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Unlock This CourseMarxist sociologists believe that education in capitalist societies isn't fair and equal for everyone. Instead, they argue that schools and colleges actually help to keep social inequality going by favouring middle and upper-class students while disadvantaging working-class pupils. This view is quite different from what schools claim to do (give everyone an equal chance).
Key Definitions:
Marxists argue that alongside the official curriculum (maths, English, science), schools teach a 'hidden curriculum' that prepares working-class children for their future roles as obedient workers. This includes:
Louis Althusser described schools as an 'Ideological State Apparatus' that spreads capitalist ideas and values. Schools teach children that:
American sociologists Samuel Bowles and Herbert Gintis developed the 'correspondence theory' in the 1970s. They argued that there's a direct relationship between education and the workplace in capitalist societies.
Bowles and Gintis studied American schools and found that the structure and values of education mirrored those of the workplace. The relationships between teachers and students reflected those between bosses and workers. Students were rewarded for obedience, punctuality and following rules - exactly what makes a 'good worker' in factories and offices.
According to Bowles and Gintis, schools:
French sociologist Pierre Bourdieu introduced the concept of 'cultural capital' to explain why middle-class children typically do better in education than working-class children.
Knowledge, language skills, attitudes and cultural experiences that give an advantage in education. Middle-class children inherit this from their parents.
The set of dispositions and attitudes that shape how we think and act. Middle-class habitus aligns with school expectations, giving these students an advantage.
Language skills and speech patterns valued by schools. Middle-class children often have more sophisticated vocabulary and grammar, which teachers reward.
Bourdieu argued that schools claim to be neutral but actually favour middle-class culture. Working-class students must adapt to an unfamiliar culture to succeed, putting them at a disadvantage.
According to Marxists, schools help to reproduce class inequality in several ways:
Schools sort students into different ability groups, which often correlate with social class. Working-class students are more likely to be placed in lower sets, which can:
Research suggests teachers may interact differently with students from different social classes:
Willis studied a group of working-class boys (whom he called 'the lads') in a Midlands school. He found that they developed an anti-school subculture that rejected education. They saw academic work as pointless and 'feminine', preferring to mess around and challenge authority. Ironically, by rejecting education, they limited their options and ended up in working-class jobs - exactly what the system expected of them. Willis called this "self-damnation" - the boys thought they were rebelling, but actually helped reproduce their own class position.
Marxists emphasise that material conditions significantly impact educational achievement:
Private schools represent a clear example of how wealth buys educational advantage:
Schools promote the idea that anyone can succeed through hard work and talent (meritocracy). Marxists argue this is a myth that:
Recent research continues to support Marxist arguments about class inequality in education:
Strengths: Marxist theories highlight important structural inequalities in education that functionalist approaches ignore. They explain persistent class patterns in achievement and help us understand why educational reforms often fail to create equality.
Limitations: Critics argue that Marxists:
Marxist perspectives on educational achievement provide a powerful critique of the education system in capitalist societies. Rather than seeing schools as neutral institutions that provide equal opportunities, Marxists view them as sites where class inequality is reproduced. Through both material disadvantages and cultural processes, working-class students face significant barriers to educational success. While not everyone agrees with all aspects of Marxist theory, it offers important insights into why social class continues to be such a strong predictor of educational outcomes.