WEEK 1

SOCIOLOGY OF EDUCATION

INTRODUCTION

What sociology is?

Maclver on Page (1969) feel that rather than ask what sociology is about one should try to discover what sociologists do when
they study sociology. This is simple and straight forward but it is usually necessary to have a more precise idea about something
before inquiring into it.

Many sociologists are therefore convinced some definition of sociology as a science should be given some of the definitions
offered include;

- That sociology is about social relationships the network of such relationships is what we call society and it is only
sociology that principally concerns itself with it.
- That sociology is scientific study of human behavior in a group (Ezewu 1986)
- That sociology is a science of society. (Godie. 1988)

This therefore shows that sociology is defined differently by different scholars.

Sociology further elaborated by Auguste Comte (1998) as the study of social order or stability and change or progress of the
society and its social systems or institutions.

John M. Shepard 7th Edition defines sociology as the scientific study of social; structure and come to realize that a group is only
one type of social structure.

James U Vander Zanden (1990) looks at sociology as the systematic study of human society and social interactions.

Richard. T. Shacfer (2006) Sociology is the systematic study of social behavior and human groups it focuses on social
relationships and how these relationships influence people’s behavior and how societies develop and change.

WEEK 2

THE ORIGIN AND DEVELOPMENT OF SOCIOLOGY

Human society developed interests in sociology long before the 19 th Century Societies were concerned with ways of interacting
and holding together the families, clans and tribes. Societies then emphasized social norms and responsibilities,

There were several events that took place in the 19th Century. These changed and affected social order of the society. That is,
they crated peculiar social problems. Around 1800 Europe began to undergo a period of serious and far reaching changes such
as industrialization individualization secularization and fundamental crisis caused by the gradual disintegration of power of the
Christian Church which in France ended in French revolution.

The events that led to the French revolution and after gave enlightening to the public. The troubles after the revolutions for
example the killings during the Guillotine rule the French defeat and return of Kings.

To these philosophers though that their failures were due to lack of scientific knowledge about the society. Therefore, need for
the scientific study of the society.

As a result of the crisis and social disintegration in Europe human society developed interest of combining clans, families and
tribes together before the 19th Century.

Societies then emphasized social norms and responsibilities.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

However, there were several events that took place in the 19 th Century which changed and affected the social order of the
society. These events included the political problems like killings in French revolution later on the French defeat and return of
Kings. There was also unemployment and rampant poverty which resulted into the increase of crime rates as people over
crowded in the cities. These social problems required immediate action.

There was also a revolt of peasants against the aristocracy which resulted into the questioning of authority.

Because of the increased social disorder there was need to carefully study the peculiar problems of the society and provide
solutions and this gave rise to the discipline of sociology.

Therefore, a great sociologist Durkheim (1858 – 1977), introduced the concept of solidarity a kind of social integration as the
“glue” necessary to make society function.

This glue (solidarity) would make human beings feel sense of belonging, and sociology as a separate field of study, grew out of
an intellectual need to respond to the crisis of what was then called modern-western society.

WHAT IS EDUCATION?

Education, from a sociological viewpoint, is the cultivation of values, intellectual, and physical skills required by both the broader
society and the specific environment a child belongs to.

Education encompasses an individual's lifelong experiences, equipping them with knowledge, skills, and values to become a
valuable member of society.

Emile Durkheim; presents education as means of organizing the individual self and the social self that is organizing the individual
to fit in the society.

WEEK 3

WHAT SOCIOLOGY OF EDUCATION IS.

Sociology of Education can be defined as a study of the part played by an institution in the maintenance of social cohesion and
unity.

In other words, it is the application of sociological perspectives to one of the major institutions on society that is Educat ion. We
need to note that sociology has several branches and sociology of Education is one of them. Other branches may include;

 Sociology of development
 Sociology of industry
 Sociology of politics

Note that there is a relationship between society and Education;

- In that both Education and society play the role of sociology

- Both education and society aim at acculturating values and skills in children.
- Both are lifelong processes. That is, you learn as long as you live.
- Society is a structure with sub-systems which always interlock and influence each other and these affect Educational
practices and vice-versa.
- The process of Education is basically concern with preparing the child to become a useful member of society.

This means that education performs certain roles;

 Helps to develop the capacities latent to human nature and to coordinate their expression for the enrichment and
progress of the society.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

  Education equips an individual with knowledge and skills to enable him or her to bring about useful changes and
innovations in society.
 Education is supposed to prepare individual’s minds to be internally consistent and harmonious with him or herself
hence developing the right type of personality which is necessary for the creation of a just, peaceful and harmonious
environment.
 In short people are educated to create or recreate the society.
 Education also equips an individual with knowledge of cultural values and ensures that this knowledge is transmitted to
young generation to be preserved.
 Education also act as a powerful instrument for social transformation especially by promoting new technologies and
changing peoples’ attitudes.

Sociology of education therefore, focuses on the following;

 The role of education in development

 The social forces and determinants that affect educational process.
 The school as a formal organization.
 The relationship between education and occupation.
 The role of education and social stratification mobility change and the teaching profession.

What exactly does sociology seek to understand about society and human behavior with in those societies?

In your own time try to answer some of the questions sociologists normally ask which include the following?

i. What are people doing with each other?

ii. What are their relationships with each other?
iii. How are those relationships organized in institutions?
iv. What are the collective ideas that move people and institutions?

