A Reflection On Conflict Theory

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Sociology of Education: Conflict Theory
A Reflection on Sociology of Education: Conflict Theory
Author’s Note
A Reflection on Sociology of Education: Conflict Theory

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The video discussed the introduction to the sociology of education. According to her,
everyone has an opinion about education. Even politicians consider education as a
solution to social problems while others blame persistent inequality and poverty on
substandard education. Sociology of Education is the study of educational structures,
processes, and practices from a sociological perspective, meaning that the theories and
methods common to sociology are applied to educational issues.
According to the video, Conflict theory rejects the functionalist viewpoint of a

meritocracy at its heart. Conflict theory is concerned with structural inequality and
argues that the driving force in society is class conflict. Schools are instrumental in this
struggle. Conflict theorist tend to draw their ideas from Marx who argued that society is
made up of two classes; the oppressed and the oppressors and that these divisions in
the society are drawn on primarily socio-economic lines. Conflict theory rests on a
class-based analysis of social issues. It views socioeconomic status not race, gender,
ability, sexual orientation and etc. as the determinant of social outcomes. Conflict
theorists have been criticized for failing to consider intersectionality of oppression like
gender.
Conflict theory explores societal issues that culminate in the public school
system. It examines how groups or individuals with specific agendas strive to bring
change or control educational institutions to benefit their party. Steven Brint (1998)
writes, “Indeed, throughout the history of schooling, we can see the imprint of powerful
groups creating and transforming schools” (p. 15). Conflict theorists believe that an
inequity of economic and cultural opportunities and resources creates tension between
wealthy and impoverished communities that pervades the public school system.
Furthermore, conflicts within schools themselves generate friction and mistrust between
administrators, parents, community members, teachers, and students. Examining how
opposition changes schools over time to meet the needs of individuals and groups in
society is what propels conflict theory.
K.B de Marrais and M.D. LeCompte (1999) pose four key questions. “What are
the sources and the consequences of conflict in social systems? How do conflicting
groups organize and mobilize? What are the sources of inequality in society? How do
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societies change themselves” (p. 11)? As conflict theorists grapple with these questions
they explore transformations of American schooling through the eyes of people who
have fought to be included in the American dream. School: The Story of American
Public Education (Mondale & Patton, 2001) describes historical and current events that
illustrate social disparities, conflicts and outcomes unfolding in public schools. Groups
including large businesses, political entities, people of color, and religious groups are
among those who have struggled for control of school finances, curriculum, decision
making, accountability, assessment, and grouping of students.
Conflict theorists interpret and describe motives of special interest groups who
initiate or resist change in the public school system. Government and corporate control
of public education is apparent throughout American history as they strive to maintain
their social and economic status, transmitting their rigid value system to future
generations. One less discussed school policy is the establishment of American Indian
boarding schools that were often located thousands of miles from tribal homelands.
Substandard, disease infested facilities housed American Indian children from all over
the country, often stolen from their families and abused in the name of civilization and
assimilation. This final Indian war waged against children, was used to deplete tribal
lands and resources transferring them to government entities as they attempted to
absorb American Indian people into mainstream society (Adams, 1995). Off-reservation
boarding schools, from 1879 to the early twentieth century, benefited local communities
by providing jobs and cheap labor. David Wallace Adams (1995) explains, “A large
Indian school would be a source of employment for local residents, would purchase
many supplies on the open market, and through the school’s outing plan might supply a
cheap source of labor for local farmers, ranchers, and businessmen” (p. 58). Conflict
theory recognizes the financial and social gains of government and businesses secured
through the American Indian boarding school policy designed to force a value system
on a group of people, resulting in the acquisition of more land to be sold for profit, and
fostering a cheap working class for the benefit of the American economy.
Large businesses and government agencies have been the most influential
faction in determining the operational structure of schools and curriculum. Conflict
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theorists acknowledge their power to preserve the socio-economic divide between the
upper and middle classes, and the working and disadvantaged classes. “The powerful
are the designers of institutions for conflict theorists, and they are also the main
beneficiaries of these designs” (Brint, 1998, p. 15). Today’s rigid and unyielding school
structure prepares children for the workforce, identifying those that will fill prestigious
career positions, and those that will continue to be underprivileged. Brint (1998)
declares, “In the United States, the large business corporations provided the decisive
models for the ‘one best system’ of schooling that became popular during the
Progressive Era - a system based on standardized school districts, strict hierarchies of
authority, age-graded classrooms, and regular testing for performance evaluation”.
Essentially, the wealthy and most powerful group prepares youth for an economically
rigid social system; one that will continue to preserve their prosperous enterprises.
Conflict theorists investigate methods used by diverse groups to transform

