labelling (internal factors)

• Studies show that teachers attach meanings (labels) to pupils regardless of their actual ability or attitude, stereotypical assumptions means the MC are labelled positively and the WC negatively
• Labelling


  Teachers attach labels to pupils depending on how close the match the ideal pupil
• Becker (1971) study


  1. Interviewed 60 Chicago high school teachers

  2. Found they attach labels to pupils depending on how close the match the ideal pupil

  3. Judgements made using pupils' work, conduct and appearance

  4. Saw MC pupils as closest to the ideal pupil, and saw WC pupils as badly behaved
• Dunne & Gazeley (2008) - schools reproduce WC underachievement because of teacher's labels and assumptions
• Dunne & Gazeley (2008) findings


  • Teachers normalised WC pupils' underachievement and didn't think they could do anything about it, all while thinking they could overcome MC underachievement
  • Reason - teachers have different beliefs about pupils' home backgrounds, labelling WC parents as uninterested and MC parents as supportive
  • This causes class differences in class where the teacher will address and help MC underachievement and do nothing for WC pupils
• Hempel-Jorgensen (2009) findings


  • The 'ideal pupil' depends on the overall class of the school
  • WC primary school - ideal pupil is quiet, obedient and passive, defining them by behaviour instead of ability
  • MC primary school - ideal pupil is defined by personality and academic ability, instead of just a 'non-misbehaving pupil' at the WC school
• Rist (1970) study


  1. Teachers use info about pupils' home background/appearance to sort them into groups

  2. Tigers - MC 'fast learners' with clean appearance, received most help and attention

  3. Cardinals & Clowns - WC groups given lower level books and ability work, received less help/attention and seated further from teacher