Roles and processes in schools

It is deterministic, some students reject the labels and study hard to prove their teachers wrong

• Outline of labelling
• Evaluation of labelling
• Reactions to labelling

Suggests teachers attach a label to students based on how closely they fit their image of the ideal pupil.

• Outline of labelling
• Evaluation of labelling
• Reactions to labelling
• Hidden curriculum

When a pupil takes on a label they have been given by the school, they then act according to the label they have been given - the self-fulfilling prophecy.

• Outline of labelling
• Evaluation of labelling
• Reactions to labelling
• Hidden curriculum

Working class, limited vocabulary, short unfinished sentences, grammatically simple and context-bound.

• Restricted code
• Elaborated code

Middle class, wide vocabulary, grammatically complex, varied and abstract and context free.

• Restricted code
• Elaborated code

Committed to the values of the school. They gain approval through academic success.

• Pro-school subcultures

• Anti-school subcultures

Lower streams, reject he school values through truanting, disruption and not doing homework.

• Pro-school subcultures

• Anti-school subcultures

Found that teachers use home background to segregate students into tigers (neat, middle class, fast), cardinals (working class, middling ability) and clowns (working class, troublesome).

• Rosenthal and Jacobson
• Ray Rist
• Hempel Jorgenson

Found that the image of the ideal pupil varies according to the make-up of the school (middle class schools - personality and academic ability/ working class schools - discipline - ideal pupil is passive and obedient).

• Rosenthal and Jacobson
• Ray Rist
• Hempel Jorgenson

Gave a fake IQ test to students and found that those identified as 'bright' made more progress a year later.

• Rosenthal and Jacobson
• Ray Rist
• Hempel Jorgenson