Exploring Education Through a Sociological Lens: Functionalism and Conflict

Theory

Education is a foundational institution in society, playing a critical role in shaping individuals and
influencing social structures. Around the globe, access to educational resources varies
dramatically, impacted by economic development, technological infrastructure, public policy,
and institutional capacity. While open educational resources and digital platforms have
broadened global access, systemic inequalities persist. Understanding education through
sociological perspectives, specifically functionalism and conflict theory, offers insight into its dual
role in promoting social order and reinforcing inequality.

Global Access to Educational Resources

Access to education remains unequal worldwide, despite international efforts. According to
UNESCO, over 251 million children and youth are currently out of school, particularly in sub-
Saharan Africa (Clár Ní Chonghaile, 2015). Even among those enrolled, quality education is not
guaranteed; four in ten students globally fail to meet minimum reading proficiency by the end of
primary school (Lui, 2016a). While over 235 million students were enrolled in higher education
globally in 2020, the gross enrollment ratio in sub-Saharan Africa was just 9%, compared to the
global average of 40% (Lui, 2016a).

To bridge these gaps, initiatives like Open Educational Resources (OER) have emerged. OER,
as defined by UNESCO, are teaching and learning materials freely accessible and openly
licensed for use, adaptation, and distribution. Platforms such as OER Commons and
WikiEducator have helped democratize education by enabling global access to educational
content. Digital libraries like eGranary and platforms like Curriki also provide content in areas
with limited internet access, showing how technology can mitigate infrastructural disparities
(Jolie & Azoulay, 2020) .

Functionalism and Education

Functionalism views education as essential to the smooth functioning of society. According to
this perspective, education serves to socialize individuals, transmit cultural values, and prepare
students for their future roles in society. Schools act as "mini-societies," where norms such as
discipline, punctuality, and cooperation are instilled to maintain societal cohesion.

From a functionalist lens, education performs manifest and latent functions. Manifest functions
include the transmission of knowledge and preparation for employment, while latent functions
involve the development of social networks and moral values. For example, structured
classroom settings and extracurricular activities reinforce discipline and social interaction,
qualities necessary for a stable workforce and civic engagement.

Functionalism also supports the idea of meritocracy: the belief that social position is earned
based on effort and ability. Standardized testing, academic performance, and diplomas are
viewed as fair methods of evaluating merit and allocating social roles. However, this perspective
can be criticized for ignoring structural inequalities. It assumes a level playing field, overlooking
the disparities in access to resources and opportunities across socio-economic, racial, and
gender lines.
Conflict Theory and Education
Conflict theory, rooted in Marxist thought, offers a contrasting view. It argues that education is
not a neutral institution but a mechanism for maintaining and legitimizing social inequality.
Schools, according to conflict theorists, reproduce class structures by providing different
qualities of education based on socioeconomic status. Wealthier families have access to better
schools, more resources, and enriched curricula, while underprivileged groups often contend
with overcrowded classrooms, underfunded schools, and outdated materials.

One key concept in conflict theory is the hidden curriculum—the implicit lessons taught in
schools that promote conformity to the dominant ideology. For instance, curricula that prioritize
Western history or ignore marginalized perspectives reinforce cultural dominance. Tracking
systems and standardized testing may disproportionately benefit affluent students while
marginalizing others, leading to a cycle of disadvantage.

Conflict theorists also examine the power dynamics within educational institutions. Teachers,
administrators, and policymakers often come from privileged backgrounds and may
unintentionally reinforce biases through curriculum design, disciplinary practices, and school
policies. This unequal structure mirrors the broader social hierarchy, perpetuating the
dominance of elite groups. An example can be seen in university admissions, where legacy
admissions and expensive preparatory programs disproportionately benefit wealthy applicants.
Even when students from lower-income backgrounds succeed academically, they often face
additional barriers in navigating institutional culture or securing funding.

Comparative Analysis: Functions and Power Dynamics

From a functionalist perspective, the role of education is to foster social integration and provide
individuals with the skills and knowledge necessary to contribute to the workforce. Teachers are
viewed as moral guides and knowledge transmitters, helping students understand societal
norms and responsibilities. Education contributes to social stability by preparing future workers
and responsible citizens.

In contrast, conflict theory sees teachers not only as educators but as agents of social control,
often unknowingly perpetuating systemic inequality. Power dynamics within educational
institutions reflect broader societal inequities. Access to advanced coursework, disciplinary
policies, and expectations of academic success can vary significantly based on students’
backgrounds.

For example, research has shown that students of color are more likely to be disciplined harshly
than their white peers for similar behavior, suggesting institutional bias. Meanwhile, affluent
schools are better equipped with advanced placement courses, extracurriculars, and college
counseling services, enhancing students’ chances of success.

Strengths and Limitations of Each Perspective

Functionalism’s strength lies in its recognition of the positive roles education plays in
maintaining societal order and promoting individual development. It emphasizes shared values
and the integrative function of schools. However, its limitation is its tendency to overlook
systemic inequalities and power imbalances within educational institutions.
Conflict theory, by contrast, excels in highlighting the role of education in perpetuating social
stratification. It brings critical attention to issues of inequality, institutional bias, and curriculum
representation. Yet, its emphasis on oppression can sometimes overlook the agency of
individuals and the potential of education as a tool for empowerment and change.

Conclusion
Education plays a complex role in society, both as a vehicle for opportunity and a mirror of
existing inequalities. Through functionalism, we understand education as a vital institution that
promotes social cohesion and prepares individuals for their societal roles. Conflict theory,
however, urges us to examine how education may reinforce existing social hierarchies and limit
upward mobility. By analyzing education through these perspectives, we gain a more
comprehensive understanding of its functions, challenges, and potential as a force for
transformation.

References

Clár Ní Chonghaile. (2015, January 19). One in five adolescents not in school as

“education for all” promise is broken. The Guardian; The Guardian.

https://www.theguardian.com/global-development/2015/jan/19/one-in-five-adolescents-

not-in-school-as-education-for-all-promise-is-broken

Lui, K. (2016b, September 6). It May Be 2084 Before the World Reaches Universal K-12

Education, UNESCO Says. TIME; Time. https://time.com/4479600/unesco-report-

education-goals/

Jolie, A., & Azoulay, A. (2020, March 25). For Many Kids, Closing Schools Isn’t

Just an Inconvenience—It Can Derail Their Whole Lives. Time.

https://time.com/5810017/coronavirus-school-closings-education-unesco/