Explain how schools teach social expectations to students.
Cambridge
O level and GCSE
2022
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Outline
I. Introduction - Thesis: Schools play a vital role in teaching social expectations to students. II. Formal Education - Lessons and curriculum content provide structured guidance on social norms. - Classroom rules reinforce societal expectations of behavior. III. Informal Education - Extra-curricular activities and social interactions reinforce social expectations outside the curriculum. - Hidden curriculum shapes norms, values, attitudes, and roles. IV. Rewards and Sanctions - Schools use rewards to encourage positive behavior that aligns with social expectations. - Negative sanctions deter students from deviating from these norms. V. Teacher Labeling - Teacher grouping and expectations can influence students' behavior and internalization of social norms. VI. Meritocratic Culture - Schools promote a culture of hard work, goal-setting, and achievement, reinforcing social expectations of effort and success. VII. Gender Roles - Schools often perpetuate gender roles, shaping students' expectations of male and female behavior. VIII. Marxist Perspective - Schools may reinforce a deference to authority and discourage questioning, benefiting capitalist structures. IX. Conclusion - Summary of how schools teach social expectations. - Importance of recognizing and addressing the influence of social expectations in education.The Role of Schools in Teaching Social Expectations
Schools play a crucial role in shaping individuals into functioning members of society. While the formal curriculum provides knowledge and skills, schools also act as agents of socialisation, transmitting social expectations to students through various means, both explicit and implicit. This essay will explore the multifaceted ways in which schools teach social expectations, drawing on sociological theories to illuminate this process.
Formal and Informal Education
Formal education, with its structured lessons and curriculum content, provides a clear framework for teaching social norms. Punctuality, for instance, is instilled through timetabled lessons, deadlines for assignments, and consequences for lateness. Students learn to follow instructions, respect authority figures like teachers, and cooperate with peers in group activities.
However, education extends beyond the classroom. Extra-curricular activities, social interactions in the playground, and even school events all contribute to what sociologists call the "hidden curriculum". This refers to the unspoken and often unintentional lessons learned through the everyday experiences of school life. For example, competitive sports can reinforce the value of teamwork and striving for success, while school assemblies might promote conformity and obedience.
Reinforcement and Sanctions
Schools utilize a system of rewards and punishments to encourage behaviour that aligns with social expectations. Good grades, positive feedback, and awards ceremonies all serve as positive reinforcement for traits like hard work, academic achievement, and adherence to rules. Conversely, negative sanctions such as detentions, reprimands, or exclusion from activities deter students from deviating from expected norms. This system, while seemingly straightforward, can perpetuate existing social inequalities. For instance, students from disadvantaged backgrounds might face greater challenges in meeting these expectations due to factors beyond their control.
Teacher Labelling and the Meritocratic Ideal
The way teachers perceive and label students can significantly influence their behaviour. Streaming, the practice of grouping students by perceived ability, can lead to self-fulfilling prophecies. Students in lower sets might internalize the label of "low achievers", impacting their self-esteem and motivation.
Furthermore, schools often promote a meritocratic culture, emphasizing that success is solely determined by effort and ability. This can be seen in the emphasis on individual achievement, competition for grades, and the celebration of high achievers. While encouraging hard work is positive, a strict meritocratic perspective ignores the impact of social factors like class, ethnicity, and gender on educational outcomes.
Gender Socialisation and the Marxist Perspective
Schools often, even if unintentionally, reinforce traditional gender roles. This can manifest in subtle ways, like the types of subjects encouraged for boys versus girls, or the different expectations placed on their behaviour. For example, boys might be encouraged to be more assertive in class discussions, while girls are expected to be quieter and more compliant.
Marxist sociologists argue that schools serve the interests of the capitalist system. They suggest that the emphasis on obedience, conformity, and acceptance of hierarchy prepares students for their future roles as obedient workers. This perspective highlights how the hidden curriculum can perpetuate social inequalities and maintain the existing power structures in society.
Conclusion
It's clear that schools are not merely places of academic instruction but powerful agents of socialisation. Through formal lessons, the hidden curriculum, reward systems, and even teacher expectations, schools transmit and reinforce a wide range of social expectations. While these expectations contribute to social order and cohesion, it is crucial to be aware of how they can also perpetuate inequalities and limit individual potential. A critical understanding of the role schools play in shaping social norms is essential for creating a more just and equitable society.
Sources:
* Sociology textbooks (mention specific textbooks used for your course)
* Relevant sociological studies (mention specific studies or research papers)
Free Mark Scheme Extracts
Schools and Social Expectations
Schools teach social expectations to students in various ways. In formal education, lessons, curriculum content, and classroom rules provide structured guidance on social norms such as punctuality and following instructions. Additionally, informal education through extra-curricular activities and social interactions reinforces social expectations outside the curriculum.
The Hidden Curriculum
The hidden curriculum plays a crucial role in teaching social expectations regarding norms, values, attitudes, and roles. For instance, the emphasis on punctuality instills the importance of timeliness. Schools also use rewards to encourage positive behavior that aligns with social expectations, while negative sanctions deter students from deviating from these norms.
Teacher Labeling and Meritocracy
Teacher labeling, such as grouping students through setting and streaming, can influence students' behavior by internalizing teachers' expectations. Moreover, schools promote a meritocratic culture where hard work, goal-setting, and good behavior are linked to success, reinforcing social expectations of effort and achievement.
Gender Roles and Social Structures
Gender roles are often taught in schools, perpetuating the idea that men and women have different social expectations, with men expected to be dominant and women to be submissive. In a Marxist perspective, schools reinforce a deference to authority and discourage questioning, which benefits capitalist structures in the workplace.
Conclusion
These various methods collectively contribute to the transmission of social expectations within schools, shaping students' behaviors and attitudes towards societal norms.