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Why Do We Travel To College? Essay, Research Paper

Why Do we travel to college?

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Sociology

As we journey down this route called life, many of us face the asperities of academe during the early old ages of our life. One of the most critical occasions in this way is that of whether we should go on on with instruction into college, or swerve off this way and one towards a occupation or other future chances. For most technological and industrial advanced societies, traveling to college has become an incorporate portion of the acquisition procedure. But the fact that it is non done everyplace or by everyone makes it questionable if it is necessary and brings up the inquiry of what map does school and traveling on to college, in peculiar, truly function for society as a whole. To decide this quandary, it is of import to near the inquiry, non merely from one position, but from all of the major schools of idea: the functionalist, the conflict-theorist, and the symbolic interaction. By looking at how each one views how traveling to college serves our society, a better appraisal can be made of the inquiry at manus, particularly since all three are executable ways of looking at and analyzing our society.

Before understanding what each of the schools of idea would hold to state, it is of import to first see how they view our society, which would find what they have to state. The functionalist and conflict-theorist, utilizing the big-picture, macro-level position, would look at society as the amount of its parts, instead than merely the parts separately. But the functionalist, while sing it as a whole, deems that society can be representative of an being, and all the parts work together for the good of the whole. The conflict-theorist, on the other manus, while besides seeing society as a whole, positions it otherwise from the functionalist by seeing how the different parts of society attempt to derive from each other by development and inequality. The symbolic-interactionist, differs wholly from the other two wholly by taking a micro-level attack instead than the macro-level attack taken be the functionalist and conflict-theorist. In making so, the symbolic-interactionist would travel within society alternatively of sing it from abroad, and would, in bend, see society from its parts instead than the whole and see how the parts work and interact together to acquire a clearer image of the state of affairs.

Understanding what type of positions that each of the schools of idea carry, it is now easier to find how they would travel about analysing the inquiry in manus. The functionalist would find how the furthering of instruction into college has been integrated into society, how it affects society by its continued being, and how it relates to and with the other parts of the being ( society ) . Looking at societies where acquiring a college instruction has become a portion of life, largely growing orientated states, the functionalist would be able to find that a college instruction has become an indispensable portion of the construction, otherwise those societies would come to a grinding arrest. These societies have been based on continued growing and promotion, neither of which would be possible without the members of these societies being educated. For more relaxed and, for deficiency of a better word, crude societies, growing would non be every bit of import as continued being of the group, which would non necessitate much instruction outside what is learned in the place. So, traveling on to college is a critical portion of the advanced societies in which it does be, and is cardinal to its continued being. It has become incorporate because in order for growing to take topographic point, cognition had to be passed on to the following coevalss, and over clip this evolved into the formal educational system that exists today. Without it, growing would take much longer and wouldn & # 8217 ; t be as progressive. Basically, it could be considered the anchor of the being, since the well being of the other parts of these growth-driven societies depend on its being.

The conflict-theorist, alternatively of seeing how traveling to college worked for the good of society, would see how it divides society, how different groups try to work its usage for their ain addition, and how it creates inequality within society. In analyzing, the conflict-theorist wou

ld see that, in fact, traveling to college creates a batch of inequalities within society. For case, in societies like the United States, the highly high costs of college prevent a great figure of people from traveling to college, and in some instances, completing college. So, in bend, merely the rich groups would be able to afford to direct their kids to college, and, since they will hold the higher instruction, they will have the highest-paying occupations. And, in bend, they will go on this rhythm will their childs. This prevents many from being able to travel up within the economic categories within their society, farther spliting the rich from the hapless. And as clip goes on, more and more people will slouch down in the lower economic brackets switching more and more of the wealth into fewer custodies. So, in consequence, college will split society into groups that can travel and groups that can non travel. These divisions can take to great tenseness between the categories that can stop in differences and draws. And, in bend, they can utilize the college grade to claim rational high quality which they might non really have, but because the power a grade holds, it may look that manner. In more socialist societies, nevertheless, increased revenue enhancements supply for the government’s support of college so it is available to everyone. In this instance, the inequalities will be reduced since more people will hold entree to the same chances, therefore cut downing the power of the wealthy to maintain their elevated places. In societies where traveling to college is non an built-in portion of life, many of the members are more equal since there is less to separate themselves from one another, and, therefore, there is less stratification within their groups. So, in consequence, college serves as a agency for stratifying society, particularly since, in many instances, merely the rich will hold entree to the best instruction, which will forestall the redistribution of wealth throughout the categories, while besides working a college grade to seek and demo their supposed rational high quality.

The symbolic-interactionist, on the other manus, alternatively of inquiring inquiry about the society as a whole, will see how the procedure of traveling to college interacts with the other parts of society, and how is reacted to and perceived by other people and groups. Within the society, the procedure of traveling to college affects different people otherwise. For many, it is a agency to acquire in front, to seek and procure a good hereafter for themselves. Equally good, many will utilize it to give others a better image of themselves, since traveling to the university is looked upon extremely by others, in consequence, functioning as a position symbol. Rich households will be able to utilize this to their advantage since they will be the 1s being able to afford the superior academic establishments. This, coupled with force per unit area from household and equals, will, every bit good, frequently lead to coercing many to travel on to college even if they don & # 8217 ; t know if they are ready or non. All in hunt of wealths and celebrity. Even if they can non afford it, force per unit area pulls them in for this image. Basically, traveling to college provides an image of intelligence, high quality, and prosperity, which many groups will seek to utilize to their ain advantage and forces many to travel to college in hunt of this image.

By merely looking at this scenario from one school of idea, there is merely one spectrum of idea traveling into the overall opinion. But, in world, all three show us something different that provides a fuller image of what is traveling on. As from the inquiry of what intent does traveling to college service, the functionalist position shows us that it is used by society to farther promotion and growing and quicker rates, but at the same clip, as the conflict-theorist position shows us, it besides fosters widespread inequality unless there is authorities intercession in the payment of college costs. And from the concluding position, the symbolic-interactionist shows that people use college in an effort to better their image since it command regard. With the societies that were more relaxed, there would be minimum inequality, but less growing. By understanding all three positions, the ground for a college instruction becomes much more evident and apprehensible: to force frontward the growing of society at whatever costs to the members, particularly inequality and the rough battle to seek and do it to the top.

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