Introduction - Are the unintended or intended functions of schooling more important?

“Sociology of education focuses on the relationship of schooling processes, practices, and outcomes to the organization of society as a whole, and on the school system and the school” (Barakett, p.2). Therefore, what are the social groups in schools, the relations between them, and what happens when students finish school and enter society? Also, we first take a look at informal and formal education; being what happens within the family and other groups such as sports teams or clubs, and what happens at school.

There are intended and unintended functions of schooling. The former includes: “Schools transmit: generalized as well as specialized knowledge; the existing culture from one generation to the next and to new members of society; new knowledge that is produced in universities and in industry; and schools provide opportunities for social mobility” (Barakett, p.3). The latter includes: “Social control, which includes all behaviours of students, and the role schools play in social class differences; custodial function, meaning children are safe at school; establishment of social relations and subgroup maintenance; and promotion of critical analysis, about society and global issues” (Barakett, p.6-7).

When students come to class from day one, they bring a background with them that includes many things such as their language, race, social class, gender, experiences and beliefs among other things. Although it is said that everyone has the same chance in school, all of these things play a large role in what happens in the classroom. I myself agree with this as I have experienced or witnessed children with different racial origins not succeeding as highly as Caucasian children, gender biases, children falling behind because of language barriers, friendships forming or not forming because of social class, and students missing out on learning opportunities because of their beliefs. In a perfect world none of these problems would exist. However the school system is far from perfect and many young people are forced to enter society, not knowing how to survive.

I believe the unintended functions of schooling are just as important as the intended functions. I currently do not have the knowledge to say which I believe is most important if either one is, but I will certainly give that opinion in three months time. We all know we gain facts, knowledge, and skills to help us start a career once school is over. But how do we learn how to function in society? This is where the unintended functions take the stage. How do we know how to behave in a job interview, when it is our turn to speak, if interrupting is rude, what to wear, are we now friends with this person, how are we going to work with others, what if they are of a different social status than us, is it ok to chew gum here? All these questions that we might ask ourselves upon entering society, are things that are taught in school, as unintended functions. Just think, you could be the smartest person in the country and have gone to the most recognizable university. But if you can’t answer any of those questions and do not know how to function in society, chances are you won’t get the job.

Now I ask you, which is more important, intended or unintended functions of schooling?


Barakett, Joyce & Cleghorn, Ailie (2008). Sociology of Education. Toronto, Ontario: Pearson Canada Inc.