Education’s Social Stratification

The study of social interactions, societal structures, and groups is known as sociology (Chambliss and Eglitis 2). Sociologists can learn more about the world by applying the scientific method to test and discover theories in the field of sociology. Everywhere—in government, medicine, education, and other fields—there is sociological research. Education is important to society. “Education is the direct transmission of the knowledge base, norms, and values of society” (Chambliss and Eglitis 327). It serves as a socialization agent and is a significant component of various cultures. It also aids in the definition of social classes. The norm for mass education in the U.S. is “the extension of formal schooling to wide segments of the population” (Chambliss and Eglitis 327). When it comes to ambition, education restricts individuality but aids in preparing people for the norms and values required in society.

One of the primary forces in society that promotes socialization is education. Socialization is “the process by which individuals acquire knowledge of their society’s culture” (Chambliss and Eglitis 87). Family, friends, colleagues, the workplace, religion, the media, the internet, and social media are additional socialization agents. Although socialization is typically thought of as something that happens to young people, it actually happens to everyone. People interact with various groups during the socialization process, which shapes how they are socialized and how they view themselves. The first category consists of primary groups, which are smaller groups with a tendency to have a closer bond, like a person’s family. There are also secondary groups, which are bigger groups that lack the intimacy of primary groups. Education is one example. Reference groups come next. The internet and the media are examples of reference groups that offer standards against which attitudes or behaviors are assessed. Education is crucial for socialization because it teaches individuals the norms, or accepted social behaviors and beliefs, that guide behavior (Chambliss and Eglitis 9).

Karl Marx established the conflict theory, which aims to explain how society develops and changes in terms of the inherent conflict in interpersonal interactions (Chambliss and Eglitis 22). With his writings on class conflict, Karl Marx established the conflict perspective. The competition for wealth, power, and other resources in society, he claimed, is between social classes. The bourgeoisie, or the capitalist, property-owning class, and the proletariat, or the working class, wage workers, were the two classes of people. A class gains success at the expense of another. According to the conflict perspective, working-class and poor children do not have equal access to educational opportunities, which prevents them from having the same opportunities to demonstrate their skills and abilities.

According to the conflict perspective, “the education system reproduces rather than reduces social stratification and, rather than ensuring that the best people train for and conscientiously perform the most socially important jobs, it ensures that the discovery of talent will be limited” (Chambliss and Eglitis 329). The systematic ranking of various social groups in an inequality hierarchy is known as social stratification (Chambliss and Eglitis 171). They contend that there is inequity between the classes, that the lower class has unequal access to resources, and that their power is constrained. Because those in positions of power make choices that will benefit themselves, their families, and society as a whole, social stratification still exists and is a problem today (Chambliss and Eglitis 191-192). These choices also take into account the unequal funding and resource access for education and for schools. It makes sure that there aren’t equal opportunities for the working class and lower classes to advance in society.

Conflict theorists contend that there is a “hidden curriculum” in the classroom that teaches working-class students to accept their social group (Chambliss and Eglitis 330). According to Phillip Jackson, the “unspoken classroom socialization into the norms, values, and roles of a society that schools provide in addition to the “official” curriculum” is what is referred to as the hidden curriculum (Chambliss and Eglitis 95). Between girls and boys and gender roles, the hidden curriculum is visible. Typically, girls are pushed into classes that are more geared toward the liberal arts, like literature. Math and science are frequently encouraged for boys. If a class uses reading material that excludes a race, that is another illustration of a hidden curriculum. Students of color may learn that their cultures are not valued or that members of their ethnic group cannot be heroes if an English class frequently uses books with White main characters (Chambliss and Eglitis 96). Different class statuses and racial groups can also be used to illustrate the hidden curriculum. For instance, a school will receive more funding if the majority of its students come from middle- and upper-class backgrounds, which means they will be able to offer more advanced courses and technological advancements. A school with students from lower socioeconomic backgrounds will not receive the same funding and won’t have the same access to newer technologies and advanced courses. Working-class and lower-class students will learn to accept their class in school, and they will be encouraged to have fewer aspirations than students from higher classes.

A long history of segregation and institutionalized discrimination is the main cause of unfair funding and having schools that receive more funding than others. Institutionalized discrimination is described as “unequal treatment that has become a part of the operation of such major social institutions as businesses, schools, hospitals, and the government” (Chambliss and Eglitis 234). Black families were prohibited by a number of laws in the US from buying homes in specific areas. Even though laws have been passed since then to stop this discrimination, it still occurs, and the consequences of these earlier laws can still be felt, especially in schools. School segregation that is “largely based on residential patterns” is known as de facto segregation (Chambliss and Eglitis 338). Unfair schooling is a result of previous laws’ effects and segregation. Access to offered advanced placement (AP) classes is one of the aspects of unfairness in schools. Students can earn college credit while taking these classes, which aid in preparing them for college-level coursework. According to a ProPublica investigation, for instance, “many of the state’s wealthy school districts offer far more AP classes than do economically underprivileged schools with high percentages of minority students” in New York (Chambliss and Eglitis 330). They also discovered that “…racial and ethnic minorities are frequently enrolled in lower-income schools, suggesting that Black and Hispanic students are most severely affected by the effects of limited access to AP courses” (Chambliss and Eglitis 330). This demonstrates that despite laws intended to stop school segregation, it still persists, fails minority students, and prevents them from having aspirational goals that are not constrained by their social class.

