TOPIC THREE
SOCIOLOGICAL THEORIES AND EDUCATION
3.0 Introduction
3.1 Definition of terms
3.1.1 Theory
This is a statement of how and why specific facts are related. It is a set of ideas which provides
an explanation for something. It can also be seen as a systematic explanation of a phenomenon.
3.1.2 Theoretical perspective
This is a general set of assumptions about the nature of a phenomenon. In sociology education
therefore, it is an assumption about the nature of social life and its impact on the institution of
education.
3.1.3 Sociological Theory
This is a set of ideas that provides explanations for the human society. It provides generalisations
about a human phenomenon. It also attempts to organise facts, ideas, concepts and principles so
that we are able to explain the various ways in which the society is structured and patterns of
behaviour in the society.
3.2Sociological Theories
3.2.1 Structural Functionalism Theory
This theory is also called consensus or equilibrium theory. This theory underscores on the
structure and functions of the various institutions of the society such as the family, school,
religion etc. According to the consensus theorists; society is an integrated system maintaining
equilibrium. The society therefore is an integrated system with integrated institutions which
provides the rules governing behaviours that serve to maintain the kind of equilibrium and a set
of common values that bind the people together.
The proponents of this theory include; Auguste Comte, Herbert Spencer, Emile Durkheim and
Talcott parsons.
Assumptions of the Consensus Theory
Assumes that the society and other institutions within it are interdependent all working
together for the good of the society.
It also assumes that every part of the society shares common values and there is
agreement between the parts of that society.
It also assumes that every feature of the society serve the purpose within the society.
Each social institution within the society is also structured differently from others.
It also assumes that since the parts are interrelated, one institution can affect the rest just
in case of disturbance, either positive or negative.
Implication of Consensus Theory to Educational practice
i) Education aims at producing experts in all occupation for the good of the whole
society. Teachers, doctors, engineers etc.
ii) Selection to higher levels of education is based on merit determined by performance
in competitive examinations. Meritocracy
iii) Brilliant students are supposed to join higher occupational jobs to benefit the whole
society.
iv) Individuals who do not perform well in school are lazy or have less intellectual
abilities.
v) It also preserves status quo and stability in the society.
vi) It also supports differentiated types of education in the society.
3.2.2 The Conflict Theory
This theory looks at the society as an arena of groups and social classes each seeking for
dominance. It was first used by Karl Marx (1818-1883)
It is concerned with the inherent inequalities in the social structures. It also indicates the fact
that whenever people live together and form social organisations, they are set to fulfil
specific functions. In these organisations, and because of the hierarchy of leadership, some
people tend to have more power than others. This leads to struggles between the ruled and
the subject. The conflict as Karl Marx put it tries to offer the explanation of the friction
between the rulers and the subject.
Assumptions of the Conflict Theory
Values and norms are not the same for all members of the society but vary
according to position and self-interest.
Social life involves inducement and coercion.
Social life is necessary divisive.
social life generates opposition , exclusion and hostility
Social life generates structured conflict.
Social life generates sectional interests.
Social differentiation involves power.
Social system are integrated and beset by “contradictions” i.e. there as a lot of
disagreement in social systems.
Social systems are constantly changing.
Implication of the Conflict Theory to Education
i) Reforms in educations should be preceded by changes in the economy and other
social structure such that they are able to support one another.
ii) Education systems should be reviewed to constantly accommodate the needs of the
interested groups.
iii) Significant improvement can only be achieved if they are accompanied with wider
social reforms.
iv) Performance in schools is due to unequal allocation of resources and not intellectual
endowment.
v) Everybody in the society should be given the opportunity to continue with education
without considering performance.
vi) Education is organised in such a way that some people will benefit from it more than
others because of the inherent inequalities.
vii) Education is used as a tool by the ruling class to perpetuate social inequality by
controlling access to education and training docile workers.
