LABELLING

Question 1

Interactionists/Labelling

Answer 1

• Labelling can cause a ‘halo effect’, when pupils become positively or negatively stereotyped
• good student, thick student etc.

Question 2

ACRONYM

Answer 2

Wilfred- Waterhouse, pivotal identity
Bony- Becker, ideal pupil
Hates- Hempel-Jorgensen, ‘Ideal pupil’
Gays y’kna- Gilborn and Youdell, educational triage

Question 3

Waterhouse

Answer 3

• case study of 4 primary and secondary schools - research suggests teacher labels influenced how they interact with students, i.e. if a teacher was labelled has thick, may have empathy towards ‘thick’ students.
• Once a student gets a label or ‘pivotal identity’, this becomes a core identity which teachers use to interpret/reinterpret classroom events and student behaviour
• i.e. when a ‘normal’ student is bad, its seen as a temporary change and nothing of concern, will soon pass
• when a ‘misfit’ behaves well, it’s seen as a phase
• leads to self fulfilling prophecy

Question 4

Becker

Answer 4

• Teachers initially evaluate pupils in relation to their ‘ideal pupil’, this sets the standard for teacher judgements of the quality of all young people
• Master status

Question 5

Hempel-Jorgensen

Answer 5

‘ideal pupil’, identity includes hard work

- Concentrating and listening to teachers, performing well in exams, staging out of trouble and conforming to the rules.

Question 6

Gilborn and Youdell

Answer 6

• argue that schools perform like a triage
  categorises people into:
• those who will pass anyway (require little attention)
• Borderline cases who require a lot of attention to get 5C’s at GCSE
• Hopeless cases (will fail anyways)

Question 7

PERCYS

Answer 7

P- labelling and self fulfilling prophecy
E- ‘Spurter group’
R- Rosenthal and Jacobsen
C- Small sample, hard to conclude

P- teachers interactions shape students
E- teachers who excelled at school prefer more ‘nerdy’ students
R- Becker, ideal student
C- Functionalists, school’s meritocratic.