MAJOR THEORETICAL PERSPECTIVES IN THE SOCIOLOGY OF EDUCATION
Social scientists have refined theories for a better understanding of the structure of
school institutions or of the educational system itself. The table below presents the theories of
education with logical, argumentative, and valuable perceptions from researches or studies on
education.
THEORY MAJOR CONCEPTS
FUNCTIONALIST  Focuses on the positive
(structural – functions performed by the
functionalism, education system such as
consensus, or creating social solidarity,
equilibrium) Talcott teaching skills necessary
Parson for work, teaching core
values, and role allocation.
 Starts with the assumption
that education is an
institution, to facilitate the
stability of society which
emphasizes
interconnectedness by
focusing on how each part
is influenced by the other.
 Happens through passing
on society’s culture through
which a new generation of
children acquire the
‘central’ norms, values and
culture of their society.
CONFLICT  Focuses on issues of
Karl Marx and Weber contention, power, and
Marx inequality, highlighting the
competition for scarce
resources; focuses on
culture as a social product.
 It questions the
functionalists pertaining to
the assumptions that
schools are ideologically
and politically neutral and
that school functions are
based on the merit that
each learner has the
capacity to efficiently
improve his or her own
IMPLICATION TO EDUCATION
 Established relationship
between schools, institutions
and society which must fulfill
necessary societal functions
to produce stability.
 Education needs to be
systematic as a whole to
avoid being non-operational.
 School’s main function is to
prepare students to acquire
basic knowledge, skills, and
values for future
employment.
 Basic functions of school for
socialization: teaching
children to become members
of society; teaching children
to be productive members of
society; selection and
training of individuals for
positions in the society, and
promoting change and
innovation.
 Society’s competing groups
the “haves” and the “have-
nots,” were in a constant
state of tension, which could
lead to the possibility of
struggle.
 Quality education has a set
of standards of what is
acceptable to be at its. This
gives the notion that
inequality in terms of what
they may become and could
get from their work is also
expected.
 ability to meet the demands 
and standards of the
society.
 Believe that the educational
system reinforces and  Those who are more
perpetuates social
inequalities that arise from
differences in class,
gender, race, and ethnicity.
 Marx contended that
schools give a false set of
ideas and beliefs to
students in terms of
education quality. Many
believe that there is
equality and chance of
having quality education.
SYMBOLIC  Focuses on how people  Interactions between
INTERACTIONIST share symbols and
construct society as a result
of their everyday
interactions.
 Examines what teachers
and students “do” in school; 
they question even the
most commonplace, taking
for granted actions and
interactions, things most
people do not question.
 Uses cultural symbols, such
as words and non-verbal
body language and
gestures during interaction.
Through this process,
people develop a sense of
self and create a reality with
others.
Students are labeled to be
achievers and non-achievers
according to their status in
society.
privileged to have better
resources for learning and
achieving more are given
what they really need to
develop their skills and be
competent, while, those who
are not capable or less
fortunate ones are not given
the right learning
opportunities that limit their
abilities to what they are only
provided with.
students and teachers help
develop a set of expectations
for student’s performance
both in academic subjects
and discipline.
Asking questions in a social-
psychological way on the
frequent ad familiar
relationship between school
participant is what
interactionists do. It is what
sociologists of education use
as an avenue for the
students, teachers, and
principals in a school.
 Students learn through
interaction how they are
different from others based
on individual experiences,
social class, and status.
SOCIOLOGY OF EDUCATION: CONTEMPORARY THEORIES
Some of the contemporary theories in the sociology of education are summarized below.

Theory Proponent/s Concepts Implication to Education

Cultural Capital Pierre Bourdieu  It refers to cultural Delved into education’s
practices, including dress influence on stratification
and mannerisms, and social class, trying to
language patterns and reconcile the influences of
expressions, and social structures on the
knowledge of the world subjective experiences of
derived from life individuals.
experiences such as visits
to museums, all of which Used by schools to
provide knowledge of reproduce inequality both
class culture of the in the interactions and in
school. the structure of education.
Social Capital James S.  It refers to the social Used to explain the role of
Coleman resources students bring schools in reproducing
to their education and social class.
future involvement in
school or community. It
results in building of
networks and
relationships students can
use as contacts for future
opportunities.
Code Theory Basil Bernstein  Refers to organizing People learn their place in
principles used by the society by the
members of a social language codes they use.
group which reflects and The codes come to
shape the assumptions symbolize social identity.
we hold about our
relationship to a certain Language codes aid in the
group. social reproduction of
class and differences in
power.
Feminist Theory Harriet  With no single feminist Led to the examination of
Martineau Jane theory, feminist theorists educational policy and
Adams echoed the need to “hear” how it affected girls,
other voices in the women, their future
education system, in opportunities.
particular, women’s
voices, and to pay more
attention to the situation of
women.
Source: School and Society: A Sociological Approach to Education (2014)