WEEK 4

BASIC SOCIOLOGICAL CONCEPT

i. SOCIETY
This is a group of human beings distinguishable from other groups by mutual interests, characteristics, relationships, shared
geographical region, institutions and a common culture.

Societies vary in size, that is there are small societies (micro societies) and large (macro societies)

All these individuals and group and their activities do not exist in a vacuum, but within a large set-up. It is this large set-up of
social groups and the participating members that constitute a society.

In summary the characteristic of a society are as follows;

- Biological individuals of both sexes at varying ages

- Society reproduce
- They share a common culture.
- It occupies a defined territory.
- There is a degree of interdependence among members.
- Within a society there are formal and informal groups to which people belongs
- Between these groups there are patterns of interaction
- Every member of the society participates in the activities of the society according to his or her individual expectations.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

 NOTE

In every society there is a participation and interaction.

In every society there has to be;

 Cohesion in a sense that every member of the society contributes to it in order that the society or group remains
an indivisible whole. The cohesion of a society unit is the resistance to division which may be due to;
 Allegiance to the larger unit
 Good overall coordination.
 Mutual interest or interdependence.
 Intersection of ties.
 The quality and strength of ties.
 [Link] preserve the existence and continuity of any society or society unit, all its members are expected to
conform to the norms of that society or social unit.

Conformity in practice is of two kinds;

a) Conformity arising from internal motivation.

b) Conformity arising from external motivation.
 Cooperation

Where two or more people congregate temporarily or permanently for some specific purpose there is demand from them the
spirit and practice of cooperation. Each member of the system or society has a status and to each status is attached a certain
prescribed role to be played as a member’s contribution to the system or society.

Cooperation then is a deliberate and voluntary effort to facilitate the performance of tasks be others in return for similar services.

WEEK 5

GROUPINGS IN SOCIETY

There are many ways by which people organize themselves to live and work together in society. Every one of us belongs to a
good number of social groups, each consisting of a set of people who cooperate for some common purpose, or live together in
one geographical area. Some groups have a very small number of members and very specific objectives. Others have wide and
varied objectives.

From the point of view of nature and size it is possible to identify three kinds of groups in society in society that include;

i. Statistical groups

This group, through it exists in society has no sociological significance. Being members of this group does not necessarily affect
the behavior of a member and it does not call for interaction among members. A statistical group can be a group of young boys
with an identical style of hair-cut and be identified as a result of an observation in a certain locality. Although such boys have
something in common they may not be consciously aware of this fact, as having the same style of hair-cut does not make them
interact with one another. It is a non-interactive nature of the not make them interact with one another. It is a non-interactive
nature of the statistical group that renders it significant for sociological analysis, but the fact remains that such groups may be
deemed to exist.

ii. Primary groups.

Unlike the statistical group members of a primary group are aware that they belong to a group and that they have common
interests and goals. In many simple society and to some extent in complex societies, social interaction takes place among

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

peoples who know themselves well. The smallest yet the most important primary group, is a family made up of a husband, a wife
and their children. The collectivity of the members of hamlet or a village can also be called a primary group since it is possible for
everybody living in a village to know one another and to interact occasions demand.

Relationships in a primary group may or may not involve blood relationship. Members of a cult know each other and interact with
one another, yet there is no blood relationship. However, the nature of the relationships existing between members of these
groups does not qualify them to be referred to as fully primary groups. They can be called quasi-primary groups.

A primary group is characterized by;

a) Personal relationship, as there is a face-to-face contact between members

b) The intimate nature of relationships within the group.
c) The small size of the group.
iii. Secondary groups

Just as the human body develops from simple to complex social groups also develop from simple to complex. Secondary groups
can be classified into two kinds which are;

a) Permanent. Groups such as a nation or a church are permanent secondary groups. They are in the sense that they
had existed before most individual members joined them and continue their existence if any member of the group dies
or opts out of them. These groups continue permanently as their characteristic patterns are transmitted to new
members.
b) Temporary. Temporary also known as transitional groups though secondary in nature, they are usually formed for an
immediate purpose and once that purpose is achieved, members disunite. The relationships within them are ad hoc,
but they are bound together as they engage in an active endeavor to attain a particular objective.

Secondary groups are characterized by;

a. Impersonal behavior in the sense that members do not necessarily have personal contacts, though the spirit of
collective behavior exists among them.
b. Indirect contacts in the sense that face-to-face contacts are limited and members interact mostly through other
members in pursuing a common goal. Individuals are assigned roles to play which may not necessarily bring members
into contact with one another before attaining a collective goal.
c. Formal relationships, in the same sense that patterns of behavior are laid down to be followed by every participating
member, in some assess these patterns are codified so that the occupant of a particular status knows what he is
expected to do and not to do.

Generally, social groups, primary or secondary are characterized by collective behavior which is firmly rooted in the following;

- A body of common expectations, on the basis of which people are able to cooperate and regulate their activities vis-à-
vis one another.
- Set of values which are attached to individual expectations and which determine how important such expectation are.
- Specific conceptions which the members have to themselves in relation to one another and to the entire group.
- A common subjective orientation in the form of dispositions and moods.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

 WEEK 6

INTERACTION

Since society is a group of people interacting with one another, the concept of interaction is of great importance to the
sociologists.

