Labelling Flashcards
Describe the process of labelling in educational settings.
Labelling involves attaching a meaning or definition to individuals, such as categorizing students as bright or troublemakers, often based on stereotypes rather than actual abilities.
Explain the impact of teachers’ labels on students.
Teachers’ labels can significantly affect students’ self-perception and performance, as they may internalize the labels assigned to them, influencing their behavior and academic outcomes.
Discuss the findings of Becker’s 1971 study on labelling.
Becker found that teachers judged students based on how closely they matched the ‘ideal pupil’ image, with middle-class students often fitting this image better than working-class students.
Define the term ‘ideal pupil’ as used in educational research.
The ‘ideal pupil’ refers to a student who embodies the characteristics that teachers perceive as desirable, often influenced by social class backgrounds and behavioral traits.
How do interactionist sociologists study labelling in schools?
Interactionist sociologists focus on small-scale, face-to-face interactions, examining how labels are assigned in settings like classrooms and the subsequent effects on those labelled.
Explain the relationship between social class and labelling in education.
Studies indicate that teachers tend to label working-class pupils negatively and middle-class pupils positively, often based on stereotyped assumptions rather than actual performance.
What variations in the concept of the ‘ideal pupil’ did Hempel-Jorgensen discover?
Hempel-Jorgensen found that the definition of the ‘ideal pupil’ varied by school, particularly influenced by the social class composition, with working-class schools emphasizing obedience and discipline.
Identify key factors that influence teachers’ judgements of pupils.
Teachers’ judgements are influenced by pupils’ work, conduct, and appearance, which are often viewed through the lens of social class.
Describe the ideal pupil characteristics at Rowan primary school.
The ideal pupil at Rowan primary school is defined in terms of personality and academic ability, rather than simply being a ‘non-misbehaving’ pupil.
Describe the characteristics of the ‘ideal pupil’ in a working-class school context.
In a working-class school context, the ‘ideal pupil’ is often characterized as quiet, passive, and obedient, focusing more on behavior than academic ability.
Explain the findings of Dunne and Gazeley regarding working-class underachievement in schools.
Dunne and Gazeley found that schools often normalize the underachievement of working-class pupils, believing they could do little to change it, while having higher expectations for middle-class pupils.
How do teachers’ perceptions of parents influence their treatment of students?
Teachers often label working-class parents as uninterested in education, leading to lower expectations for their children, while viewing middle-class parents as supportive, which affects how they treat students from both backgrounds.
Define the term ‘labelling’ in the context of education.
Labelling in education refers to the process by which teachers assign labels to students based on their perceived abilities or behaviors, which can influence the students’ academic performance and self-perception.
What is a significant difference in how teachers approach underachieving students from different social classes?
Teachers tend to set extension work for underachieving middle-class pupils while entering working-class pupils for easier exams, reflecting their differing expectations based on class.
Explain the impact of teachers’ beliefs on working-class pupils’ potential.
Teachers often underestimate the potential of working-class pupils, viewing those who perform well as ‘overachieving’, which can limit opportunities and support for these students.
Describe the role of home backgrounds in teachers’ perceptions of students.
Teachers believe that middle-class pupils have supportive home backgrounds, while they view working-class pupils’ homes as lacking interest in education, influencing their expectations and treatment of the students.
How do class differences manifest in educational attainment according to Dunne and Gazeley?
Class differences in educational attainment are constructed by the way teachers explain and address underachievement, leading to varying levels of support and expectations for working-class versus middle-class pupils.
What conclusion do Dunne and Gazeley draw about the relationship between teacher attitudes and student achievement?
Dunne and Gazeley conclude that teacher attitudes and the way they handle underachievement contribute to the persistent class differences in educational attainment.
Describe the findings of Rist’s 1970 study on labelling in primary schools.
Rist’s study found that teachers used children’s home background and appearance to group them in the classroom. Fast learners, labelled ‘tigers’, were typically middle-class and seated closest to the teacher, receiving more encouragement. In contrast, the ‘cardinals’ and ‘clowns’, often from working-class backgrounds, were seated further away, given lower-level books, and had fewer opportunities to demonstrate their abilities.
Explain the impact of labelling on children’s educational experiences according to Rist’s study.
Labelling can significantly affect children’s educational experiences by influencing their self-esteem and motivation. Those labelled as ‘tigers’ received more support and encouragement, which likely boosted their confidence and learning, while those labelled as ‘cardinals’ and ‘clowns’ faced lower expectations and fewer opportunities, potentially hindering their academic development.
How did the teacher in Rist’s study determine which children were labelled as ‘tigers’?
The teacher determined which children were labelled as ‘tigers’ based on their home background and appearance, identifying those who appeared neat and clean, typically from middle-class families.
Do labelling practices in schools affect student performance?
Yes, labelling practices can affect student performance by creating expectations that influence how teachers interact with students, which can either enhance or limit their academic growth and self-perception.
Explain the seating arrangement used by the teacher in Rist’s study.
The teacher arranged the seating so that the ‘tigers’ were closest to her, receiving more attention and encouragement, while the ‘cardinals’ and ‘clowns’ were seated further away, which limited their engagement and support.
Describe the differences in reading materials provided to the different groups in Rist’s study.
The ‘tigers’ were given more advanced reading materials, while the ‘cardinals’ and ‘clowns’ were provided with lower-level books, reflecting the teacher’s expectations based on their labels.
