Sociological Issues of Boarding Schools
Some elite University-preparatory boarding schools for pupils from age 14 to 18 are seen by sociologists as centers of socialization for the next generation of political upper class and reproduces elite class system. This attracts families who value power and hierarchy for socialization of their family members. These families share a sense of entitlement to social class or hierarchy and power. Boarding schools are seen by certain families as centres of socialization where pupils mingle with others of similar social hierarchy to form what is called as Old boy network. Elite boarding school pupils are brought up with the assumption that they are meant to control society. Significant number of them enter political upper class of society or join financial elite in fields such as international banking and venture capital. Elite boarding school socialization instil students to internalize a strong sense of entitlement and social control or hierarchy. This form of socialization is called as “deep structure socialization” by Peter Cookson & Caroline Hodges (1985). This refers to the way in which boarding schools not only manage to control the pupils physical lives but also their emotional lives. Boarding school establishment involves controlling of behaviour regarding several aspects of life including what is appropriate and or acceptable which adolescents would consider as intrusive. This boarding school socialization is carried over well after leaving school and into their dealings with the social world. Thus it develops boarding school students to adhere to values of elite social class from which they come from or to which they aspire to be part of. According to Peter W Cookson Jr (2009) the elitist tradition of elite preparatory boarding schools has declined due to the development of modern economy and the political rise of the liberal west coast of the United States of America.
Read more about this topic: Boarding School
Other articles related to "sociological issues of boarding schools, boarding school":
... The Boarding school socialization of control and hierarchy develops deep rooted and strong adherence to social roles and rigid gender stratification as documented ... was the highly gendered student culture in boarding school ... The distinct and hierarchical nature of socialization and boarding school culture becomes very obvious in the manner pupils sit together and form cliques ...
Famous quotes containing the words schools, sociological and/or issues:
“In America the taint of sectarianism lies broad upon the land. Not content with acknowledging the supremacy as the Diety, and with erecting temples in his honor, where all can bow down with reverence, the pride and vanity of human reason enter into and pollute our worship, and the houses that should be of God and for God, alone, where he is to be honored with submissive faith, are too often merely schools of metaphysical and useless distinctions. The nation is sectarian, rather than Christian.”
—James Fenimore Cooper (1789–1851)
“Art is a concrete and personal and rather childish thing after all—no matter what people do to graft it into science and make it sociological and psychological; it is no good at all unless it is let alone to be itself—a game of make-believe, or re-production, very exciting and delightful to people who have an ear for it or an eye for it.”
—Willa Cather (1873–1947)
“The “universal moments” of child rearing are in fact nothing less than a confrontation with the most basic problems of living in society: a facing through one’s children of all the conflicts inherent in human relationships, a clarification of issues that were unresolved in one’s own growing up. The experience of child rearing not only can strengthen one as an individual but also presents the opportunity to shape human relationships of the future.”
—Elaine Heffner (20th century)