labelling
- Created by: acelya
- Created on: 14-11-17 19:51
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- Labelling
- Becker-The ideal pupil
- Had interviews with 60 Chicago high school teachers, he found out that they judged pupils according to how closely they fitted and image of the 'ideal student'. These teachers saw children from the m/c closest to ideal and children from the l/c and the furthest.
- Cicourel and Kitsuse
- Study of educational counsellors in an American high school shows how much labelling can disadvantage w/c students. They found inconsistencies in the way the counsellors assessed students' sustainability for courses. Although they claimed to judge students according to their ability, in practice they judged them largely on the basis of their social class and/or race.
- Rist
- Study of an American Kindergarten shows teachers used inormation about children's home background and appearance to place them in separate groups. Those whom the teacher labelled the 'tigers' were the fast learners and the 'clowns' would be given simple books and less attention was given to them.
- Sharpe and Green
- Studied Mapleden a child-centred primary school. Children were able to choose the activities they wanted to participate in. The teachers felt that when a child was ready to learn they would seek help, for example reading. In contrast, the teachers believed that children who were not ready to learn should be allowed to engage in 'compensatory play. This meant that the m/c would start reading before and would be ahead of w/c children.
- Dunne and Gazeley
- Schools persistently produce w/c underachievement because of the labels and assumptions by teachers. 9 English state schools normalised the underachievement of w/c pupils, seemed unconcerned by it and felt they couldn't do anything about it. Whereas they believed they could overcome the underachievement of m/c pupils.
- Becker-The ideal pupil
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