Interaction in any social system consists of the following features;

a) Interaction should be purposed in the sense that it should be directed towards the attainment of a goal clearly
recognized and accepted by each of the interacting members.

b) Interaction should be interpersonal in the sense that involves on the part of its members a conscious awareness of the
existence of each other.

c) Interaction is reflective in the sense that it involves a critical appraisal of the situation that happens to arise, an
individual can develop within himself an awareness of the consequences of belonging to a group that can affect,
influence or alter his attitude to himself and to others.

d) Interaction can be historical in the sense that every individual develops to a greater or lesser degree the awareness of
a recent or more remote past which when consciously experienced affects individual interaction in the present.

Interaction can take the following forms;

a) Communication.

Communication is crucial to interaction as long as individuals in society do no live in isolation. It can, however have
both good and bad effects on society and there are many problems in this respect. Communication requires either the
use of language or non-verbal media such as facial expressions gestures or nodding of the head.

b) Competition
Competition is a form of interaction in social system can take several forms, depending on the goals of the society or
social system. In a school system, students compete for marks through their intellectual endeavors. Inter-house athletic
competitions are also a form of interaction in a school system. Similarly, people evenly compete for the good things of
life.

c) Conflict.
Where more than two people interact their relationship cannot be expected to be always cordial. There are bound to be
some disagreements but also a possibility of resolving them. There are occasions when an individual disagrees or is in
conflict with himself when he is faced with conflicting desires, emotions or aims.
d) Accommodation
For interaction to be really meaningful and the member of a social system or social to participate fully each member
must accommodate the other’s shortcomings in order to succeed in the collective endeavors.

The individual in a social group

As individuals belong to one or other groups in society, they are expected to have in a well-defined manner, and to participate
according to the expectations in the groups to which they belong. Thus an individual in a social system has statuses and role
within his social group.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

Social status.

A status is a position within the social hierarchy and the division of labour and it dictates how a person occupying it is expected to
behave in response to objects and people when he has a particular relationship with them

Social role.

In discussing social status, we said that the esteem attached to position in a social system occupied by designated individuals
such as principals and vice-principals of secondary schools. We also said that the principal owes to his teachers and pupils
certain obligations and these people are expected to behave towards him in a certain way in accordance with his status rights
interacting with the different people in the school system.

Status-set

Drawing from the above, we should however note that one person can occupy several statuses; recalling minding the example of
the Head teacher can simultaneously occupy the statuses of a father, a husband, a managing director and a board mem ber.

Status-sequence

There are situations when, in order to occupy a higher status in a hierarchy of statuses, the holder of one status has to vacate his
present status for someone else. Take, for instance, a school system where the vice-principal is promoted to principal, he
vacates his old status to fit in the new one. In hierarchically arranged statuses, especially in a bureaucratic organization like
school system, status progression dictates that to occupy one status, one should have previously occupied the lower one. The
arrangement of statuses in this manner is called status – sequence.

Role-set

As an individual can occupy several statuses at any given time, making his status-set so also he can play several roles at any
given time. In the case on the head teacher, for example, as a father he interacts with his children and wife, each of them
enjoying different statuses with in the family system. His actions while interacting with his wife are not same as when he is
interacting with his children.

WEEK 7

EDUCATION AS A SOCIAL INSTITUTION

In this topic, you will learn about the following;

a) Meaning of school as a social institution.

b) Education and its influence on the individual and the community.
c) School expectation of the communication

MEANING OF SCHOOL AS A SOCIAL INSTITUTION.

Social institutions are social structures of society that perform specific functions entrusted to them by society to satisfy human
needs. Examples of social institutions include family, religious organization, the schools and the peer group.

The school as a social institution has been charged by society to give education to its young. In other words, the school should
pass on worthwhile or useful knowledge, skills; values/attitudes to members to enable them live competitively in society.
Therefore, society cannot do without school because it reflects society’s purpose and goals.

A school as a social institution deals with various groups of people such as parents, guardians, administrators, teaching staff,
support staff and learners and their activities to meet society needs.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

As a major agent of socialization, the school helps greatly in socializing the child. The child comes out when it is ready to enter
into the adult world. It is therefore the responsibility of the school to prepare the child to fit into the adult world. E. g. by molding
character and transmitting acceptable set of values to the growing child.

B) THE ROLE OF BASIC/PRIMARY EDUCATION TO AN INDIVIDUAL AND THE COMMUNITY

To an individual

 The school plays a role of a scholar. It molds the character of the young ones and passes on accepted values to
children e.g respect for elders, self-respect, obedience honest etc.
 Equip the individual with knowledge, skills and values of the past that are cherished and valued by a given society and
preserved from one generation to another. E.g pupils are trained to be hard working, responsible, honest etc.

 Individuals are trained to solve both personal and social problems intelligently e.g by being equipped with personal
hygiene skills and knowledge to keep healthy.

 Prepares the individuals mind in that he may be internally consistent and harmonious with himself thus developing the
right type of personality required for living in society.

 It equips children with literacy and numeracy skills and knowledge e.g they are able to read sign posts; they can be
sent to the market.

 Prepares the young ones for occupational pursuits since primary schools have always been both vocationally and
academically oriented.

To the community

 Primary school education enables the young ones to satisfy specific needs within the community e.g girl guides and
boy scouts keep order in the community.

 Basic education promotes unity in the community. Children and teachers from diverse regions meet in the school and
begin to identify themselves as one family even outside the school.

 When children leave school and get employment, they can help their parents to pay school dues for their young sisters
and brothers. They can also meet medical fees.

 Teachers of the school also do contribute greatly in the community’s development e.g teachers participate in local
council (LC) activities. In this way, teachers interact with parents and other members of the community.

