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ON UNDERSTANDING THE PROCESS OF SCHOOLING, Race, ethnicity and social…

- - - - Kitsuse (1964):
        
        Deviance is thus problematic and subjectively given
        
        Rejects any assumption that a clear consecunces exist as to what consitutes a norm violation within a complex and highly heterogenuos society
  - - - Tannenbaum
        
        Social control may have the paradoxical effect
      - Lembert
        
        A person can commit reapeated acts of primary desviation and never come to view himself as a secondary
        
        Secondary--> desviation is the feedback. They like to do things wrong and they do it repeatedly.
        
        Primary --> you know that you are doing wrong thinks
- - - - Critical judge
        
        Frequent in our societies
        
        Being able to master information or to have the capacity to master that information
        
        Ivan Illich: Restricted judge to the ones with the role of teacher
        
        Power of certification
        
        Different judges may give a variety of information
        
        2 primary resources
        
        First hand information
        
        Obtained face-to-face with a person that will be label
        
        Teacher mostly use this method during the course
        
        Secondly hand information
        
        Obtained from other than direct interaction
        
        Teachers also get a big amount of information by this method
        
        3rd resource with 3 key elements
        
        Social status characteristics
        
        Students prior performance
        
        Present performance
        
        Rosenthal and Jacobson (1968): School achivement is not a simply matter of a child's native ability, but involves directly and inextricably the teacher as well
        
        Experimentation and conclusions
        
        "Harvard Test
        of Inflected Acquisition"
        
        Standarizaton: Flanagan's (1960) Test of General
        Ability (TOGA)
        
        Teachers used the test to find out the "bloomer" students during the year
        
        1 more item...
        
        Influence of standardized test of intelligence and achievement on teacher's expectations
        
        Goaldman (1971): Teachers got perjudiced by information
        
        Mehan (1971): It's more important to evaluate the overcome of a set of interactional activities than the testing mesures
        
        Clifford and Waister (1973)
        
        Student's physical attractiveness has on a
        teacher's expectations
        
        Standardized report card and an attached photograph of the children
        
        1 more item...
        
        Moments and situations of expectation
        
        Academic and intepersonal performance of the children
        
        During the first days of classes
- - - - One single action can't produce a complete deviation in an individual
        
        The deviation is produced when different rules are changing the development of the action because the initials were not conceived as good for others
        
        The labels established upon someone such as race, class, sex... modify the individual's behavior
      - Rosenthal and Jacobson's Pygmalion in the Classroom (1968)
        
        The labeling theory in the classroom is what differ the performance of the students
        
        The result decided that the expectations teachers created about the children randomly selected as the best made the teachers treat the students differently between them
        
        Result - the children performed better by the end of the year
        
        The students who don't like this, with time they will feel more comfortable with the label that the school wants for them
      - Good and Brophy (1973-75)
        
        Method:
        
        The teacher will wait to receive better achievements depending on the children.
        
        The teacher expects different things from different students so he will treat them different.
        
        The expectations of the teacher upon the students make them label themselves.
        
        If the students don't try to modify the labels that the teacher marked on them, they will start behaving like they think they're supposed to.
        
        The behavior will shape as it was expected for the children to be.
        
        Max Weber, "to have power is to be able to achieve one's ends, even in the face of resistance from others"