1. Chapter 5 On Understanding the Processes of Schooling: The Contributions of Labeling Theory

2. “If men define situations as real, they are real in their consequences
“If men define situations as real, they are real in their consequences.” W.I. Thomas in Sadovnik

3. Labeling Theory An explanatory framework 
Process of Labeling as a Mechanism  reflect teacher expectations  operationalized within the classroom self – fulfilling prophecy

4. Labeling Perspective
Becoming Deviant; created by groups definitions/reactions; not a quality of persons/actions
Deviance is created by society*
Application of the label is a process
Who has the power to make determinations?
There is not a clear consensus regarding norm violation in a complex/heterogeneous society
Sadovnik page 72

5. Labeling and Stigma Prisons, mental health institutions, schools
Erickson  society maintains social deviance and labeling to clarify group boundaries and solidarity
Unintended consequence of confirming deviance further the stigma and social effects of labeling

6. Teacher Expectations
Shift attention from the “deviant” to those who are making the judgement; social forces that effect the judgement
Teacher is the judge in the school setting  teacher determines student certification

7. Key Determinants*
1) students prior performance: tests, tracking, ability grouping, prior teacher assessments/conversations
2) social status characteristics: race/ethnicity, class, gender, grooming, dress, free lunch, parent participation and family activities
3) present performance: standardized tests including informal/subjective factors i.e. attractiveness
** high SES less likely to be labeled deviant
* researched based findings

8. Reification
“Standardized test scores are taken as an unquestioned, non-problematic reflection of the child’s underlying ability. The authority of the test to measure the child’s real ability is accepted by both teachers and other school officials. Test results are accepted without doubt as the correct and valid document of the child’s ability.”
Mehan (in Sadovnik)

9. Teacher Behavior
Teacher expectations effect classroom interaction and student placement;
Perception of high achievement:
wait longer for answers
praise more often for success
criticize less for failure

10. Outcome  Self – fulfilling Prophecy
Expectations  influence behavior
False definition  evokes new behavior  application of others rules  labeled as deviant
Authority of the teacher  student moves toward conformity with label
**Requires a consistent response between teacher and the student
Process  page 79 step 4

11. Conclusion
Need to look at ways that schools support labeling mechanisms i.e. how they operate, what are the outcomes ** how evaluative tags affect options for students
** Labeling theory provides a conceptual framework by which to understand the processes of transforming attitudes into behavior and the outcome of having done so.