Labelling Theory
Howard Beckers labelling theory provides us with an interactionist perspective on society and suggests that we obtain our self-identity based on how others perceive us. O'Byrne, (2011) defines labelling as the '..process by which others - usually those in more powerful positions - come to impose an identity upon us.' Labelling can be seen in any setting within society but is believed to be a major problem in a classroom setting, where teachers have expectations and make assumptions about students from certain social classes. O'Byrne (2011) discusses a study of Howard Beckers at a school in Chicago; from his observations he saw that teachers had expectations and their own personal definition of an 'ideal pupil', working class children did not fall into their category. He noted that often the teachers would assume the children were not interested in their education and labelled them as 'troublemakers', even if there was nothing to back up this assumption.
O'Byrne (2011) and Bartlett and Burton, (2012, pp. 263) suggests that we can begin to internalize these labels that others put onto us, so then consequently impacts upon the way that the individual sees themselves; 'self-identity'. These assumptions and labels created by teachers, class room assistants and sometimes other pupils from different social and cultural backgrounds, can then likely result in those pupils to underachieve in school, when they could have more potential. Questions could be raised about, if this could be one of the main reasons that a large percentage of children from low income families are underachieving in education; Is society itself labelling the children in our country and preventing them from achieving their potential?
(274 words)
Howard Beckers labelling theory provides us with an interactionist perspective on society and suggests that we obtain our self-identity based on how others perceive us. O'Byrne, (2011) defines labelling as the '..process by which others - usually those in more powerful positions - come to impose an identity upon us.' Labelling can be seen in any setting within society but is believed to be a major problem in a classroom setting, where teachers have expectations and make assumptions about students from certain social classes. O'Byrne (2011) discusses a study of Howard Beckers at a school in Chicago; from his observations he saw that teachers had expectations and their own personal definition of an 'ideal pupil', working class children did not fall into their category. He noted that often the teachers would assume the children were not interested in their education and labelled them as 'troublemakers', even if there was nothing to back up this assumption.
O'Byrne (2011) and Bartlett and Burton, (2012, pp. 263) suggests that we can begin to internalize these labels that others put onto us, so then consequently impacts upon the way that the individual sees themselves; 'self-identity'. These assumptions and labels created by teachers, class room assistants and sometimes other pupils from different social and cultural backgrounds, can then likely result in those pupils to underachieve in school, when they could have more potential. Questions could be raised about, if this could be one of the main reasons that a large percentage of children from low income families are underachieving in education; Is society itself labelling the children in our country and preventing them from achieving their potential?
(274 words)