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Labelling - Coggle Diagram
Labelling
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Hargreaves et al.
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once labelled, teachers tend to interpret pupils behaviour in terms of label + pupil tends to live up to label they've been given
interviewed teachers + observed classrooms, examining process through which teachers 'got to know' new students
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Stabilisation stage
label stabilised + teacher believes they fully understand student so make sense of students behaviour in reference to label
particular characteristics given to individuals on basis of descriptions, names or labels
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EVALUATION
:( deterministic theory as it assumes pupils who are labelled have no choice but to fulfill prophecy, inevitably causing them to fail
:( if we were to believe explanation all it would take for everyone to get and A would be for teacher to label everyone as bright so we must be cautious of oversimplifying labelling + recognise consequences of labelling vary
:( Roger Dale argues labelling theory concentrates too heavily on small scale interaction, failing to address wider social issues such as where the 'ideal pupil' came from in the first place
:( students have many different teachers, some of whom are sympathetic to + understanding of working class behaviour + attitudes, so it's hard to explain why negative labels some teachers give have more influence than others
:( Marxists criticise labelling theory for ignoring wider structures of power within which labelling takes place as labels aren't merely result of teachers individual prejudice but stem from fact teachers work in a system that reproduces class divisions
:( negative labelling can sometimes have the opposite effect as Margaret Fuller’s black girls in a London Comprehensive labelled as low achievers responded by knuckling down + studying hard to prove their teachers + the school wrong
:) teacher training means nowadays teachers are more aware of unconscious biases + labelling as well as the impact of these
Becker
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based on interviews with 60 Chicago high school teachers, found pupils judged according to how closely they fitted image of the 'ideal pupil'
pupils work, conduct + appearance key factors influencing teachers judgements
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Hempel-Jorgenson
largely working class Aspen primary staff said discipline was a major problem + defined ideal pupil in terms of behaviour as quiet, passive + obedient
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Dunne + Gazeley
schools persistently produce working class underachievement because of labels + assumptions of teachers
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helped with middle class underachievement but failed to support working class, instead entering them for lower tier exams
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Ray Rist
teachers used info about children's home background + appearance to group pupils and seat them apart
pupils teacher labelled fast learners tended to be middle class + of a neat, clean appearance + were given the most encouragement
other groups were likely to be working class + were given lower level books + fewer opportunities to show their ability
Harvey + Slatin
used photos of children from different social classes + asked teachers to rate their likely performance in education
pupils from higher social classes seen as more likely to be successful than pupils from lower social classes
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