Labelling

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HYUNBEEN KIM

LABELLING

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Of the learners excluded from British schools due to bad behaviour each year, less than one in a five are girls. This means that girls are less likely to act out their problems in a way that demands attention.

Girls

Girls Girls are less likely to act out their problems in a way that demands attention, so teachers label girls as studious, high expectations.

Boys

Boys Boys are more likely to be labelled as problems, disruptive, low expectation, troublemakers, etc and more school rules focus on boys than girls.

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WHAT IS LABELLING?

Teachers make assumptions about gender, giving boys and girls different kinds of attention.

The process of labelling

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Speculation stage

Stage 2

Elaboration stage

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Stage 3

Stabilisation stage

Stage 1

Labelling Sociologists like Howard Becker found teachers initially evaluate pupils on a whole raft of non-academic factors which label a student in a particular way. It is hard to "peel off" this label.

1. Speculation stage “First impressions” are made on the basis of things like the student’s appearance, ability and enthusiasm and their relationship with other students.

2. Elaboration stage The impressions are either confirmed or contradicted during this stage.

3. Stabilisation stage The label is stabilized and the teacher believes that they fully understand the student. At this point, the teacher believes he or she can make sense of the student’s behaviour entirely in reference to the label.

SELF-FULFILLING PROPHECY

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WHAT IS SELF-FULLFILLING PROPHECY?

When a person's or group's belief or expectation, even if wrong, leads to behaviors that make the belief come true.

Advantages of labelling

Criticisms of labelling

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QUIZ

Advantages of labelling

• Fostering Group Identity: Gender labels can help build a sense of group identity and solidarity among students.
• Increased Academic Confidence: Labeling students by gender can sometimes lead to the creation of programs or strategies that increase students' academic confidence.
• Tailored Teaching Methods: Teachers may use gender-based labeling to adjust teaching styles or materials that are perceived to appeal more to boys or girls.

Criticisms of labelling

• Reinforcement of Gender Stereotypes: Gender labels reinforce traditional roles, limiting students' interests and opportunities based on societal expectations.
• Reinforcement of Structural Inequality: Gender labels perpetuate systemic inequality by privileging one gender (typically male) in certain roles or achievements.
• Teacher Expectations and Bias: Teachers may have different expectations for students based on gender, leading to biased treatment and unequal opportunities.