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When women face limited opportunities for education, their capacity to achieve equal rights, including financial independence, are limited. Feminist theory seeks to promote women’s rights to equal education (and its resultant benefits) across the world.
Consider a large-city newspaper publisher. Ten years ago, when culling résumés for an entry-level copywriter, they were well assured that if they selected a grad with a GPA of 3.7 or higher, they’d have someone with the writing skills to contribute to the workplace on day one. But over the last few years, they’ve noticed that A-level students don’t have the competency evident in the past. More and more, they find themselves in the position of educating new hires in abilities that, in the past, had been mastered during their education.
This story illustrates a growing concern referred to as grade inflation —a term used to describe the observation that the correspondence between letter grades and the achievements they reflect has been changing (in a downward direction) over time. Put simply, what used to be considered C-level, or average, now often earns a student a B, or even an A.
Why is this happening? Research on this emerging issue is ongoing, so no one is quite sure yet. Some cite the alleged shift toward a culture that rewards effort instead of product, i.e., the amount of work a student puts in raises the grade, even if the resulting product is poor quality. Another oft-cited contributor is the pressure many of today’s instructors feel to earn positive course evaluations from their students—records that can tie into teacher compensation, award of tenure, or the future career of a young grad teaching entry-level courses. The fact that these reviews are commonly posted online exacerbates this pressure.
Other studies don’t agree that grade inflation exists at all. In any case, the issue is hotly debated, with many being called upon to conduct research to help us better understand and respond to this trend (National Public Radio 2004; Mansfield 2005).
Symbolic interactionism sees education as one way labeling theory is seen in action. A symbolic interactionist might say that this labeling has a direct correlation to those who are in power and those who are being labeled. For example, low standardized test scores or poor performance in a particular class often lead to a student being labeled as a low achiever. Such labels are difficult to “shake off,” which can create a self-fulfilling prophecy (Merton 1968).
In his book High School Confidential , Jeremy Iverson details his experience as a Stanford graduate posing as a student at a California high school. One of the problems he identifies in his research is that of teachers applying labels that students are never able to lose. One teacher told him, without knowing he was a bright graduate of a top university, that he would never amount to anything (Iverson 2006). Iverson obviously didn’t take this teacher’s false assessment to heart. But when an actual 17-year-old student hears this from a person with authority over her, it’s no wonder that the student might begin to “live down to” that label.
The labeling with which symbolic interactionists concern themselves extends to the very degrees that symbolize completion of education. Credentialism embodies the emphasis on certificates or degrees to show that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications. These certificates or degrees serve as a symbol of what a person has achieved, allowing the labeling of that individual.
Indeed, as these examples show, labeling theory can significantly impact a student’s schooling. This is easily seen in the educational setting, as teachers and more powerful social groups within the school dole out labels that are adopted by the entire school population.
The major sociological theories offer insight into how we understand education. Functionalists view education as an important social institution that contributes both manifest and latent functions. Functionalists see education as serving the needs of society by preparing students for later roles, or functions, in society. Conflict theorists see schools as a means for perpetuating class, racial-ethnic, and gender inequalities. In the same vein, feminist theory focuses specifically on the mechanisms and roots of gender inequality in education. The theory of symbolic interactionism focuses on education as a means for labeling individuals.
Thinking of your school, what are some ways that a conflict theorist would say that your school perpetuates class differences?
Which sociological theory best describes your view of education? Explain why.
Based on what you know about symbolic interactionism and feminist theory, what do you think proponents of those theories see as the role of the school?
Can tracking actually improve learning? This 2009 article from Education Next explores the debate with evidence from Kenya. (External Link)
The National Center for Fair&Open Testing (FairTest) is committed to ending the bias and other flaws seen in standardized testing. Their mission is to ensure that students, teachers, and schools are evaluated fairly. You can learn more about their mission, as well as the latest in news on test bias and fairness, at their website: (External Link)
Education Week. 2004. “Tracking.” Education Week , August 4. Retrieved February 24, 2012 ( (External Link) ).
Godofsky, Jessica, Cliff Zukin, and Carl Van Horn. 2011. Unfulfilled Expectations: Recent College Graduates Struggle in a Troubled Economy . New Brunswick, NJ: Rutgers University.
Iverson, Jeremy. 2006. High School Confidential . New York: Atria.
Lauen, Douglas Lee and Karolyn Tyson. 2008. “Perspectives from the Disciplines: Sociological Contribution to Education Policy Research and Debate.” AREA Handbook on Education Policy Research . Retrieved February 24, 2012.
National Public Radio. 2004. “Princeton Takes Steps to Fight ‘Grade Inflation.’” Day to Day , April 28.
Mansfield, Harvey C. 2001. “Grade Inflation: It’s Time to Face the Facts.” The Chronicle of Higher Education 47(30): B24.
Merton, Robert K. 1968. Social Theory and Social Structure . New York: Free Press.
UNESCO. 2005. Towards Knowledge Societies: UNESCO World Report . Paris: UNESCO Publishing.
World Bank. 2007. World Development Report . Washington, DC: World Bank.
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