Labelling

Question 1

Becker

Answer 1

Labelling theory- pupils constantly being assessed- given labels+placed in particular classes based on label. Halo effect- neg label of pupil e.g. dumb- put low set- think they’re dumb-lose confidence-leads to SFP- low grades- leads to rejecting school values. Self-fulfilling prophecy: teachers expectations become actual outcomes-student live out predictions for them e.g. w/c pupils-underachievement

Question 2

Hargreaves, Hestor and Mellor

Answer 2

3 steps in labelling- speculation (teacher make assumption about students behaviour e.g. student: older sibling who misbehaved-teacher assumes sibling is same - Rodrick, Greg), elaboration (teachers test assumption e.g. giving student particular task to test them - essay), stabilisation (results from test decides if label=attached to student- teacher now have this image of how they are- more based on stereotype than evidence- can lead to student internalising behaviour aka SFP e.g. may change seating plan + move to low set)

Question 3

Rosenthal and Jacobson

Answer 3

Research in primary school- tested kids w/ IQ test- teachers led to believe results of test-could tell what kids would do well-teachers given names of pupils supposedly had high IQs to see if teachers behaviour would change towards children & would effect achievement- ‘special’ (high IQ) children= chosen at random- not all had IQs- R&J lied. FINDINGS: 1 yr later: ‘special’ children- increase in IQ- R&J- due to teachers labelling children- led to SFP-became label

Question 4

Gilborn and Youdell

Answer 4

Researched how students had different expectations for students based on race. Black: had discipline problems+seen as threatening. Asian: mispronounced their names+didn’t like their culture+seen as problems they can ignore