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On Understanding the Process of Schooling, Ana Benavent, Carolina Braband,…
On Understanding the Process of Schooling
BECOMING DEVIANT: The Labeling Perspective
Deviance
= social judgement imposed by a social audience
Created by society: social groups create deviants by making the rules whose infraction constitute deviance and applying them to particular people
Labeling approach
: change of attention from individual to the process
Deviance as interaction between those with commit a deviant act and the rest of the society
The
labeling perspective
rejects any assumption that a clear consensus exists as to what continues a norm violation
Social control
has a paradoxical effect = generates more of the behaviour it is designed to eradicate
Focus on outcomes = workings of organizations
Primary deviant
: the one who holds to socially accepted roles and views himself as a nondeviant
Secondary deviant:
the one who has reorganized his social-psychological characteristics around the deviant role
THE ORIGINS OF LABELING:
Teachers Expectations
Judges of deviance are frequent in advanced industrial societies
A consequence of the professionalization of the role of the teacher
"Teacher" perceived as the legitimate judge. Teacher acts as a labeler.
Source of information of labelers (teacher)
Primary
: Based on first-hand information gained through face-to-face during the course
Secondary
: Hand information obtained from non directly interaction
Teacher expectations
: they expect less from lower-class children that middle-class
Source of expectations
= academic and cognitive performance + interpersonal performance
AN OUTCOME OF LABELING:
The self-fulfilling prophecy
Basic dictum of the social sciences = "If men define situations as real, they are real in their consequences"
Self-fulfilling prophecy = a false definition of the situation evoking a new behavior which makes the originally false conception come true
Good and Brophy elaborated a process to follow in the classroom
3.
This treatment by the teacher indicates to each pupil the behaviour and achievements that the teacher expects from him/her and affects his/her self-concept, achievement motivation and level of inspiration.
4
. If this treatment by the teacher is consistent over time, and if the pupil does not actively resist or change it in some way, it will tend to shape his or her performance and behaviour. Students with high expectations will tend to achieve high levels of performance, while the performance of students with low expectations will decline.
2
. Due to different expectations, the teacher behaves differently toward the different students
5
. Over time, the learner's performance and behaviour will become more and more in line with what was originally expected of him/her.
1
. The teacher expects specific behaviour and achievements from specific pupils.
Basic tenet of labeling theory = an individual does not become deviant simply by the commission of some act but in the application by others of rules against one perceived as being an "offender"
Ana Benavent, Carolina Braband, Paula Domínguez, Sara Gómez