education to meet their values. For instance, despite widespread disapproval of
educators, parents and students, annual standardized testing has been used by
government as the sole indicator of a school’s ability to meet specific standards. Media
and politicians label schools with failing scores on national and statewide tests as not
meeting high academic standards. “Test results are posted in local newspapers and
readers know that school budgets and even property values hinge on the results”
(Mondale & Patton, 2001, p. 210) Governments have used this data to promote private
schools, often funded and operated by large corporations looking for a profit. The
voucher system stemming from assumptions based on testing, causes competition
amongst schools by allowing parents the choice to send their children to a school
outside their district, thereby threatening the survival of some public schools. John Golle
of Education Alternative, Inc, a for-profit company explains, “You want to improve public
education? The way to do it is compete with them. Allow them the chance to compete
with private enterprise and vice versa” (Mondale & Patton, 2001, p. 187). However,
voucher programs threaten the survival of some public schools. School (Mondale &
Patton, 2001) explains, “…voucher programs threaten public schools not only by
siphoning off resources, but also by selectively sorting through students and excluding
those who are difficult or harder to serve” (p. 198). Many schools, especially those
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located in disadvantaged neighborhoods, are unable to reach the benchmarks required
of the tests due to lack of funding and resources. Consequently, they have found
themselves with even less funding due to the voucher program, furthering their inability
to compete. Conflict theorists rationalize the use of standardized testing to separate and
further alienate poor and struggling neighborhoods. The American public school system
continues to contend with the implications of standardized testing and corporate
operated public schools.
The history of public education in the Philippines illustrates numerous accounts

of people working to bring change and progress to society. Conflict theory identifies and
examines government policies initiated by the wealthiest most influential individuals,
and the affects they have on different communities based on racial and socio-economic
factors. Public schooling provides a window to the progression of a society. I have
always asked “why.” Why do humans do what they do and how does it change over
time? Why is the system the way it is? Who controls it? How can individuals and groups
transform the current system into one that is more inclusive and acknowledging of the
contributions of diverse people? Conflict theory allows me to explore these questions in
the realm of education.
I noticed the disparities between schools from different neighborhoods as well as

the lack of acceptance and recognition of some ethnic groups in the curriculum. My
dream, as an educator, is to transform school structure, pedagogical practices and
curriculum to benefit underrepresented groups in the Philippine society, thereby altering
the core value system that has prevailed in public schools since the establishment of
the common school. Government funding helps prevent socio-economic mobilization
since it can limit valuable resources including sufficient and highly qualified educators.
Since poverty stricken communities tend to primarily consist of people of color, it would
seem that segregations still exists in some areas in the Philippines. The cycle
continues. The question still remains and continues to invoke passion amongst the
“have nots.” “Will we give all students what they need to succeed, or stand by and see
their opportunities limited” (Mondale & Patton, 2001, p. 213)? I want to be a part of
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progress in my community, continuously questioning and working to improve the status
quo. This is the essence of Conflict Theory.
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Reference
Adams, D.W. (1995). Education for extinction: American Indians and the boarding
school experience, 1875-1928. Lawrence, KS: University Press of Kansas.
Brint, S. (1998). Schools and societies (2nd ed.). Stanford, CA: Standford University
Press, 1-30.
De Marrais, K.B. & LeCompte, M. D. (1999). Theory and its influences on the purposes
of schooling. In The way schools work: A sociological analysis of education (3rd
ed.). New York: Addison Wesley Longman, Inc., 1-22.
Mondale, S. & Patton, S. (eds). (2001). School: the story of American public education.
Boston: Beacon Press.

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Sociology of Education: Conflict Theory

A Reflection on Sociology of Education: Conflict Theory

A Reflection on Sociology of Education: Conflict Theory

According to the video, Conflict theory rejects the functionalist viewpoint of a

Conflict theorists investigate methods used by diverse groups to transform

The history of public education in the Philippines illustrates numerous accounts

I noticed the disparities between schools from different neighborhoods as well as

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