Item B
Some sociologists, such as functionalists, claim that the education system is based on
meritocratic principles and provides all pupils with the opportunity to succeed. Pupils,
whatever their background, are objectively assessed through the examination process.
Other sociologists claim that meritocracy is a myth. The education system ensures that
existing social inequalities are reproduced in each generation.
Applying material from Item B and your knowledge, evaluate the view that the education system
is meritocratic [30 marks].
Sociologists regard the education system differently according to their corresponding
sociological perspectives. Functionalists, for example, would claim the education system is
meritocratic for all pupils, whereas Marxists may argue that this is a myth and schools validate
class inequalities. Feminists would say that the education system transmits patriarchal values
whereas New Right would say that school is meritocratic but just needs to be marketised.
According to Item B, ‘functionalists’ claim that the education system is ‘meritocratic’. This is
proven through the corresponding ‘meritocratic principles’ that ‘allow each student to succeed’.
Murdock and Parsons would argue that the education system provides students with the
necessary skills to coexist within society, and that this means all students are socialised fairly.
Schools act as a meritocracy by providing attention to the low ability students (working class
and Pakistani) through programmes such as Aim Higher, which encourages underrepresented
groups - such as the aforementioned - to increase their educational aspirations and goals. This
particular policy was introduced by New Labour, and corresponds with the functionalist view of
meritocracy. Functionalists would argue that the education system provides equal opportunities
for all - as seen with the introduction of the National Curriculum and feminist policies such as
GIST and WISE. This means that all students are ‘objectively assessed’ (Item B) and does not
favour any pupils in particular, whether that be in economic differences or cultural differences. In
this way, Parsons argues that the education system acts within the ‘organic analogy’ to function
as an institution providing support and equal opportunities for all. However, sociologists such as
Slee would argue that this is not the case and that boys are disadvantaged through the
admissions system as they are said to bring schools down on league tables. Therefore, the
education system is not meritocratic and functionalists view it through ‘rose-tinted glasses’.
According to Item B, Marxist sociologists claim that ‘meritocracy is a myth’. Ball, in particular,
argues that schools only give the impression that schools are meritocratic through league tables
and alleged marketisation, however only the middle class (bourgeoisie) benefit from the
education system. For example, Bourdieu argues that the middle class possess cultural,
economic and educational capital that allow them to be favoured by the education system. This
therefore means that the middle class understand the admissions system more due to their
cultural capital, and can therefore identify the ‘elite’ schools to advantage their children. On the
Some sociologists, such as functionalists, claim that the education system is based on
meritocratic principles and provides all pupils with the opportunity to succeed. Pupils,
whatever their background, are objectively assessed through the examination process.
Other sociologists claim that meritocracy is a myth. The education system ensures that
existing social inequalities are reproduced in each generation.
Applying material from Item B and your knowledge, evaluate the view that the education system
is meritocratic [30 marks].
Sociologists regard the education system differently according to their corresponding
sociological perspectives. Functionalists, for example, would claim the education system is
meritocratic for all pupils, whereas Marxists may argue that this is a myth and schools validate
class inequalities. Feminists would say that the education system transmits patriarchal values
whereas New Right would say that school is meritocratic but just needs to be marketised.
According to Item B, ‘functionalists’ claim that the education system is ‘meritocratic’. This is
proven through the corresponding ‘meritocratic principles’ that ‘allow each student to succeed’.
Murdock and Parsons would argue that the education system provides students with the
necessary skills to coexist within society, and that this means all students are socialised fairly.
Schools act as a meritocracy by providing attention to the low ability students (working class
and Pakistani) through programmes such as Aim Higher, which encourages underrepresented
groups - such as the aforementioned - to increase their educational aspirations and goals. This
particular policy was introduced by New Labour, and corresponds with the functionalist view of
meritocracy. Functionalists would argue that the education system provides equal opportunities
for all - as seen with the introduction of the National Curriculum and feminist policies such as
GIST and WISE. This means that all students are ‘objectively assessed’ (Item B) and does not
favour any pupils in particular, whether that be in economic differences or cultural differences. In
this way, Parsons argues that the education system acts within the ‘organic analogy’ to function
as an institution providing support and equal opportunities for all. However, sociologists such as
Slee would argue that this is not the case and that boys are disadvantaged through the
admissions system as they are said to bring schools down on league tables. Therefore, the
education system is not meritocratic and functionalists view it through ‘rose-tinted glasses’.
According to Item B, Marxist sociologists claim that ‘meritocracy is a myth’. Ball, in particular,
argues that schools only give the impression that schools are meritocratic through league tables
and alleged marketisation, however only the middle class (bourgeoisie) benefit from the
education system. For example, Bourdieu argues that the middle class possess cultural,
economic and educational capital that allow them to be favoured by the education system. This
therefore means that the middle class understand the admissions system more due to their
cultural capital, and can therefore identify the ‘elite’ schools to advantage their children. On the
