functionalist sociologists for education

Question 1

Emile Durkheim (Functionalist)
social solidarity

Answer 1

Main Idea: Education promotes social solidarity and teaches shared norms and values. School is a “society in miniature.”

AO3 Criticism: Marxists argue that education promotes the norms and values of the ruling class, not shared values. Also, not all students accept school rules or feel a sense of solidarity.

Question 2

Talcott Parsons (Functionalist)
focal socialising agency

Answer 2

Main Idea: Education is the “focal socialising agency.” It teaches universalistic values and meritocracy, helping transition from family to wider society.

AO3 Criticism: Critics argue the education system is not truly meritocratic—factors like class, gender, and ethnicity influence success more than ability or effort.

Question 3

Davis and Moore (Functionalist)
role allocation

Answer 3

Main Idea: Education selects and sorts individuals into roles based on ability, rewarding the most talented with high-status positions (role allocation).

AO3 Criticism: Tumin (a Marxist) criticises them for justifying inequality as natural. In reality, high-status jobs may be due more to privilege than ability.

Question 4

Blau and Duncan (Functionalist)
economic productivity

Answer 4

Main Idea: Education allocates individuals to roles best suited to their talents, which increases economic productivity.

AO3 Criticism: Marxists argue this view ignores how education reproduces existing class inequalities and restricts opportunity for the working class.

Question 5

Douglas – Parental Education and Educational Achievement (functionalist)

Answer 5

Key Idea (AO1):
Douglas found that children from working-class families scored lower on tests of ability than middle-class children because their parents were less likely to value education. Middle-class parents were more likely to provide educational support at home and attend parents’ evenings.

Application (AO2):
Suggests that parental attitudes and involvement directly influence a child’s achievement in school.

Criticised for blaming working-class families and ignoring material deprivation or structural inequalities in the education system.