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Structural Functional Situation Analysis

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The structural-functional strain of sociological theory will serve as a springboard for analyzing stratification in education and employment. Stratification is a system of positions that operates as a distribute system of rewards and punishments to populations based on only on their social position rather than the people occupying them (Davis & Moore, 1945). The rewards are considered rights essential to having a given social position and punishments are considered just deserts (Davis & Moore, 1945, p. 243). As a result, inequality in institution depends on control by an elite power structure over access to institutions such as education and employment, as these power structures ensure that the most desired social positions have individuals …show more content…
If the rewards of a social position involve an unequal distribution of goods and services to another individual in a different social position, whether higher or lower, the goods and services delivered must already have the qualification of scarcity before anyone can justify their modes of distribution (Tumin, 1953). The scarcity of goods and services is neither a sufficient nor a necessary condition for determining a system that guarantees an unequal distribution of …show more content…
Specifically within the education system, a meritocracy reproduces economic inequality in that it uses a system of competitive grading determining the level of skills and talents in students (Bowles & Gintis, 1976). Grading systems depend partly on technical requirements and efficiency standards, though they only have a small link to future economic success (Bowles & Gintis, 1976). In the American education system, the IQ test and other measures of cognitive development provide only partial explanations to future economic success, in that class or racial and ethnic differences have little relevance to finding opportunities for acquiring a desired social position (Bowles & Gintis, 1976). The relatively poor performance of racial and ethnic minority children in the United States on standardized tests in mathematics is a case in point (Entwisle & Alexander, 1992). Skills in mathematics are presumably inherent in highly stratified societies. If students do not already have skills in mathematics, they do not have the opportunity to acquire and assimilate into the cultural dominant framework (United States on standardized tests in mathematics is a case in point (Entwisle & Alexander, 1992; Wright, 1994). Rather than test scores, market and property institutions are greater determinants of inequality as they depend on income from property as well as in the relations between societies and

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