learning may include, but are not limited to, the social structures of the classroom, the teacher's exercise of authority, the teacher's use of language, rules governing the relationship between teachers and ...
Waller's studies were often qualitative in nature (ethnographical), and he opposed excessive specialization.[2] [3]Much of his research concerned the sociology of the family (with focus on courtship and divorce), sociology of education (pioneering the analysis of schools as social institutions) and the sociology of the military (with focus on veterans). [2]
Integration is the opposite of differentiation, the process by which agents of the school system, such as teachers, attempt to legitimise the role of schooling in improving students' lives. The tug-of-war between differentiation and integration is, in Willis's observation, continually manifested through day-to-day contests between teachers ...