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Pt 2

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Rosenthal and jacobson “self fulfilling prophecy” A self-fulfilling prophecy is a prediction that comes true simply by virtue of it having been made. Interactions argue that labelling can affect pupil’s achievement by creating a self-fulfilling prophecy as the following example illustrates:The teacher labels a pupil and on the basis of this label makes predictions about them.The teacher treats the pupil accordingly, acting as if the prediction is already true.The pupil internalises the teacher’s expectation which becomes part of his self-image, so that he now actually becomes the kind of pupil the teacher believed him to be in the first place. He gains confidence, tries harder and is successful. The prediction is fulfilled. In their study of Oaks community school, a California primary school. Rosenthal and Leonora Jacobson show the self-fulfilling prophecy at work. They told the school that they had a new test specially designed to identify those pupils who would “spurt” ahead. This was untrue because the test was in fact simply a standard IQ test. Importantly, however the teachers believed what they had been told.The researchers tested all the pupils but picked 20% of them purely at random and told the school again falsely that the test has identified these children as “spurters”. On returning to the school a year later they found out that almost half (47%) of those identified as spurters had indeed made significant progress. The effect was greater on younger children. Rosenthal and Jacobson suggest that the teachers beliefs about the pupils had been influenced by the supposed test results. The teachers has then conveyed these beliefs to the pupils through the way they interacted with them- for example through their body language and the amount of attention and encouragement they gave them. 

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Rosenthal and jacobson “self fulfilling prophecy” A self-fulfilling prophecy is a prediction that comes true simply by virtue of it having been made. Interactions argue that labelling can affect pupil’s achievement by creating a self-fulfilling prophecy as the following example illustrates:The teacher labels a pupil and on the basis of this label makes predictions about them.The teacher treats the pupil accordingly, acting as if the prediction is already true.The pupil internalises the teacher’s expectation which becomes part of his self-image, so that he now actually becomes the kind of pupil the teacher believed him to be in the first place. He gains confidence, tries harder and is successful. The prediction is fulfilled. In their study of Oaks community school, a California primary school. Rosenthal and Leonora Jacobson show the self-fulfilling prophecy at work. They told the school that they had a new test specially designed to identify those pupils who would “spurt” ahead. This was untrue because the test was in fact simply a standard IQ test. Importantly, however the teachers believed what they had been told.The researchers tested all the pupils but picked 20% of them purely at random and told the school again falsely that the test has identified these children as “spurters”. On returning to the school a year later they found out that almost half (47%) of those identified as spurters had indeed made significant progress. The effect was greater on younger children. Rosenthal and Jacobson suggest that the teachers beliefs about the pupils had been influenced by the supposed test results. The teachers has then conveyed these beliefs to the pupils through the way they interacted with them- for example through their body language and the amount of attention and encouragement they gave them. 

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Grace Cronshey

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Pt 1

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Howard Becker “Chicago High School Teachers”

Howard Becker (1971) was the founder of the labelling theory. He wrote a book called Outsiders is credited as one of the first books labelling theory and its application to studies of deviance.

Based on interviews with 60 Chicago high school teachers, he found out that they judged pupils according to how closely they fitted an image of the “ideal pupil”.

Pupils’ work, conduct and appearance were key factors influencing teachers’ judgements. The teachers saw children from middle-class backgrounds as the closest to the ideal, and working class children as furthest away from it because they regarded them as badly behaved.

However, different teachers may different nations of the ideal pupil.

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Self fulfilling prophecy refers to the notion that “one person's expectation for another person's behaviour can quite unwittingly become a more accurate prediction simply for its having been made”. In 1963 Rosenthal and Jacobson conducted a study at an elementary school in California. His purpose was to figure out what would ensure if teachers would react differently towards certain students if told that a select number of students were expected to learn more quickly than the other pupils in their class. To test this, Rosenthal issued a test of general ability to the students in the beginning of the year. After the students had completed the test, some were chosen at random to be the students that were expected to achieve higher. However, the results of the test did not influence which students of the class were chosen. He continued to observe the interactions between teachers and students and decided to issue another test at the end of the year to see how the results had improved in students. Rosenthal and Jacobson's results has reinforced their hypothesis that the “high achievers” would in fact be higher than those of the “low achievers”. Even though these achievers were chosen at random. Especially in younger children, there was a remarkable difference in the increases of IQ between the students chosen to be academic bloomers and those that were not. A reason for this is because younger children may be able to be influenced more greatly by their teachers, who are respected authorities.

