How do labels relate to self fulfilling prophecy

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We have looked at many external factors relating to class and educational attainment. Now we will be examining factors within the education system itself.

Labels Can we think of some examples of labels that teachers may give students? Interactionism Micro-sociology Each group takes a different theorist and writes a brief note on their findings. Come together to share info from each group. Self-fulfilling Prophecy Definition: A self-fulfilling prophecy is a prediction that directly or indirectly causes itself to become true, by the very terms of the prophecy itself, due to positive feedback between belief and behaviour.

On the basis of this label the teacher makes a prediction that the pupil will make outstanding academic achievement. The teacher treats the pupil accordingly acting as if the prediction is already true. In other words, a mis-representation of reality or guess at the truth that in turn caused behaviors that would end up making this hypothetical into an actual reality.

Simply put, a false reality could actually become truth due to human psychological responses to predictions, fears, and worries associated with the future. An example of the self-fulfilling prophecy is known as the placebo effect. Those who are given the placebo drug have been shown to display improvements in the respective issue despite there being no active agent causing the recovery.

The beliefs that one held, in contrast to an actual treatment, led to that prophecy being fulfilled. Such concerns may, paradoxically, lead to the fulfillment of those stereotypes. Another example of a stereotype threat concerns African American intelligence and resulting college admission.

In the past, researchers believe that African Americans were less intelligent than other races due their lower reported scores on standardized tests Dzaferagic, This research was then used to justify the admission of a smaller percentage of African Americans at colleges and universities.

However, this discrepancy can be explained by the self-fulfilling prophecy is the form of a stereotype threat Steele It is thought that the negative stereotype of African Americans led them to become anxious about taking their tests which led to poorer results than they were actually capable of. This further confirmed the stereotype. We see what we want to see. There are two types of self-fulfilling prophecies: self-imposed and other-imposed Adler, Both lead to the same result, yet they are different approaches to getting there.

An example is illustrated through a public speaking scenario. In this scenario, a man named John has had previous experience with failure in a public speaking setting. He is extremely nervous and believes he will fail.

Due to this, as he begins his speech, he stumbles over his words, forgets his lines, and fails to produce a coherent message. Therefore, because John believed he would fail, he did. A classic example is the fortune teller scenario.

Cindy, a fortune teller tells a man named Peter that he will one day become a therapist. Because Cindy imposed this expectation on Peter, he began to believe it. The Oedipus example above is another example of an other-imposed self-fulling prophecy. Other-imposed self-fulfilling prophecies are at the root of racial and gender stereotyping and discrimination.

For example, if it is believed that women are better in certain lesser roles than men, women are more likely to fulfill this prophecy and not live up to their full potential. In it, Pygmalion was a sculptor who eventually fell in love with one of his own creations. Pygmalion begged the gods to deliver him a wife similar to the sculpture he became enamored with.

As the story goes, the gods made his wish come true, and the sculpture came to life. Rosenthal and Jacobson became inspired by the story and subsequently named their findings after the sculptor.

A famous study on other-imposed self-fulfilling prophecies is the Pygmalion Effect. Rosenthal and Jacobsen conducted an experiment to see whether student achievement could be self-fulfilling, based on the expectations of their teachers. They found that the teachers did not expect too much from the average children and gave all the attention to the Bloomers. The teachers created a nicer environment for the Bloomers, they gave them more time and attention, they called on them for answers more often and they gave them more detailed feedback when they got something wrong.

However, unknown to the teachers, these students were selected randomly and may or may not have fulfilled that criteria. After eight months, they came back and retested the children's intelligence. The results showed that Bloomers IQ scores had risen experimental group significantly higher than the average students control group , even though these academic bloomers were chosen at random. The bloomers gained an average of two IQ points in verbal ability, seven points in reasoning and four points in over all IQ.

In the elaboration phase, each hypothesis is tested and either confirmed or contradicted, and through this process the typing of each student is refined. Some students will be regarded as deviant and it will be difficult for any of their future actions to be regarded in a positive light. A lot of the early, classic studies on labelling focused on how teachers label according to indicators of social class background, not the actual ability of the student.

Research in one American Kindergarten by Ray C. Rist suggested that the process of labelling is not only much more abrupt than suggested by Hargreaves et al, but also that it is heavily influenced by social class. He also found that teachers made their judgments not necessarily on any evidence of ability, but on appearance whether they were neat and tidy and whether they were known to have come from an educated, middle class family or not.

Self Fulling Prophecy Theory argues that predictions made by teachers about the future success or failure of a student will tend to come true because that prediction has been made. Thus if a student is labelled a success, they will succeed, if they are labelled a failure, the will fail.

It follows that in labelling theory, the students attainment level is, at least to some degree, a result of the interaction between the teacher and the pupil, rather than just being about their ability. Rosenthal and Jacobson speculated that the teachers had passed on their higher expectations to students which had produced a self-fulfilling prophecy. This post has been written primarily for A-level sociology students, although it will hopefully be a useful primer for anyone with a general interest in this subject.

Students can also use this material to illustrate some of the key ideas of social action theory more generally when they study social theory in more depth in their second year. Please click here to return to the main ReviseSociology home page! Yes, the diagram. Thank you for responding. My plan is to conduct a labeling research in education so I am interested if you have some sources for the path that you present in the diagram.

Is it Hargreaves, Waterhouse or someone else, or is it the synthesizing of their ideas? Dear Karl, can you provide me with the source of the self-fulfilling scheme from the article beggining? It has expanded my knowledge.