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Sociology

<OpenstaxParagraph>
	Functionalists view education as one of the more important social institutions in a society. They contend that education contributes two kinds of functions: manifest (or primary) functions, which are the intended and visible functions of education; and latent (or secondary) functions, which are the hidden and unintended functions. 
</OpenstaxParagraph>
<OpenstaxH3>Manifest Functions</OpenstaxH3>
<OpenstaxParagraph>
	There are several major manifest functions associated with education. The first is socialization. Beginning in preschool and kindergarten, students are taught to practice various societal roles. The French sociologist Émile Durkheim (1858–1917), who established the academic discipline of sociology, characterized schools as “socialization agencies that teach children how to get along with others and prepare them for adult economic roles” (Durkheim 1898). Indeed, it seems that schools have taken on this responsibility in full. 
</OpenstaxParagraph>
<OpenstaxParagraph>
	This socialization also involves learning the rules and norms of the society as a whole. In the early days of compulsory education, students learned the dominant culture. Today, since the culture of the United States is increasingly diverse, students may learn a variety of cultural norms, not only that of the dominant culture. 
</OpenstaxParagraph>
<OpenstaxParagraph>
	School systems in the United States also transmit the core values of the nation through manifest functions like social control. One of the roles of schools is to teach students conformity to law and respect for authority. Obviously, such respect, given to teachers and administrators, will help a student navigate the school environment. This function also prepares students to enter the workplace and the world at large, where they will continue to be subject to people who have authority over them. Fulfillment of this function rests primarily with classroom teachers and instructors who are with students all day.
</OpenstaxParagraph>
<OpenstaxFigure id="import-auto-id1392085" src="https://openstax.org/apps/archive/20240226.174525/resources/69ec8997b90fee3382eceacd8c66aed5fc486e65" alt="A teacher writes on a whiteboard and a group of students looks on while seated at desks." mediaType="image/jpg" width="1100" height="731" />
<OpenstaxFigureText width="1100">
	Figure 16.5 The teacher’s authority in the classroom is a way in which education fulfills the manifest functions of social control. (Credit: US Department of Education/flickr)
</OpenstaxFigureText>
<OpenstaxParagraph>
	Education also provides one of the major methods used by people for upward social mobility. This function is referred to as <OpenstaxTerm>social placement</OpenstaxTerm>. College and graduate schools are viewed as vehicles for moving students closer to the careers that will give them the financial freedom and security they seek. As a result, college students are often more motivated to study areas that they believe will be advantageous on the social ladder. A student might value business courses over a class in Victorian poetry because she sees business class as a stronger vehicle for financial success.
</OpenstaxParagraph>
<OpenstaxH3>Latent Functions</OpenstaxH3>
<OpenstaxParagraph>
	Education also fulfills latent functions. As you well know, much goes on in a school that has little to do with formal education. For example, you might notice an attractive fellow student when he gives a particularly interesting answer in class—catching up with him and making a date speaks to the latent function of courtship fulfilled by exposure to a peer group in the educational setting.
</OpenstaxParagraph>
<OpenstaxParagraph>
	The educational setting introduces students to social networks that might last for years and can help people find jobs after their schooling is complete. Of course, with social media such as Facebook and LinkedIn, these networks are easier than ever to maintain. Another latent function is the ability to work with others in small groups, a skill that is transferable to a workplace and that might not be learned in a homeschool setting.
</OpenstaxParagraph>
<OpenstaxParagraph>
	The educational system, especially as experienced on university campuses, has traditionally provided a place for students to learn about various social issues. There is ample opportunity for social and political advocacy, as well as the ability to develop tolerance to the many views represented on campus. In 2011, the Occupy Wall Street movement swept across college campuses all over the United States, leading to demonstrations in which diverse groups of students were unified with the purpose of changing the political climate of the country.
</OpenstaxParagraph>
<OpenstaxTable id="import-auto-id2825899">
	<OpenstaxThead>
		 
		<OpenstaxTr>
			 
			<OpenstaxTh>
				Manifest Functions: Openly stated functions with intended goals
			</OpenstaxTh> 
			<OpenstaxTh>
				Latent Functions: Hidden, unstated functions with sometimes unintended consequences
			</OpenstaxTh> 
		</OpenstaxTr> 
	</OpenstaxThead>
	<OpenstaxTbody>
		 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				Socialization
			</OpenstaxTd> 
			<OpenstaxTd>
				Courtship
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				Transmission of culture
			</OpenstaxTd> 
			<OpenstaxTd>
				Social networks
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				Social control
			</OpenstaxTd> 
			<OpenstaxTd>
				Group work
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				Social placement
			</OpenstaxTd> 
			<OpenstaxTd>
				Creation of generation gap
			</OpenstaxTd> 
		</OpenstaxTr> 
		<OpenstaxTr>
			 
