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Chapter 14 Education

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Page 1: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Chapter 14

Education

Page 2: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Chapter Outline Education: A Functionalist View The Conflict Theory View Issues in American Education

Page 3: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Cultural Transmission Passing major portions of society’s

knowledge from one generation to the next.

Schools are a major means of cultural transmission.

Our society contains many cultural differences, and conflicting ideas on what should be taught in schools.

Page 4: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Question Which of the following is a latent function

of education?

A. providing child care

B. teaching basic academic skills

C. transmitting cultural knowledge

D. generating innovation

Page 5: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Answer: A Providing child care is a latent function

of education.

Page 6: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Education America Act, 1994Eight Educational Goals1. All children should enter school ready to

learn.2. The U.S. high-school graduation rate

should reach 90%.3. U.S. students should lead the world in

math and science performance.4. Every adult should be competent as a

citizen and a worker.

Page 7: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Education America Act, 1994Eight Educational Goals5. Schools should be free of drugs and violence.

6. Students should demonstrate academic competencies in specific areas as they progress through school.

7. Parents should become more involved in their children’s education.

8. Teachers should expand and perfect their professional skills throughout their careers.

Page 8: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

No Child Left Behind Act, 2002Changed the federal government's role in

education. Four principles:

stronger accountability for results increased flexibility and local control expanded options for parents emphasis on proven teaching methods

Page 9: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

College Students and the Internet 20% of today’s college students started using

the Internet between the ages of 5 and 8. 72% check e-mail at least once a day. 66%

have at least two e-mail addresses. 26% use instant messaging on any given day. 85% own their own computers. 60% have downloaded music files.

Page 10: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

College Students and the Internet 46% believe e-mail makes it possible for them

to express ideas to a professor they would not express in class. 73% say they use the Internet more than the

library for research. 37% of precollege students said “too many”

students use the Internet to cheat.

Page 11: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Child Care A latent function of public schools is to

provide child care. As of 2000, 77.2% of married women with

school age children were in the labor force.

Women with children worked more hours each week on average in 2000 than they did in 1969.

Page 12: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

School Lunch Programs 1975: Number of students in the federally

funded school lunch programs was 25,289,000, at a cost of $1.28 billion.

1999: More than 27 million children got their lunch through the school lunch program at a cost of $5.46 billion.

Page 13: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

% of Adults Age 25–29 Who Have a Bachelor’s Degree

Page 14: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

% of People With a College Degree— Ages 25 to 34

Country Men Women

Canada 18% 18.9%

France 11.9 11.3

Germany 12.7 11

Italy 7.7 8.1

Japan 34.2 11.5

United Kingdom

15.7 11.7

United States 23.4 23.5

Page 15: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Question How far do you intend to go in school?

A. Two years of college

B. Four years of college

C. Master's degree

D. Professional degree (law, medicine, dentistry)

E. Ph.D.

Page 16: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

The Conflict Theory View Schools stifle individualism and creativity

in the name of maintaining order. The educational system socializes

students into values dictated by the powerful majority.

Page 17: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Screening and Allocation: Tracking Tracking begins with placing students in “fast,”

“average,” and “slow” groups in the 1st grade. Teachers expect a certain level of performance

from the student based on their group. Students sense this expectation and will often

give the level of performance that is expected.

Page 18: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Question Rate yourself on academic ability

compared with the average person your age.

A. Highest 10 percentB. Above averageC. AverageD. Below averageE. Bottom 10 percent

Page 19: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

High-School DropoutsFactors associated with drop outs: Low educational and occupational

attainment levels of parents Low family income Speaking a language other than English

in the home Single-parent families Poor academic achievement

Page 20: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Dropping Out: Effects on Society Dropouts pay less in taxes, because of their

lower earnings. Dropouts increase the demand for social

services including welfare, medical assistance, and unemployment compensation.

Dropouts are less likely to vote. Dropouts have poorer health. Half of all state prison inmates were drop outs.

Page 21: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Median Income By Education Level

Page 22: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

Average SAT Scores, 1995–2005

Page 23: Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education

The Gifted Ellen Winner (1996) has proposed that gifted

children have three atypical traits: precociousness— gifted children begin

early to master some domain nonconformity, an insistence on doing

things according to their own specific rules a rage to master, or a desire to know

everything there is to know about a subject.