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PHIL1103 Morality Society And The Individual

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PHIL1103 Morality Society And The Individual

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Course Code: PHIL1103
University: The University Of Adelaide

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Country: Australia


1.a. According to the Functionalism Paradigm, what are the THREE basic functions of schools as agents of socialization?
b. Provide an example of the film for each of the state functions?
c. Do you think the school is successful at performing these functions?
2.According to the conflict paradigm, schools also reproduce social inequality. Use the conflict paradigm and the concept of tracking and hidden curriculum to answer the following questions.
a. The drop out rate for Mexican American students NOT ENROLLED in the Raza Ethnic Studies program was 56% in 2011. What type of hidden norms, values, or ideas do you think Mexican American students experienced from the schools (teachers, books, school mission, everything) that led more than half to leave school?
b. The dropout rate for Mexican American students enrolled in the Raza Ethnic Studies program was 2.5% in 2011. What type of hidden norms, values, or ideas do you think Mexican American students experienced from the Raza program that led to there success?
3.What part of your culture or history would you like others and yourself to learn more about? Why do you think this would be important for other student to know?
Think about parts of your identity that you feel are less acknowledged by others.
Ethnic or racial identityReligious identity / worship styleImmigration experiencesClothingDiet / Food customsLanguage
4.Discuss why you you think a representative of the public school system would be against students learning about this part of your cultural / identity as part of the regular High School curriculum? (Why would they feel threatened or uncomfortable?)
5.a. Pick another agent of socialization from your textbook (peer group, media, family, workplace). Can you discuss how the agent of socialization you picked was important in this documentary.
b. What part of the film did you most connect to your own educational experiences?


1.a.The teaching of core values.
The School is argued to be a significant player in secondary socialization, particularly in the modern society (Thompson, 2018). Children in a family are judged according to what the parents refer to as particularistic standards. Therefore, in the same way, children in a school are judged in accordance with the universalistic standards. The laws apply to all individuals irrespective of the character.
Creation of social solidarity.
School brings a sense of belonging to students (Gould, 2011). Through learning of different subjects such as English or History a sense of a shared sense of identity is developed since they feel they are part of something bigger.
Role allocation and meritocracy.
Through education, people acquire appropriate jobs through qualifications. Therefore, the most talented acquire occupations that are critical for society. This is deemed fair since all individuals are provided with an equal opportunity.
b. The teaching of core values.
Through the film, the Raza classes provide the students with a sense of how to love and appreciate their culture. They are taught about the values they should uphold hence growing up with a self-identity.
Creation of social solidarity
The film depicts how the Raza classes bring together the Mexican-American students. They acquire a sense of belonging and even their perception of education changes. One of them testifies that his grades have drastically changes due to the classes.
Role allocation and meritocracy
One of the Raza classes teachers testifies that, as the students learn and acquire their diplomas and degrees, they get equal chances to compete with other students. Therefore, their future is secured, and they don’t have to work for a little pay.
c.The school is successful at performing these functions as an agent of socialization because it is the nature of students to be egocentric (Gould, 2011). However, this is not the same by the time the students are leaving the school. They are taught to appreciate others besides themselves. The fact that they have to interact with other people their age also enhances the process of interaction and communication. As a result, they can function properly in the society in a healthy, prolific and confident manner.
2.a.To begin with, we have lack of acceptance among the community. The legislators did not acknowledge the Hispanic culture and deemed the classes to be anti-American hence being against the constitution. Due to this, the Mexican American students felt left alone and rejected thus they wouldn’t attend school. Secondly, unrecognition of their culture. Being a community that has a rich culture, by practicing and learning about their culture the students were able to connect to their roots. However, since the legislators declared that by teaching the students about their culture they were promoting racism, the students stopped attending school.
b.To begin with, the students were appreciated. This was critical since they began developing self-confidence that they would make it and had a positive attitude towards education. Secondly, the classes provided a sense of family and love for the students. By having teachers who can understand and be able to connect with the students at a personal level provided a sense of family. Also, by coming together as Mexican-American students, they would learn about each other’s experience and be able to relate the experiences to their own lives. Lastly, we have respect. The program taught forgiveness to the students hence allowing them to be able to appreciate other cultures without discrimination.
3.Culture cannot be expressed effectively without language. This is a very vital subject that needs to be incorporated in schools considering that students are diverse in culture. Language is a means of communicating the values, beliefs, and customs of a particular culture (Helms & Talleyrand, 1997). This will enhance understanding among the students and also teach them to appreciate the different cultures around the world. Secondly, learning more than one language has not only intellectual benefits but also offers a competitive edge in the choice of careers.
4.However, this may not be incorporated in the system because of the many different cultures represented. It would consume a lot of learning time to integrate all these languages in the system instead of focusing on other important aspects of learning.
5.a.The family is one of the most important agents of socialization (Foner & Fredrickson, 2004). It is the parents who are responsible for teaching and training children how to care, communicate and even function properly. Secondly, the family also provides us with the first set of values, beliefs, and customs that we live by. These values are mainly a reflection of the family’s culture, religion, and social standing.
b.The part that the legislators claim that teaching the Raza studies is against the American constitution struck my mind. This makes me feel that they did not recognize the Hispanic culture as a culture by itself and wanted to impose their system against the Mexicans. It seems similar to my personal educational experience where poor students were not allowed to express themselves in the presence of the affluent students since they did not contribute to the school.
Foner, N., & Fredrickson, G. M. (Eds.). (2004). Not Just Black and White: Historical and
Contemporary Perspectives on Immgiration, Race, and Ethnicity in the United States.
Russell Sage Foundation.
Gould, M. (2011). Socialization in Schools. THE PROCESS OF SOCIALIZATION, 126.
Helms, J. E., & Talleyrand, R. M. (1997). Race is not ethnicity.
Thompson, K. (2018). The Functionalist Perspective on Education ~ ReviseSociology. Retrieved from https://revisesociology.com/2015/01/26/the-functionalist-perspective-on-education/

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