Children, Families, and Schools

Education is one of the most important social institutions in society because it teaches individuals the knowledge, norms, and values they need to become productive members of their community. The textbook Social Problems: Continuity and Change (v.1.0) explains that formal education, or schooling under trained professionals, became widespread in the United States during the nineteenth century as the nation industrialized. Compulsory education laws were created to promote national unity and prepare immigrants and working-class children for life in an industrial economy. In early America, only wealthy white males received formal schooling, while others learned informally at home or through apprenticeships. Over time, free and required schooling expanded access for all social classes, although inequalities still exist today.

In modern society, the U.S. education system involves millions of students and teachers across more than 130,000 schools nationwide. However, the correlates of educational attainment, such as social class, race, and gender, continue to shape who succeeds academically. Students from wealthier families are more likely to attend and complete college, while those from low-income households face higher dropout rates. Race and ethnicity also play major roles. Data from the National Center for Education Statistics show that African American, Latino, and Native American students are less likely to earn a high school diploma or bachelor’s degree compared to white and Asian students. Sociologists connect this to structural issues like underfunded schools, neighborhood poverty, and racial discrimination in tracking and teacher expectations (Section: Correlates of Educational Attainment).

From a theoretical point of view, functionalism sees education as essential to maintaining social order because it provides socialization, prepares workers, and teaches shared values. Conflict theory focuses on how education reinforces class inequality by granting more opportunities to those who already have advantages. Symbolic interactionism looks at daily classroom interactions, such as teacher expectations, student labeling, and peer influence, and how these affect identity and academic performance. Together, these perspectives help explain why education can both unite and divide society depending on how resources and expectations are distributed (Section: An Overview of Education in the United States).

To connect this to real data, I reviewed Florida’s Department of Education statistics on school grades and assessment outcomes. Schools in higher-income districts like Seminole and St. Johns counties often score higher than those in low-income areas such as Gadsden or Hendry County. A sociologist could use this information to study social stratification and the effects of income inequality on student achievement. Demographic factors such as race, household income, and location show clear patterns in student performance, which highlights how education and social inequality are connected (Section: Family Income and Race/Ethnicity). Click here for more information. 

In my community, the Brevard Schools Foundation helps close achievement gaps by providing scholarships, classroom grants, and mentoring programs for students in Brevard County. Their mission is to ensure that every student has the resources needed to succeed, regardless of background. In 2024, they distributed over $900,000 in scholarships and helped more than 1,500 teachers with classroom supplies. By addressing local barriers to education, the organization supports equal opportunity and works toward improving student outcomes. Visit Brevard Schools Foundation

Students working together during class time. Education serves as both a social equalizer and a source of inequality, depending on access and opportunity.