			<OpenstaxTd>
				Cultural innovation
			</OpenstaxTd> 
			<OpenstaxTd>
				Political and social integration
			</OpenstaxTd> 
		</OpenstaxTr> 
	</OpenstaxTbody>
</OpenstaxTable>
<OpenstaxTableTitle>
	Table 16.2 Manifest and Latent Functions of Education - According to functionalist theory, education contributes both manifest and latent functions.
</OpenstaxTableTitle>
<OpenstaxParagraph>
	Functionalists recognize other ways that schools educate and enculturate students. One of the most important U.S. values students in the United States learn is that of individualism—the valuing of the individual over the value of groups or society as a whole. In countries such as Japan and China, where the good of the group is valued over the rights of the individual, students do not learn as they do in the United States that the highest rewards go to the “best” individual in academics as well as athletics. One of the roles of schools in the United States is fostering self-esteem; conversely, schools in Japan focus on fostering social esteem—the honoring of the group over the individual.
</OpenstaxParagraph>
<OpenstaxParagraph>
	In the United States, schools also fill the role of preparing students for competition in life. Obviously, athletics foster a competitive nature, but even in the classroom students compete against one another academically. Schools also fill the role of teaching patriotism. Students recite the Pledge of Allegiance each morning and take history classes where they learn about national heroes and the nation’s past. 
</OpenstaxParagraph>
<OpenstaxFigure id="import-auto-id1425849" src="https://openstax.org/apps/archive/20240226.174525/resources/18bdf277beaa0bcea6b82a99b61dd99fddad0f97" alt="A group of people in graduation caps and gowns stands with their hands over their hearts." mediaType="image/jpg" width="600" height="900" />
<OpenstaxFigureText width="600">
	Figure 16.6 Starting each day with the Pledge of Allegiance is one way in which students are taught patriotism. According to a number of court rulings, students in the United States cannot be compelled to recite or salute during the Pledge. (Credit: SC National Guard/flickr)
</OpenstaxFigureText>
<OpenstaxParagraph>
	Another role of schools, according to functionalist theory, is that of <OpenstaxTerm>sorting</OpenstaxTerm>, or classifying students based on academic merit or potential. The most capable students are identified early in schools through testing and classroom achievements. Such students are placed in accelerated programs in anticipation of successful college attendance.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Functionalists also contend that school, particularly in recent years, is taking over some of the functions that were traditionally undertaken by family. Society relies on schools to teach about human sexuality as well as basic skills such as budgeting and job applications—topics that at one time were addressed by the family. 
</OpenstaxParagraph>

16.2.1 Functionalism

1 An Introduction to Sociology

1.1 What Is Sociology?

1.1.1 What Are Society and Culture?

1.1.2 Studying Patterns: How Sociologists View Society

1.1.3 Studying Part and Whole: How Sociologists View Social Structures

1.2 The History of Sociology

1.2.1 Creating a Discipline: European Theorists

1.2.2 Applying the Discipline: American Theorists and Practitioners

1.3 Theoretical Perspectives in Sociology

1.3.1 Functionalism

1.3.2 Conflict Theory

1.3.3 Symbolic Interactionist Theory

1.3.4 Sociological Theory Today

1.4 Why Study Sociology?

1.4.1 Sociology and a Better Society

1.4.2 Sociology in the Workplace

2 Sociological Research

2.1 Approaches to Sociological Research

2.1.1 The Scientific Method

2.1.2 Interpretive Framework

2.1.3 Critical Sociology

2.2 Research Methods

2.2.1 Surveys

2.2.2 Field Research

2.2.3 Experiments

2.2.4 Secondary Data Analysis

2.3 Ethical Concerns

3 Culture

3.1 What Is Culture?

3.1.1 Cultural Universals

3.1.2 Ethnocentrism and Cultural Relativism

3.2 Elements of Culture

3.2.1 Values and Beliefs

3.2.2 Norms

3.2.3 Symbols and Culture

3.2.4 Language and Symbols

3.2.5 Language and Culture

3.3 High, Low, Pop, Sub, Counter-culture and Cultural Change

3.3.1 High, Low, and Popular Culture

3.3.2 Subculture and Counterculture

3.3.3 Cultural Change

3.4 Theoretical Perspectives on Culture

4 Society and Social Interaction

4.1 Types of Societies

4.1.1 Preindustrial Societies

4.1.2 Industrial Society

4.1.3 Postindustrial Society

4.2 Theoretical Perspectives on Society

4.2.1 Émile Durkheim and Functionalism

4.2.2 Karl Marx and Conflict Theory

4.2.3 Max Weber and Symbolic Interactionism

4.3 Social Constructions of Reality

4.3.1 Roles and Status

4.3.2 Presentation of Self

5 Socialization

5.1 Theories of Self-Development

5.1.1 Psychological Perspectives on Self-Development

5.1.2 Sociological Theories of Self-Development

5.2 Why Socialization Matters

5.2.1 Nature versus Nurture

5.3 Agents of Socialization

5.3.1 Social Group Agents

5.3.2 Institutional Agents

5.4 Socialization Across the Life Course

5.4.1 Resocialization

6 Groups and Organization

6.1 Types of Groups

6.1.1 Defining a Group

6.1.2 Types of Groups

6.1.3 In-Groups and Out-Groups

6.1.4 Reference Groups

6.2 Group Size and Structure

6.2.1 Dyads, Triads, and Large Groups

6.2.2 Group Leadership

6.2.3 Conformity

6.2.4 The Bystander Effect and Diffusion of Responsibility

6.3 Formal Organizations

6.3.1 Types of Formal Organizations

6.3.2 The McDonaldization of Society

7 Deviance, Crime, and Social Control

7.1 Deviance and Control

7.1.1 Deviance, Crime, and Society

7.1.2 Social Control

7.2 Theoretical Perspectives on Deviance and Crime

7.2.1 Functionalism

7.2.2 Conflict Theory

7.2.3 Symbolic Interactionism

7.3 Crime and the Law

7.3.1 Types of Crimes

7.3.2 Crime Statistics

7.3.3 Public Perception of Crime

7.3.4 The U.S. Criminal Justice System

8 Media and Technology

8.1 Technology Today

8.1.1 What Is Technology?

8.2 Media and Technology in Society

8.2.1 Categorizing Technology

8.2.2 Types of Media and Technology

8.2.3 Product Advertising and the Attention Economy

Question	Answer
the use of education to improve one’s social standing	social placement
classifying students based on academic merit or potential	sorting