Theories of Socialization Defined

Modern education presents as a system of rites of passages from one class structure to another, causing the growth of the individual and the evolution of society (123). The traditional socialization theory in education is graphically displayed in a flowchart of sub-theories in John Meyer’s article “Education as an Institution”. Socialization theory indicates the existence of an organized set of socializing experiences, in this case school attendance (125). People who have education are thought to be more proficient and principled by virtue of their capacity to learn and follow through in academia. It is important to note attendance is the meter in this theory; quality of the school attended does not matter (123). Socialization theories address not only students but the impact of sub-theories on non-students as well. The theory of socialization is considered weak because it is hard to prove. While there is data to support education is “socially progressive”, there is little research to support the other two of the three basic principles of socialization. Also defined under the banner of socialization are such concepts as allocation and legitimation.
Allocation
Educational allocation speaks directly to the educational institution’s ability to confer status. A student is categorized by his academic achievement and allotted position and rank in society. Allocation is the set of rules by which this classification occurs; these are the most socializing property of education according to Meyers (128).
Within the structure of educational allocation are the implications. If students adopt social qualities based on the authority (chartering) of their schools to confer status (by virtue of degrees) then students without such conference are handicapped. There is also lagged socialization, which suggests that one will perform only to the standard that one is expected to perform (129). Degrees and certifications become the badges of social identity; they are totemic. The acknowledgement of the institution is indeed the acknowledgement and approval of society.
Legitimation
“Formalized educational systems are, in fact, theories of socialization institutionalized as rules at the collective level (132)”. Legitimation is discussed four-fold, as a theory of knowledge and theory of personnel and from the position of the elite and the citizen (133).
When looking at a theory of knowledge one considers the material measured in the world of academia. Those allotted this authority are responsible for the elevation of their field by virtue of their elite educations. This is where suggested models of societal growth and evolution have their circumstantial strength. Meyers explains it by saying, “the expansion of education expands the number of functions that are brought under social control”. It is this expansion of knowledge that should expand society through its diligent inquiry (134).
Another legitimating effect of education is in the certification process. Ceremonies like graduation and diplomas indicate competence. This is the sectioning portion of allocation theories. Teachers teach, therefore in order to learn we seek the authority of the educational system. Doctors heal, so we seek the authority of a physician when we are sick. This deference is inherent to our social structure and predicated upon educational credentialing. These are the elements of elite education. Because they have specialized education the citizenry confers on them a special status (135).
Juxtaposed is the education of the masses. For the general public, education is seen as a controlling mechanism, a cohesive bond of citizenry. Mass education assumes a commonality that is based on curriculum and common requirements. It assumes because everyone attends school, we all learn the same things. Meyers posits it does not matter what people learn about culture, mass education suggests a common culture (136). Finally, there are the privileges extended to the citizen by virtue of his membership in this common culture. Mass education redefines the individual as part of the citizenry (136).
Problematic
There are some problems in these theories; human agency is not considered. No societal influences outside of education looked at as potential causes for the correlation between education and adult success. The positions allotted by education, once determined and sanctioned to failure or success, can be altered by impetus.
Most jobs do not require the level of education the average applicant has however, the glut of educated citizens creates a competition, raising the level of education required to obtain a position. This maybe the origins of fears that over-education could destabilize society (139).
There is no direct evidence that individual competence leads to an improved society. It makes sense that increased knowledge would lead to improvements in society and there are technological advancements that support the suggestion. However, there is no measurable data that shows a one on one correlation.
Conclusion
Education has a purpose and power beyond imparting information to be learned in rote. Education can no longer be looked at as a form of socialization alone but as an institution with socializing effects of its own.