 In school, children acquire knowledge, skills and values necessary for community development e.g about sanitation
and hygiene, numeracy literacy and leadership

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

 WEEK 8

C) SCHOOL EXPECTATION OF THE COMMUNITY

 When a child is born, he/she is taken and recognized as the community’s child. The community is expected to educate
its young ones when they are old enough for community participation; he/she is attached to older members from whom
they learn. Any adult member of the community is a teacher of the young ones. The child is taught things like self-
discipline, respect for elders’ obedience, being honest etc.

 The school as a community institution is characterized by a communication system. The individuals who consider
themselves as members of the community can communicate for the smooth running of the school. For example, P.T.A
member can provide information about the behavior of pupils causes of school dropouts etc.

 The family as a unit of the community is supposed to provide schools with learners. The family is charged with the
function of reproducing in order to give society continuity. In this sense, the community, a school cannot exist.
However, some communities have failed to send children to school by marrying girls at an early age and keeping them
at home to do domestic work.

 The community and the school should be mutually bound together that is to say, they should pursue the same goals in
the interest of the large society. The teacher who is to function is both school and community should understand the
role of the community education.

 For the school to run, it needs the teaching staff, support staff, administrators and other stake holders. The local
community is expected to provide the school with the main power for its smoothing of its activities.

 The school is integrated in the local community for this reason, the local community should be involved in educational
decision making e.g deciding the policies concerning the curriculum should not be left for a few people in the Ministry
of education, Higher Institutions of learning and Curriculum Development Centre. Note that the lack of community
involvement in school affairs has to some extent, led to irrelevance of education because what is taught in the school is
not what demanded by the local community.

 The local community is supposed to supported the school financially e.g through fund rising, some funds too can be
realized from the community members to put up school structures such as staff quarters, classrooms libraries etc, the
local community can also support the school to pay allowances for the teaching staff.

WEEK 9

D) COMMUNITY EXPECTATION OF THE SCHOOL

 Parents expect the teachers to love and care for their children and protect them from any dangers in school.

 Parents want the best for their children and as a result, they have high expectations from the school.

 Parents expect teachers to give their children good moral orientation. To achieve that teachers must be exemplary to
the children they teach so they can copy the good behavior from the.

 Parents expect teachers to play a mediating role between the world of academics and social world e.g mediating
between parent and children and between children and themselves.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

  Teachers are expected to prepare children fully to pass examinations because they are expected to be knowledgeable
and skillful.

 Teachers are expected to give instructions to children on what to do. They are expected to instruct children on how to
keep hygiene, look after themselves being responsible etc.

 Parents expect teachers to talk to their children when they have a problem. This should cover both academic and
social problems. The teachers are therefore expected to counsel the children effectively.

 Because most parents are illiterate, they expect teachers to act as their informants, about educational and other issues
such as political issues. Therefore, teachers are expected to be ready for community service.

CLASSROOM INTERACTION/THE SOCIOLOGY OF THE CLASSROOM

The academic performance of individual children at school cannot be explained entirely by the intelligence of the children or their
home background but rather classroom interaction also pays a big role in the performance of the school children.

The performance of a child at school is based on both teacher’s and pupils’ expectations of each other. A teacher has certain
expectations of his/her learners and vice versa. Unless these expectations are fulfilled learning cannot be fully effective or
realized.

THE TEACHER EXPECTATIONS OF THEIR LEARNERS

In general teachers expect their pupils to;

 Respect them and their fellow students.

 Have good discipline in and outside class.
 Cooperate with them and their fellows in order to achieve lesson objectives.
 Be punctual for lessons and other school activities.
 Be open-minded and honest
 Participate in various class and school activities e.g answering questions taking notes, doing lesson exercises etc.
 Understand their lesion.
 Ask questions where necessary.

WEEK 10

FACTORS INFLUENCE TEACHERS’ EXPECTATIONS OF THEIR LEARNERS.

- Pupils’ behavior:
- Negative comments about students:
- Sitting position:
- Neatness:
- Status of the school:
- Physical attractiveness:
- Educational textbooks:
- The socio-economic status of pupils:
- Sex difference:
- Poor academic achievement.

Other factors include language race family type age of pupils etc.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

LEARNERS’ EXPECTATION OF THEIR TEACHERS

 The pupils expect their teachers to use appropriate language.

 Pupils expect their teachers to understand them as individuals and as a class

 The pupils expect moral instructions from the teacher
 Pupils expect the teacher to be knowledgeable in his or her subject and have necessary skills in presenting the
knowledge.
 The pupils also expect the teacher to make their learning environment conducive.
 Pupils expect teachers to motivate or encourage them.
 Pupils also expect teachers to guide them in their work, help them to improve their performance.
 Pupils expect teachers to respect their experiences and contributions during the teaching-learning process. This will
ensure greater participation of pupils.
 Pupils expect teachers to be honest
 Pupils expect objectivity and open mind from their teachers.
 Pupils expect their teachers to be patient
 Pupils also expect their teachers to guide them and help them solve their problems.

SOCIALIZATION AND EDUCATION

THE MEANING OF SOCIALIZATION.

Socialization is a process of induction through which individuals become competent members of their society and function in
it as responsible adult members. An individual is able to live fully in the new community.

For socialization to be successful there must be;

1. Meaningful interaction, which enables individuals to gain identity takes on values and ideas of the new society.
2. Socialization takes places place in stages. It is not a one-day event there are different stages, each with its own role
and characteristics and can be a life-long process.
3. Socialization takes time for it to be successful. For example, a new member in society needs time to learn what is
expected from them.