Higher education is impacted by de facto segregation and school segregation in addition to public schools. The definition of school segregation is “the education of racial minorities in institutions that are geographically, economically, and/or socially distinct from those attended by the racial majority” (Chambliss and Eglitis 335). The proportion of Americans who graduate from high school is at an all-time high. Over the past few years, both the number of college graduates and the number of students quitting have dramatically increased. According to research conducted in 2016 by the National Center for Education Statistics, “students of all racial and ethnic backgrounds are enrolling at high rates: fully 85% of Asian American students, 68% of White students, 63% of Black students, and 62% of Hispanic students enrolled in college immediately after completing high school” (Chambliss and Eglitis 342). Due to the high enrollment rate, many students will graduate from college with debt but no degree. There are a lot of factors at play here. One factor that causes lower-income students to drop out before finishing their degrees is the high cost of attending college, even with financial aid. The more difficult workload is another factor in the higher dropout rates. Many students may be less prepared than others for the heavier workload at the higher education level because so many students are making the transition. Institutions might require those students to enroll in classes that don’t count toward their degrees but still cost money because they are ill-prepared. This increases the amount of time and money spent earning their degree, which ultimately results in the student dropping out. The difficulty of juggling work and school is the third factor contributing to an increase in dropout rates. Due to the high cost of college, many students must work while they are enrolled. They won’t have as much time for studying or working on assignments if they spend the majority of their time working outside of the classroom. This might result in them dropping out and more money being wasted while they fail their classes. Numerous student advocates think that colleges can do more to support students in their academic goals by offering coaching, scheduling that works for working students, and accelerated programs that shorten the time it takes to earn a degree (Chambliss and Eglitis 344). A step in the right direction toward resolving this issue is being aware of and comprehending college students’ struggles and the causes of dropouts.

When it comes to a nation’s urbanization, education is crucial. Children in more recent nations drop out of school because there aren’t enough positive role models, they need to work, and an agrarian lifestyle doesn’t require a degree. But in Western nations like the United States, education is a necessity for success. The importance of literacy increased in America’s industrial society of the 18th century. Literacy is defined as “the basic skill of reading and writing” (Chambliss and Eglitis 328). Free public education was established in the 19th century, or “a universal education system provided by the government and funded by tax revenues rather than student fees” (Chambliss and Eglitis 328). The United States transformed into a credential society through mass public education, which is defined as “a society in which access to desirable employment and social status depends on the possession of a certificate or diploma certifying the completion of formal education” (Chambliss and Eglitis 328). Social stratification exists in society and is supported by the educational system, making it challenging for lower-income households to move up classes in society even with the necessary educational credentials. Children are already at a disadvantage in lower-income American households. A study on the vocabulary of three-year-olds found that “children from disadvantaged environments used less than half the number of words already spoken by their more privileged peers” (Chambliss and Eglitis 334). The researchers came to the conclusion that having more than 500 books at home would be equivalent to more than two years of education for kids. Additionally, they discovered that the presence of books in the home had a greater impact on a child’s education than the level of education of their parents, the nation’s gross domestic product, the father’s profession, and the political system of the nation combined (Chambliss and Eglitis 334-335). Even though literacy is a vital part of American daily life, some adults still have difficulty. The PIAAC, or Program for the International Assessment of Adult Competencies, found that 17% of adults in America scored at Level 1 on the literacy test or lower (Chambliss and Eglitis 335). A solid foundation in literacy positions people for future academic success. Weak literacy foundations have been linked to high school dropout (Chambliss and Eglitis 335). Lower-income kids will find it more difficult to succeed in school and later in life when they grow up in a socially stratified society.

When it comes to socialization-based human development, education is a crucial factor. It plays a significant role in influencing the development of societies and cultures. Despite the fact that education still has flaws and reinforces social stratification rather than reducing it, it has advanced significantly and improved societies. De facto segregation is just one of many issues that needs to be resolved in education. Everyone should have equal opportunities in schools so that they can also have equal opportunities in society. Enrollment rates in higher education will keep rising, and the dropout rate will decline, as long as children don’t remain trapped in their social class and have equal opportunities in school. Social research on education needs to be done more. When one is aware of the shortcomings and gaps in education, they can take action and make changes to try to improve it, which will ultimately improve society.