Exploring the Effects of American Education Policies from a Sociological Perspective - Essay Sample

Introduction

Examining the American educational policy through a sociological perspective provides room for a deeper understanding of the educational process. Fundamentally, the sociologist plays critical roles in studying the provision of education, which integrate the policies created at the different level of the governments. They further explain the implementation of these policies and the impact for the individuals and the organization at large. The American policies in education influence a wide range of the population, covering from birth to adult learning (Danielson, 2015). As such, the American education policies are influenced by the historical context in which such policies are shaped by both the social and outcomes that extend beyond the school walls and the economic needs described as part of the function of the education. The functionalist theory, therefore, best ties and directly explains the educational policies in America.

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Functionalist Theory

The functionalist approach focuses on how American universal education serves the need of the society. Ideally, the functionalist first observe the education within the role it is meant to serve. These roles include conveying the necessary knowledge and skills to the next generation. According to Durkheim who is the founder of the functionalist theory, education plays a latent role in socializing people into the mainstream of the society (Luke, 2003). In his view, this moral education helped a more cohesive social structure by bringing people from different backgrounds, which also reverberate the concern of the Americanization of the immigrants. The functionalist address other latent functions of education such as the transfer of the core values and social control. American education policies are designed to impart these core values as an outcome in learners. Ideally, such core values within the American education mirror those characteristics that reinforce both the political and economic systems that initially facilitated education. In this way, therefore, American children receive rewards for adhering to schedules, directions, meeting deadlines and obeying the authorities within the education systems (Bol & Van de Werfhorst, 2013).

The most important value that permeates the American education policies us the individualism. The functionalist theory has well covered this aspect in an attempt to explain the structure and framework of the American educational policies. Ideally, the individualism refers to the ideology that advocates for the liberty rights or independent action of a given individual. The educational policies in the US have been designed in such a way that students can learn earlier compared to their Japanese or Chinese counterparts. A carefully designed curriculum helps the student develop the culture of identities and self-esteem. It, therefore, becomes evident that going to school in a capitalist nation enable the American students to learn another essential value of competition. This involves learning competitive games in the classroom, in addition to the activities and athletics outside the classroom. In the same way, the teaching of patriotism is embedded in the various educational policies, which helps them to preserve the political structure (Luke, 2003). The American students have been able to learn the Pledge of Allegiance as well as the history of the great heroes that contributed to not only the development of the nation but also the education sector in the country (Bol & Van de Werfhorst, 2013).

Another crucial benefit of the functionalist is that they observe education as a sorting agent. Indeed, the education policies in the US has influenced the design of a curriculum that separates students based on merit. The needs of the social demand that most capable people get directed into the most lucrative occupations. The schools have therefore been able to identify students' capability at an earlier stage. Students who demonstrate high scores on the classroom and the standardized tests are subjected to accelerated programs and college-preparation courses to prepare them for their professional areas of studies. The functionalist theory best explains this framework.

Policy-Based Suggestions to Improve Education

The education opportunity for all has always been an essential defining progressive value in America. Until recent times, however, the economic benefit of the education has skyrocketed. A higher education level of education in society implies higher earnings, better health, and longer life. In the same way, the long-term social and financial costs of education are high. An individual who lack the skills to involve themselves in the social and economically lead to the rise of high health costs, income support, child welfare, and the social security systems(Luke, 2003). In this sense, therefore, a fair system that embraces inclusivity makes the benefits of education available to all. As such, the design of educational policies must adhere to the needs to include all students in an equal manner. Some of the policy-based suggestions to improve educational equality, outcomes or achievement include:

Creating a Safe Learning Environment in School

Studies have shown the learning environment greatly determines the academic performance of the learner within the school (Luke, 2003). According to a study, one in four children experiences a mental health disorder annually and nearly half of the often affected present a positive diagnosis with the mental health disorder at some point in life. To avoid such incidences, it is essential for the schools to employ adequate school-based personnel that helps create a favorable learning environment to allow students to focus their mindset towards academic programs or any other school activities. Such instructional support personnel can further play a crucial role in the selection and implementation of high-quality school-wide social-emotional learning programs. Social-Emotional learning has been shown to improve social skills as well as the academic achievements of learners. It can further improve school climate through a reduction of violence, bullying, and other conduct challenges (Luke, 2003).

Transition to a 9-To-5 School Day to Better-Fit Parents’ Needs

The present school schedule is antiquated and makes it difficult for the parents to balance between jobs and work primarily for the working parents. The federal government should pilot a school day that aligns with the current work schedule (Luke, 2003). This is a significant equity concern, and the stage could, therefore, incentivize a longer school day through compensating teachers who want to work more extended hours or rather increasing requirements on the public school instructional hours.

Offer Free Breakfast to All Learners, Regardless of the Income

Although the school lunch program is meant to provide the means for the low-income students who require to feed, the stigma and shame have been reported to prevent the majority of students from participating themselves in lunch programs (Danielson, 2015). This is tremendously troubling because American society still suffers from childhood hunger. It is, therefore, necessary to provide healthy, nutritious breakfast and lunch to all students regardless of their income. This would help provide the solution to the access problems and consequently make the lives of the learner at school easier.

References

Bol, T., & Van de Werfhorst, H. G. (2013). Educational systems and the trade-off between labor market allocation and equality of educational opportunity. Comparative Education Review, 57(2), 285-308.

Danielson, C. (2015). Low-Income Students and School Meal Programs in California. Public Policy Institute of California.Luke, A. (2003). Literacy and the other: A sociological approach to literacy research and policy in multilingual societies. Reading Research Quarterly, 38(1), 132-141.