Labelling (Internal)

Question 1

Define labelling

Answer 1

To label someone is to attach a meaning or definition to them. e.g. Teachers may label a pupil as bright or troublemaker

Question 2

How does labelling occur?

Answer 2

• Teachers often attach labels regardless of pupil’s actual ability or attitude
• Instead, they label pupils on the basis of stereotyped assumptions about their class background, labelling WC pupils negatively and MC pupils positively

Question 3

Describe Becker’s study on labelling

Answer 3

• Becker interviewed 60 Chicago High schools teachers and found they judged pupils according to how closely they fitted an image of the ‘ideal pupil’.
• Pupils’ work, conduct abd appearance were factors influencing teachers’ judgements and MC children were often closest to the ideal

Question 4

Describe a study that suggest that teachers have different notions of the ideal pupil

Answer 4

• Hempel-Jorgensen found in a largely WC primary school, where discipline was a major problem, the ideal pupil was defined as quiet, passive and obedient and judged on behaviour, not ability
• In a MC primary school, with few discipline problem, the idea pupil was defined by personality and academic ability
• Suggests labels are context bound

Question 5

What do Dunne and Gazeley argue?

Answer 5

They argue that ‘schools persistently produce WC underachievement’ due to labels and assumptions of teachers

Question 6

Describe the procedure and findings of Dunne and Gazeley’s study

Answer 6

• Interviewed 9 English state secondary schools
• They found teachers ‘normalised’ the underachievement of WC pupils, seemed unconcerned by it and felt they couldn’t do much about it
• But they felt they could overcome the underachievement of MC pupils

Question 7

Describe the reason for the findings of Dunne and Gazeley’s study

Answer 7

A reason for the difference was the teacher’s belief in the role of pupils’ home backgrounds, they labelled WC parents as uninterested in their child’s education, but labelled MC parents as supportive (e.g. attended parents’ evenings)

Question 8

Describe the conclusions of Dunne and Gazeley’s study

Answer 8

• Leads to class differences in how teachers dealt with pupils they perceived as underachieving (setting extension work for underachieving MC pupils, but entering WC pupils for easier exams)
• Teachers underestimate WC pupils’ potential and those who were doing well were seen as ‘overachieving’

Question 9

Describe the procedure of a study of labelling in primary schools

Answer 9

Rist’s study of an American kindergarten found teachers used info about children’s background and appearance to place them in groups at different tables

Question 10

Describe the findings of a study of labelling in primary schools

Answer 10

• Those perceived as fast learners, labelled ‘tigers’, tended to be MC and of neat appearance. She seated them at the table nearest to her and showed them the greatest encouragement
• The other 2 groups, ‘cardinals’ and ‘clowns’, were seated further. They were more likely to be WC. They were given lower-level books to read and fewer chances to show their abilities. e.g. they had to read in groups.