SOCIALIZATION AS A PROCESS OF ACCULTURATION

Acculturation is from the word culture. Culture is a way of life of a particular group expressed in customs norms, values art and
social institutions.

Acculturation is a process by which an individual is formed or introduces to attitudes beliefs, ideas, habits morals folkways and
behavior of a given society.

Acculturation is a process by which culture of a society is transmitted from individual to individual and from generation to
generation.

It can also be termed a process by which an individual is immersed to his/her society or community’s culture.

For example, when a child is born in a home, it is the responsibility of this home to introduce this child to values. Concept s are
learnt such as love, hatred loyalty, authority selfishness in a home which directly or indirect helps to shape their personality.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

Schools have their own values, normal, beliefs, habits and attitudes. For example, the school motto, anthem uniform or dress
code which distinguish different schools. The school introduces a child to what is required of them as members of a wider
community for instance how they behave and their responsibility in society. School socialization is a form of acculturation
whereby the individual student is formed of the school culture and the culture of his/her wider community.

AGENTS OF SOCIALIZATION

Agent of socialization include;

- The family.
- The school.
- The peer group.
- Religious organizations.
- The community.
- Mass media.

WEEK 11

SOCIAL STRATIFICATION AND EDUCATION

INTRODUCTION

Society generally divides into specific layers into which individuals are categorized. Each of these layers is called a stratum and
the process of categorization and the way in which members of each stratum are categorized is called social stratification.

As society embraces human beings, their activities and relationships to one another, and to the natural and social environments.
It is not that all human beings in society interact equally all the tie or that every individual in society has equal opportunities to
engage in societal activities and so derive equal rewards. Individuals occupy different statuses, each of which has a role
attached to it. Those statuses can be either be ascribed or achieved.

An ascribed status is one occupied by an individual by right of birth while an achieved status is the one occupied by a person
as a result of his personal efforts in society.

Depending on the society, individuals can move either from one stratum to another in the same stratum. Such movements or
change is called social mobility. In cases where individuals move from one stratum to another, usually on a higher and more
prestigious, such movement is called vertical mobility, and where individuals move with in a stratum, such movement is called
horizontal mobility.

In modern society, society class is a basis of social stratification. In sociology, stratification refers to a system by which
categories of people in society are ranked in a hierarchy e.g by age, sex, income, occupation education etc.

This suggests that individuals in society are not equal. Society divides into specific layers into which individuals are fitted and
categorized.

In modern society, social class is a basis of social stratification. The social class is determined by the way people relate to the
economy and the material conditions of life.

Karlax, argues that inequality (social stratification) exists because the resources are not evenly distributed and this gives rise to
social classes that come up as a result of relations in production. He continues to say that work in society for long has been
arranged in such order that;

 There are those who own the means of production. The relationship between the workers and employers is a master-
servant one (exploitation).

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

  According to Marx the divisions in society are based on the kind of work members do and know much control they
have over their own labour

In our schools we also social stratification e.g

 The environment in which the schools are situated.

 Paying fees according to class
 Rural urban schools.

MEANING OF SOCIAL STRATIFICATION

Stratification refers to any kind of unequal access to social rewards. In this sense rewards refer mainly to prestige, wealth,
political power and so on. We can also say stratification is a way in which members of society are grouped, according to their
class e.g. one being inferior or superior to the other, rich or poor, educated or uneducated, literate or illiterate, urban or rural.

DETERMINANTS OF SOCIAL CLASS

Sociologists study stratification in relation to social class and its significance and implication for individuals in society .

Class is defined by Max Weber as a multi-dimensional concept that is determined by three major variables (factors)

1. Wealth
2. Power
3. Prestige.

THE EFFECT OF SOCIAL ECONOMIC STATUS (SES) ON SCHOOL EDUCATION

In developing countries, the society is divided into social classes. The determining factors for such differentiation is based on
three factors;

a) Educational level
b) Occupation
c) Income of the family

The status of the family also affects the attitudes and values in life. As teachers therefore we should therefore try to recognize
these differences among the families in order to understand how they interact the school education.

However, based on these three factors, the social classes can be identified.

1st is the High Social Economic Status (HSES)

2nd is the Low Social Economic Status (LSES)

(HSES) is characterized by people found in urban areas and in most cases these are elites while the (LSES) is characterized by
people found in the rural areas. Generally, these are the peasants.

The effect of these SES on educational achievement of an individual child may be explained as follows

- Early attendance at school

- Provision of books and other materials.
- Attendance of the best schools available.
- Encouragement of school education.
- Provision of good model English.
- Academic and job aspirations.

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 WEEK 12

CLASSROOM INTERACTION

In schools the grouping of students results in peer group (people who share special characteristic e.g age, sex, race gender,
preferable interests’ SES).

In schools the following factors influence peer group formation in the classroom.

1. Smartness of the students and intellectual capability

2. Strength and ability to coarse others (e.g. the teasing group at Kyamate where even one student was killed (bullying),
questions to the new comers; have you brought sponge how many sisters do you have?
3. The level of social skills which enable an individual to be friendly with others.
4. Good looks of particular students
5. Age (in most cases, children peer with those of their age)
6. Interests e.g the smokers, the saved students, subject combinations, courses fashion lovers, sports, disco goers.
7. Social economic status (SES)
8. Proximity that is nearness of each other e.g. tribe or old girls place of origin religion.
9. Sex, the girls may want to be alone and the boys want to be alone.

