How do the major perspectives explain social stratification and inequality?
Component 3 Section A: theories of stratification, including functionalist (Davis and Moore), Marxist (class and exploitation), Weberian (class, status and party) and feminist and postmodernist views of social differentiation and inequality.
An Eduqas A-Level Sociology Power and Stratification guide to theories of stratification. Covers the functionalist view (Davis and Moore on role allocation), the Marxist view (class, exploitation and polarisation), the Weberian view (class, status and party), and feminist and postmodernist accounts of social differentiation and inequality.
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What this dot point is asking
This statement opens the compulsory Section A of Component 3 with the theories of stratification: the functionalist (Davis and Moore), Marxist (class and exploitation), Weberian (class, status and party), and feminist and postmodernist accounts. It is the theoretical foundation for the whole Power and Stratification component, against which the patterns of class, gender, ethnic, age and disability inequality are explained.
The answer
The functionalist theory
Davis and Moore argue that every society must ensure its most important roles are filled by its most able people. Because these roles require talent and long training, society must offer higher rewards (pay, status, privileges) to motivate people to make the effort. Inequality is therefore a functional necessity: it is the mechanism of role allocation. Critics, including Tumin, argue this is circular (we judge importance by reward), ignores inherited advantage, and overlooks how inequality wastes the talents of the poor.
The Marxist theory
Marxists reject the idea that inequality is functional, arguing it reflects exploitation and conflict:
- Stratification rests on the ownership of the means of production. The bourgeoisie (owners) exploit the proletariat (workers), who must sell their labour to survive.
- This produces a fundamental class conflict. Marx predicted polarisation (society splitting into two hostile classes), growing class consciousness, and eventual revolution replacing capitalism with a classless society.
- Inequality is thus not necessary but the product of a particular economic system that benefits the ruling class.
Critics note the predicted polarisation and revolution have not happened, the middle class has grown, and Marxism reduces stratification to class alone.
Weberian, feminist and postmodernist views
Weber offered a more multi-dimensional model. Stratification rests on three separate dimensions that do not always coincide:
- Class: a person's market position (their skills, qualifications and what they can command in the labour market).
- Status: social honour and prestige, the esteem in which a group is held (which can be high even where class is low, or vice versa).
- Party: organised power, the ability of groups (parties, unions, pressure groups) to pursue their interests.
This flexibility lets Weber explain inequalities (such as status differences) that class alone cannot.
Feminists argue stratification is also gendered: patriarchy produces systematic inequality between men and women that class-based theories neglect, so gender is a stratification dimension in its own right. Postmodernists argue that in a fragmented, consumer society, identity and consumption matter more than rigid class, so the old stratification models are breaking down and inequality is now more fluid and individualised. Most sociologists find Weber's multi-dimensional model the most flexible for analysing modern inequality.
Examples in context
A strong answer distinguishes the four accounts precisely, uses Weber's three dimensions as a tool to evaluate both functionalism and Marxism, and adds feminist and postmodernist critiques.
Try this
Q1. Explain Weber's three dimensions of stratification. [6 marks]
- What the marker wants. The three dimensions named and briefly developed (AO1): class (market position), status (social honour and prestige) and party (organised power), with the point that they are separate and do not always coincide.
Q2. Analyse two criticisms of the functionalist theory of stratification. [12 marks]
- Cue. Two developed points chosen from Tumin's argument that importance is judged circularly by reward, the neglect of inherited advantage and unequal starting points, and the way inequality wastes the talents of the poor, each explained and linked to the weakness of the Davis and Moore model.
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas A200 20186 marksExplain the functionalist theory of stratification. [6]Show worked answer →
A short Section A knowledge question (AO1 with application). Make the point and develop it.
Point. Davis and Moore argue stratification is functional and inevitable: society must allocate the most able people to the most important roles.
Development. To motivate talented people to train for these demanding jobs, society offers higher rewards (pay, status), so inequality is a necessary mechanism of role allocation. Naming Davis and Moore and the idea of role allocation secures the marks.
Eduqas A200 202120 marksEvaluate Marxist theories of social stratification. [20]Show worked answer →
A Section A essay (AO1, AO2 and AO3), shown at the 20-mark cap (worth more in the full paper), marked by levels of response.
For. Marx argues stratification is based on class and the ownership of the means of production; the bourgeoisie exploit the proletariat, and inequality reflects this conflict, not function.
Against. Weber adds status and party as independent dimensions; the predicted polarisation and revolution have not occurred; functionalists see inequality as necessary; the middle class has grown.
Judgement. Marxism powerfully exposes class exploitation, but a Weberian, multi-dimensional model better fits a complex modern stratification system. A balanced judgement reaches the top band.
Related dot points
- Component 3 Section A: patterns and trends in social inequality, including the distribution of wealth and income, the measurement and definition of poverty, social mobility, and explanations of why inequality and poverty persist.
An Eduqas A-Level Sociology Power and Stratification guide to patterns of inequality. Covers the distribution of wealth and income, absolute and relative poverty and how it is measured, social mobility, the cycle of deprivation versus structural and cultural explanations, and why inequality and poverty persist.
- Component 3 Section A: social class as a form of differentiation, including how class is defined and measured, the debate over the changing class structure (the underclass, the death of class), and the impact of class on life chances.
An Eduqas A-Level Sociology Power and Stratification guide to social class. Covers how class is defined and measured (occupational scales, the NS-SEC), the debate over the changing class structure (embourgeoisement, the underclass, the death of class), and the continuing impact of class on life chances such as health, education and income.
- Component 3 Section A: gender as a form of differentiation (the gender pay gap, the glass ceiling, feminist explanations of patriarchy) and ethnicity as a form of differentiation (ethnic inequalities in work, income and housing, and explanations of racism).
An Eduqas A-Level Sociology Power and Stratification guide to gender and ethnic inequality. Covers the gender pay gap, the glass ceiling and vertical and horizontal segregation, feminist explanations of patriarchy, ethnic inequalities in employment, income and housing, and the structural and cultural explanations of racism and disadvantage.
- Component 3 Section A: age as a form of differentiation (inequalities affecting the young and the old, ageism) and disability as a form of differentiation (the social model of disability, discrimination and life chances), and the intersection of all forms of inequality.
An Eduqas A-Level Sociology Power and Stratification guide to age and disability. Covers age inequality affecting the young and the old and ageism, disability as inequality (the medical versus social model, discrimination and life chances), and the way class, gender, ethnicity, age and disability intersect to shape life chances.
- Component 1 Section C (Education): perspectives on the role and purpose of education, including functionalist views (Durkheim, Parsons, Davis and Moore), Marxist views (Althusser, Bowles and Gintis, Willis) and the New Right, with their criticisms.
An Eduqas A-Level Sociology Education guide to the role of education. Covers functionalist views (Durkheim on solidarity, Parsons on meritocracy, Davis and Moore on role allocation), Marxist views (Althusser's ideological state apparatus, Bowles and Gintis's correspondence principle, Willis's lads), and the New Right, with criticisms.
Sources & how we know this
- Eduqas A Level Sociology Specification (A200) — Eduqas (2015)