3.2.3 Symbolic Interactionism Theory
This is a theoretical framework that envisions society as a product of every day interaction of
people doing things together, either in school, religious institutions, or even at home.
It is also a theoretical orientation focusing on individual’s definition of the situation, roles, and
self-concept.
Symbolic –
This context refers to the actions to which meanings are attached by members of the group or
society. The language is the means by which symbols are created and transmitted.
Symbols are derived from the culture of the society, meaning that similar symbols would have
different meanings depending on the culture for instance a pen, book, and smile. Symbols
communicate meanings better when they are understood.
Interaction
This refers to contact with others including our reactions to them. Symbolic interactionism
theorists contend that human beings become social when they are able to learn the attitudes and
emotions with which objects, actions and behaviours are viewed by others. They also concur that
all actions have meanings that is, do not take things for granted.
The theory also focuses on the ways individuals act towards others and how they react to them.
They also explain how human beings form their self-concept and self-identity through the use of
symbols and interaction with others.
Assumptions of the Symbolic Interactionism Theory
i) Human beings act towards other human beings on the basis of the meaning the other
human beings have for them for instance greetings especially skewed ones. This idea
is sometimes called the social construction of reality which refers to how people
perceive or are thought to perceive physical objects, rules of behaviour and ideas.
ii) Meanings arise out of social interaction.
iii) Meanings are modified in an interpretive process.
Sociologists of education using this theory are likely to focus on;
Interaction between groups such as students-students, teachers-teachers tec.
Student’s achievement and attitudes.
Student’s values.
Student’s self-concept and their effect on their aspirations and academic performance.
The socio-economic status as it relates to student’s achievements.
This theory is crucial in understanding the dynamics of the classroom, that is, what takes place in
the classroom.
Implications of Symbolic Interactionism Theory in Educational Practice
i) Education is a social institution in which there are various phenomena, organisations.
They all accomplish interaction by the use of symbols.
ii) An education or school process ought to be based on a well thought out symbols which
can convey the correct meanings of the social life in the society.
iii) A school socializer must be conversant with symbols, interpret their correct meaning to
the learners in the school classroom.
iv) A teacher must constantly evaluate the classroom progress to establish whether the
learners have internalised, interpreted and applied the symbols correctly.
v) Negative symbols should not be used in the teaching and learning process such as cruel
punishment since they can convey and instil negative meanings as they are picked up
and interpreted wrongly by learners.
vi) Teaching and learning situations get different meaning according to the social events
which takes place there.
3.2.4 Labelling and Social Exchange Theory
Labelling Theory
This refers to the act of attaching labels or tags when describing somebody. They may have
connotations and consequently influence academic performance. This theory describes and
classifies people according to various characteristics such as clever, rude, violent, gentleman etc.
Individuals tend to behave according to the label that has been used to describe them repeatedly
or many times by significant others such as teachers. People therefore form concept of the fact
that they are the way are described such as stupid child. They incorporate them and tend to
behave like the label suggest.
Social Exchange Theory
This is a theoretical orientation which underscores on the rewards goals (‘profits’ or positive
reinforcements) and punishment (‘costs’ or negative reinforcements) associated with interaction.
In every interaction, there would be an exchange which enables an individual to know the goals
that they have.
Exchange theory is based on the assumption that there are ‘costs’ and ‘rewards’ involved in our
interaction for instance a child learns, examined and is awarded a certificate and on the other
hand the teacher is rewarded with tokens or salary increments.
This is not only based on material profit but also psyche rewards such as praising the pupils’
good attempt. Students behave well or badly depending on the expectations of teachers about
them.
Implications of Labelling and Social Exchange Theories in Educational Practice
i) Rewards and punishment can be used to modify students’ behaviour.
ii) Punishments are meant to deter students from bad behaviour.
iii) Teachers are encouraged to use positive labels and avoid negative labels while
referring or describing to students or even categorising them.
iv) Students should not be streamed according to their academic performance but rather
be streamed even with their mixed abilities.