The classroom environment is very important for learning processes. It is a teacher’s responsibility to create an environment for
learning. There is a technique that is used to reveal the ability of the student in the classroom and this is called sociometry
(measurement of social behavior that leads to the structure and development of groups or sociology of the classroom)

The level of socio-interaction determines the degree of friendliness that makes students eager to learn in a classroom.

How does a teacher create a friendly atmosphere?

This leads to a question of language e.g how are you going to communicate to class; medium of communication or instruction
(try to be slow and systematic for the students to understand and learn, don’t rush through the things for you either harden or
make the subject simple and clear depending on the medium of communication) e.g highly sounding words or terms, in that case
some students remain at the back and so as teachers we should try to be simple and clear.

To some students a lesson is an opportunity to express them. It is through language that students can talk.

As teachers we should use appropriate language. We should ask questions and give directions appropriately in the right way.
(Avoid same specific mannerism)

There is a danger of teachers to misuse the language by satisfying facts especially the new teachers who tend to use
complicated terms as they try to complicate themselves thinking that’s how they can manage students it is not that teachers
should never use hard terms but this should be done in stages and present them simply so that students can be able to
understand them.

SOME CULTURES IN THE CLASSROOM.

There are four types of sub cultures that exist in the classroom

i. Academic sub culture

ii. Fun sub culture
iii. Delinquency sub culture
iv. Vocational sub culture

ACADEMIC SUBCULTURE.

This is where the majority of students in class are interested in academic work. The advantages here are that;

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

 a) Such students will be eager to learn. They therefore come early sit and wait for the teacher. They are very attentive
with their work and when the teacher comes, they are very happy, other than those who make noise when the teachers
is not yet in.
b) They participate in classroom discussion and so make the class lively, every when given an assignment they try to do it
and hand it in, in time. They can ask questions which help a teacher to understand how much they have they have
understood or how much they have learnt.
c) In such a classroom, stubborn student cannot be contained.
d) Academic sub culture may be misleading for the slow learners who may be overshadowed. (The teacher asks, have
you understood? they answer yes sir but there could be some few which have not really understood. So as such we
should always be ready to cheer on the yes and ask individuals what they have understood.
e) Such a class atmosphere requires atmosphere requires a teacher to go to class when he is fully prepared so it calls for
adequate preparation before you go to teach, so that the class may not lose confidence in you.

FUN SUB CULTURE

This is an exciting group who want to live a peculiar way of life. These are the stylists e.g folding sleeves, pulling the shorts or
folding the shorts or even putting on impossible shoes they are fashion lovers disco lovers e.t.c

DELIQUENCY SUBCULTURE

Every society or group has up standards of behaviour that every member has to go by. Those who don’t keep those standards
are known as deviants. In schools we also have set standards that we expect every student to abide by. Those that don’t keep.

Those fall in this category, but because they are young they are called delinquents. Some of these students who are involved in
these activities are looking for their identify (society climbers)

Characteristics of social climbers

1. They want to be known for wrong things

2. They always want to distract the teacher so that the teacher deviates from the class room work which should be the
main aim.
3. They also like bullying others especially the small ones
4. They can begin fighting at any tie and in the way they challenge the role of the teacher.
5. They can even threaten to be teacher or even beat him

VOCATIONAL SUBCULTURE

There is also a dominant group that may not be interested in class work but are just at school to get some knowledge to help
them survive after school.

These are interested in getting knowledge to them move to the next level of some sort of training in skills that are not very
challenging.

We have already noted that classroom interaction is very important. The relationship between the teacher and the students. The
interaction is based on the background of the students; their intelligence and their readiness to learn. It’s also based on both
teachers and pupils’ expectations. As teachers there are certain expectations of students and vice versa. If those are not fulfilled,
then it is not possible to teach or learn.

TEACHERS EXPECTATIONS

The teachers’ expectations influence the performance of students and these expectations include;

1. Attention from the class

2. Discipline of students

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 3. Participation in various class activities e.g written work, assignments discussions, rural questions. These help to check
the students, how much they have understood and this is one way of promoting academic performance or excellency.
4. We also expect the students to understand the subject matter. We should guide students in their work discuss with
them and help improve on what has been taught.

We are supposed to motivate or encourage the students to learn.

We should also try to make the learning; they are going to be frustrated. These expectations are determined by the school
objectives and curriculum which also affects the teacher’s attitude about what to be taught and the kind of response that a
teacher expects from the students.

On the whole students will perform well where the teacher express positive attitude. The teacher’s expectations may influence or
affect the performance of the students and therefore in this case a teacher’s belief about the potential for change is a student is
important.

The characteristics that appear to influence teacher’s expectations are as follows.

1. Social Economic Status as expressed in their dress styles speech

2. Sex
3. Physical attractiveness of the students
4. Ability to express in terms of the prior academic achievement

WEEK 15

MEANING OF SOCIO-ECONOMIS STATUS

In developing countries society is divided into social classes i.e the low socio-economic status (LSES) and the high socio-
economic status (HSES).

These classes are determined by three key factors including;

1. Levels of education in the family and the community

2. Type of occupation of the family members and;
3. Levels of house hold incomes

The status of the family affects the attitude behavior, values and goals in life of an individual. These will also determine how a
family perceives school education which will in turn affects the learner’s achievement at school.

