Sociology Chapter 14 - Education

The term "hidden curriculum" refers to the unwritten and unspoken lessons that students learn in school through the socialization process. It encompasses the values, norms, and behaviors that are implicitly taught by the school system, but are not part of the formal curriculum. These lessons can include things like obedience, conformity, and social hierarchies. The hidden curriculum plays a significant role in shaping students' attitudes, beliefs, and behaviors, often reinforcing societal norms and expectations.

Bestowal of status refers to the act of granting or conferring a particular social position or rank to an individual. This act is intentional and serves a clear and obvious purpose, which is to publicly recognize and acknowledge someone's social standing. Therefore, it can be categorized as a manifest function, as it is a deliberate and intended consequence of a social action or institution.

Credentialism refers to the practice of placing excessive emphasis on formal qualifications and credentials when hiring or promoting individuals. In this context, the lowest level of education needed to enter a field is often determined by the credentials required for that specific field. Therefore, credentialism can explain why the lowest level of education is necessary to enter a particular field.

Tracking refers to the practice of placing students in specific curriculum groups based on their test scores and other criteria. This means that students are separated into different classes or educational tracks based on their perceived abilities or potential. Tracking can have both positive and negative effects on students' educational experiences. It can allow for tailored instruction and support for students at different levels, but it can also perpetuate inequality and limit opportunities for certain groups of students. Overall, tracking is a controversial educational practice that has been debated for its impact on student achievement and equity in education.

The functionalist view suggests that widening the bestowal of status is beneficial to society as a whole. According to this perspective, individuals in society have different roles and functions, and when status is more widely distributed, it leads to a more harmonious and stable society. This view emphasizes the importance of social cohesion and the contribution of each individual to the overall functioning of society.

The teacher-expectancy effect refers to the idea that a teacher's expectations of a student can influence the student's performance. This perspective is aligned with the interactionist view, which emphasizes the importance of social interactions and the role they play in shaping individuals' behavior and outcomes. In the context of the teacher-expectancy effect, the interactionist view suggests that the interaction between the teacher and the student, and the expectations they hold for each other, can significantly impact the student's academic achievement.

Transforming a population composed of diverse racial, ethnic, and religious groups into a society where members share a common identity is an example of a latent function. A latent function refers to the unintended or unrecognized consequence of a social action or institution. In this case, the transformation of a diverse population into a society with a shared identity may not be the intended purpose, but rather an unintended consequence of social interactions and processes.

The correspondence principle suggests that schools perpetuate social class divisions by promoting the values expected of individuals in each social class. This means that schools teach students the skills and behaviors that are valued in their respective social classes, reinforcing the existing social hierarchy. For example, students from higher social classes may be taught skills that are more aligned with professional careers, while students from lower social classes may be taught skills that are more aligned with manual labor. This perpetuates social class divisions because it limits opportunities for upward mobility and reinforces the status quo.

The given answer is correct because it accurately lists the five basis characteristics of bureaucracy as defined by Max Weber. These characteristics include division of labor, hierarchy of authority, written rules and regulations, impersonality, and employment based on technical qualifications. These characteristics are essential in creating a bureaucratic system that is efficient, rational, and based on merit rather than personal biases or preferences.