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Howard Becker “Chicago High School Teachers”

In  1971 a howard becker carried out an important interactionist so behavioral studies is is about labelling in school done by teachers. He interviewed 60 teachers in chicago high school teachers. He discovered they judged pupils according to how closely the fitted a stereotype or image based on the child's personality, apperance interaction, academic ability, background and sometimes older siblings that went to that school as well. Sometimes the child would take the label on for example if you call a child naughty they may start being disruptive in lessons not doing homework or school work this leads to the teacher keep calling the child the label.

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Howard Becker - "Chicago High school teachers"

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Howard Becker - "Chicago High school teachers"

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- He interviewed 60 Chicago high school teachers teachers (1971) and found that they judged their pupils on the basis of appearance and conduct

- Becker argued that the middle-class pupils were more likely to be seen as 'ideal students' whereas the working class were the furthest away from 'ideal' and were labelled as 'badly behaved'

- He discovered that the teachers judged their pupils with a stereotypical image based on the pupil's class, appearance and personality rather than on how well they did academically

- Sometimes the pupils who were given these labels would actually take on the believe that they were either 'ideal' or 'badly behaved' even though these labels were only based on what class they were in

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Ray Rist’s Study of American Kindergarten

In 1970, Ray Rist published a study on the relationship between the socioeconomic status of children and their education evolution.

The Self-fulfilling Prophecy in Ghetto Education. Through an analysis of an all-black school, he observed that a kindergarten teacher, also black, assigned her students to three tables within the classroom only a few days after the beginning of the year. The most promising group was placed at the front, and the least promising group at the rear of the classroom. Interestingly, Rist found that placement of these groups was based not on cognitive abilities, but on appearance.

Labelling occurs from the outset of a child’s educational career, as Ray Rist’s (1970) study of an American kindergarten shows. He found that the teacher used information about children’s home background and appearance to place them in separate groups, seating each group at a different table.

Those the teacher decided were fast learners, whom she labelled ‘tigers’, tended to be middle-class and of neat and clean appearance. She seated these at the table nearest to her and showed them greatest encouragement.

The other two groups - whom she labelled the ‘cardinals’ and the ‘clowns’ - were seated further away. These groups were more likely to be working-class. They were given lower-level books to read and fewer chances to show their abilities. For example, they had to read as a group, not as individuals.

Interestingly, Rist noticed that social class was a predictor of placement. Middle class students made up the group of “fast learners”, while lower class students made up the other two groups.

Jullia Venus

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Rists -“Study of an American Kindergarten” (Chloe Bulmer)

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Rists -“Study of an American Kindergarten” (Chloe Bulmer)

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Rist found that teachers used information about children’s home backgrounds and appearance to place them in separate groups, seating each group at a different table.

The teacher assigned the children’s to the three different tables after only a few days.

The most promising group of student were placed at the front of the classroom and the least promising group at the back of the classroom.

The teacher labelled the fast learners 'tigers' and the slower learners were labelled 'clowns'.

Those in the front of the classroom received more praise and had more interaction with the teacher, while those labelled as 'slow-learners' had less opportunity to participate in learning experiences; they also were given lower level books to read.

By the end of the year, the gap between the groups increased as they progressed to elementary school.

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Harry Knights

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Rosenthal and Jacobson - Self-fulfilling Prophecy

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Rosenthal and Jacobson - Self-fulfilling Prophecy

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It is an theory created by Robert Rosenthal and Lenore Jacobson.

Rosenthal is also known as the pygmalion effect, where the  phenomenon whereby higher expectations lead to an increase in performance.

They did an experiment on rats in which to see which one would meet the expected results within the 'maze bright' or 'maze dull'.

They did an experiment at an elementary school in San Francisco, and figured out the 'late bloomers' of the class, and kept giving them false grades and positive energy in the hopes that they will 'bloom'.

They watched the teachers give the 'late bloomers' be given a different, and more positive approach, it would make them finally 'bloom' and do even better than expected.

They were all made to take 'intelligence test' and were given IQ grades, from lowest to highest.

They were all tested year later, and it showed that the 'late bloomers' managed to get a better score/IQ than the normal intellectual  students in the class.

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1. Value Consensus: Parsons believe that order, stability and cooperation in society are based on value consensus that is a general agreement by members of society concerning what is good and worthwhile
2. Social Solidarity is unity (as of a group or class) which produces or is based on unities of interests, objectives, standards, and sympathies. It refers to the ties in a society that bind people together as one.
3. Meritocracy is a social system in which people get opportunities and succeed based primarily on their talent(Merit) and effort. Everyone starts off in Education from the same point. They are criticised for ignoring inequalities.
4. Role Allocation: Davis and Moore believe that education selects talented individuals and allocates them to the most important roles in society. Higher rewards for jobs such as GP's and pilots encourages competition.