Status: is an individual’s position within the social structure or organization. Social economic status is about the individual’s
position in society determined by the level of education which influences occupation or type of employment and eventually one’s
level of incomes.

Low socio-economic status. Families are characterized by low levels of formal education leading to poor jobs mainly in the
peasantry sector and eventually low and un reliable incomes.

High socio-economic status. Families are characterized by those who are mainly found in urban areas with relatively high levels
of education, better occupation and relatively stable incomes.

Note: it is important to note that the socio-economic status of the family influences children’s achievement at school and their
possibilities of progressing to higher levels of education.

EFFECTS OF SOCIO-ECONOMIC STATUS ON SCHOOL ACHIEVEMENT.

The effects of social economic status and school achievement can be explained as follows:

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 1. The age of attendance at school:
2. School requirements:
3. Socio-economic status affects the nature of school attended by the child.
4. Children from low socio-economic status families often have a very poor background of English language.
5. Low socio-economic status children lack interest in school activities apart from academics.
6. Children from low socio-economic status families lack academic and job aspirations.
7. Working class parents expect their children to behave in school, stressing conformity and obedience to authority
behavior necessary for working class jobs.
8. The environment in the home also affects achievement of children.
9. Poor nutrition and lack of proper diet whereby children go to school after eating cold food

WEEK 14

EDUCATION AND CULTURE

a) Definition of culture

The term culture has been defined in different ways.

Culture can be knowledge about old races and traditions. It can also refer to all those things of the past and present which man
has forgotten out in die process of his development. Thus the term culture stands for the history of man.

Culture may also be regarded as the living ways of man at a particular time and place. It includes knowledge, beliefs, art, m orals,
laws, customs and any other capabilities required by man as a member of society.

Culture can also be defined as the sum total of human creation and it includes all that man has made in the form of tools,
weapons, shelter and other material goods.

In some cases, culture refers to civilization. In this case, the term culture is used to refer to advanced products of civilization like
art and literature.

Note:

i) Teachers at all levels need to emphasize culture because the various elements of culture contribute towards the
fulfilment of human needs.
ii) Culture varies from one society to another that is every society has its own culture different from the other.

The components of culture

Clerk Wisler (1923) classified the content of culture into the following components;

 Speech, which includes languages and writing systems, e.g. we can distinguish between the Arabic, the Chinese and
the Greek systems of writing.
 Material traits which include food habits shelter, transportation, dress, utensils, tools weapons, occupations and
industries.
 Art, which includes carving, painting, drawing, music etc.
 Religious practices, which include rituals, treatment of the sick, care for the dead.
 Family and social practices, which include forms of marriage, ways of establishing relationships, inheritance, social
control, sports and games.
 Property that is standards of value, exchange and trade.
 Government, e.g political and judicial forms
 Warfare, when and how to wage war.

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From the above, it is clear that most of the things we do arc culturally conditioned. Therefore, culture is not just customs,
traditions and beliefs but indeed a way of life. Because culture occupies significant position in our societies, its characteristics arc
worth mentioning.

b) The characteristics of culture.

The following constitute the characteristics of culture;

 Culture exists with human beings, that is to say, there is no culture without human being.
 Culture lasts beyond any individual life-time i.e individuals are born and they die but culture remains.
 Culture is observable particularly when we consider the material culture like houses, ways of dressing speech etc.
 Culture is explainable by those who perform certain cultural aspects and yet in some cases unexplainable when we
consider our beliefs.
 Culture is idea and manifest. Ideal culture involves the ways people behave or do things; manifest culture involves
those things people actually do and are recognized by others.
 Culture is stable yet changing. Culture is stable when it is passes one of from one generation to another. However,
culture is stable changes when it comes into contact with other cultures.
 Culture is share and also learned.
c) The role of culture in socialization and education

Society culture and education are interrelated and each one is necessary for continued existence of others.

 Social must provide its members with tools of communication. Hence the teaching of languages in schools for
socialization process.
 Society must provide its members with tools for feeding themselves and improving their conditions of living; - this has
resulted into the teaching of Agricultural science, vocational and technical subjects in schools.
 Society must teach its members aesthetic values. This requires the teaching of arts and getting the means of
communicating feelings in schools.
 Society must prepare its members to master their physical environment. This necessitates the teaching of geography
and natural science.
 Top meet the spiritual needs, society must provide religious education, hence the teaching religious in schools.
 Society must prepare its members to live under acceptable social conditions with their members. Therefore, the need
to tech history and sociology.
 Society must produce people who can improve on the living physical environment. Hence the need to teach courses in
building e.g. civil engineering brick making and surveying.
 Society must prepare its members to fight against external forces and sometimes internal forces that threaten the
continued. Existence of the society, hence the study of Military science, e.g opening of political school s in Kyankwanzi
and Singo in Uganda.
 From the above, it is significant that society exposes and teaches its culture to its members through schooling.
However, is not an easy process, sometimes schools fail to meet the demands of society. For instance, while our
cultures are changing from time, our school system is slow to change. This has made our education irrelevant to our
way of life (culture).

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 WEEK 15

DEVIANT BEHAVIOR OF STUDENTS IN THE SCHOOL

DEFINITION

Deviance can be described as any act that goes against the norms and values of a particular group.

Experience and research have shown that despite very strict school rule and regulations preventing offenses, these offenses are
on the increase in our school.

