Education is one of the pivotal institutions in terms of sociology. Since humans lack highly developed instincts and inborn knowledge, the knowledge and the technology necessary to make life easier must be transmitted to each new generation. Before modern times, the family was most responsible for this transmission. It consists mainly of the teaching of skills necessary for survival in the society. As a result of transition from agricultural societies to industrialized societies, the education institution needed a big transformation as well as other pivotal institutions among which are the family, religion, government and economy. Because family members could not teach all that a child needs to know, formal education, known as schooling, took most of the mission of the family during that time. This process seems to go forward; the more complex the society, the more lengthy the educational process. Idealistically, in modern societies, a central element of the education is the belief that schools offer an equal opportunity for all individuals. This paper is devoted to exhibit that, in reality, our modern democracy is much more far away from this ideal. In the first part of t

Marxists, in general, argue that equality is impossible in a class-based society. Like functionalists, they think there is a belief in the link between education and the economy. Functionalists see the link as a positive one, which serves to benefit industrial society, However, Marxists see the education system, existing in order to put children into their class-defined roles in order to benefit capitalist society. Thus, it serves the bourgeoisie well and keeps the proletariat down.

Some researches supported the view that class differences played a role in classrooms. Hargreaves(Luzzo) demonstrated that teachers 'constantly under-estimated or were ignorant of the power of the peer group in regulating the behavior of pupils'. Hargreaves found that boys placed in lower streams were associated with failure at school. Keddie(Luzzo) found that teachers in the humanities department of a mixed comprehensive school tended to see students from the top stream as displaying middle class conforming behaviors, and students from the lower streams as having working class 'noisy' behaviors.

Some topics in this essay:
Basil Bernstein, Parsons Bilton, SOCIALIZATON Education, Marsden Luzzo1992, Kohn Hughes, Pamela SammonsLuzzo, GrayLuzzo Jesson, Douglas Luzzo1992, Gillborn GippsLuzzo, FutureLuzzo Universities, education system, class differences, middle class, social class, class students, class children, educational success, material deprivation, social class differences, bilton 1987, previous common knowledge, lower streams, middle class children,