Functionalist View Of The School As Secondary...

Another functionalist view is that of Talcott Parsons, who focuses on the function of the school as being secondary socialisation and acts as a bridge between the family and wider society. In the family we gain ascribed status and are judged on particularistic terms, this means that we are seen as a particular person, i.e. son/daughter, and as such receive specific treatment. When we move into wider society we are judged in terms of our achieved status, that which we have gained through our own merits, and are treated with universalistic values. Schools help to bridge the wide gap between the two by providing a system whereby we move from particularistic values, say in primary schools, to universalistic values in later education. The principle of achieved status is taught through exams performance and universalistic values through school rules that apply to all. Parsons believes that schools and society are meritocratic, and as such all are treated equally and everybody has the same opportunities to succeed. Through this, schools instil the value of achievement and the value of equality of opportunity. The value of achievement is taught through rewards for doing well in exams and schoolwork and encourages children to strive to do their best. Parsons argues that as we live in a stratified society, it is important to instil this value to ensure that the most able people are motivated to fill the most important positions. 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