What are the possible cause of such deviant behavior in school?

i) The age
ii) The personality approach
iii) The large society factors

COMMON DEVIANT BEHAVIOURS IN SCHOOLS

1. Destructing the teacher in class so that he/she can divert from the classroom work.
2. Teasing and bullying other students especially the new comers.
3. Fighting in the school
4. Taking alcohol at school
5. Drug addiction
6. Sex deviation like homosexuality, sexual promiscuity, rape and prostitution.

FACTORS THAT LEAD TO SUCH KIND OF BEHAVIOUR.

1. It is important to note that most of the learners in in lower schools are in the adolescent age bracket.
2. The psychological nature of these adolescent children also encourages them to explore and learn new things.
3. The social environment at home
4. Peer influence
5. The modern permissive society dominated by the free media
6. In schools there are some teachers who behave unprofessionally and always side with delinquent students.
7. Related to the above in the modern schools with big numbers of students compared to the teachers, students are left
on their own with no attention to their behavior.

HOW TO CONTROL DEVIANT BEHAVIOUR IN THE SCHOOL

In school situation social control can be applied in the following ways;

 Positive sanctions such as gifts, rewards, prizes recognition for well- behaved
 Negative sanctions such as corrective punishments can be used
 Teachers should ensure professional conduct to ensure combined effort
 Setting clear school rules and regulations
 Teachers can encourage students to engage in group counselling
 Cooperation with the parents
 As adults there is need to appreciate the nature and values of adolescents.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

 WEEK 16

THE TEACHER

It is well understood and appreciated that the school or education is one of the basic social institutions and the cameral person is
the process of socializing everybody in school is attained.

The effective socialization of the learner basically depends on the input of the teacher. This situation creates a unique role for the
teacher in the classroom, the community and the society.

THE TEACHERS’ ROLE IN THE SOCIETY

- Instructor
- A guide
- A councilor
- Disciplinarian
- Mediator
- A leader
- An evaluator
- An informant.

FACTORS AFFECTING TEACHER’S ROLE IN THE SOCIETY

There are several factors that affect teachers to perform their roles effectively. These include;

- Time factor.
- Incapacitation.
- Amateurs.
- Age factor.
- Gender imbalance.

FUNCTIONS OF TEACHING

a) The teaching role

b) The guidance role
c) The administrative role.

THE FUNCTIONS AND STRUCTURE OF TEACHING INCLUDE

- The guidance function

- The administrative function
- The structure of teaching.

THE TEACHING ACTION.

1) Strategic Goal
2) Selection of means towards the attainment of goals
3) The means goals continuum is affected by situation
4) The number of means to a goal
5) The epistemological status of the means-end continuum
6) The character of the goal.
7) The strategic relationship between an action and other actions.

CHARACTERISTICS OF A TEACHING PROFESSION

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  Specialized training and competence in well-defined fields.
 Freedom of practice, however teachers practice is regulated by rules provided by the ministry as opposed to other
professions like the lawyers which is required by law society.

WHAT IS A PROFESSION?

 Specialized training and competence in well-defined fields.

 Freedom of practice however teachers practice is regulated by rules provided by the ministry as opposed to other
professions like the lawyers which is requires by the law society.
 Code of professional conduct prescribed by members themselves who purpose is to guide members when executing
their duties.
 Conditions of services clearly prescribed e.g retirement age pension schemes, salary scales promotions demotions
gratitude and other benefits
 Freedom to form association as a union.
 Security provisions are taken by government agencies.

The teaching profession can be against these criteria.

a) Specialization
b) Freedom of practice
c) Code of conduct
d) Conditions of service
e) Association
f) Security of tenure of service.

CHALLENGES AFFECTING THE TEACHING PROFESSION

Among others we have; economic factors sociological, technological etc

 Poor perception among the society

 Teachers join teaching as last resort
 Teachers work with children who don’t command respect in society.
 Society does not see an immediate benefit from what teachers do.
 Teachers are common and many in the society.
 The profession includes many people that regard themselves as teachers.
 Teachers themselves have no pride in their profession and what they do.
 Teachers do not get disciplined when they commit offences hence spoil the name of the profession.
 Unfair conditions of service that fail teachers to enhance their status.
 Some teachers display and exhibit and conduct which portray a bad name.
 Absence of adequate vibrant teacher’s organizations to assert the influence of the profession.
 Heavy work-loads that make teachers slaves of duties and fail to socialize with others.
 Excessive control by the employer.
 A lot of unrealistic community expectations.
 Government policy changes that don’t take into consideration the plight of the members of the profession.

WAYS OF PROMOTING PROFESSION.

- Teachers themselves must prove that they are worth being respected. “respect is created but not demanded”
- Have teacher organizations that are vibrant and relevant at all levels.
- Improve the disciplinary measures and procedures so that wrong elements are removed.
- Allow profession growth and development to enhance social status.

REV. JUDITH ARINAITWE AHUMUZA SOCIOLOGY OF EDUCATION

 - Enhance compensation to attract and retain committed teachers.
- Sieve the entrants into the profession so that only interested people appreciate and join.
- Introduce promotional ladders in order to retain good teachers in the classroom as well as enhancing their social
status.
- Leave the regulation of the profession to the teacher’s organizations rather than the government which is at the same
time the big employer.

FOR FUTURE READING

CONTEMPORARY ISSUES CONCERNING FAMILY AND EDUCATION

The modern family and education

Family planning and education

Extended family and education

THE SCHOOL AS A SOCIAL ORGANIZATION

What is an organization?

The social structure of the school

Characteristics of social organization

Relationships in the school organization

Organization goals or the school.

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