A Level Sociology Education AQA Practice Exam

Teacher labels can significantly influence student outcomes, particularly through the process known as the self-fulfilling prophecy. Gillborn and Youdell argue that when teachers label students—whether positively or negatively—those labels create expectations about the students' abilities and behaviors. For instance, if a teacher views a student as 'gifted,' they are likely to provide more support and encourage higher achievement. Conversely, a negative label, such as 'troublemaker,' can lead to lower expectations, seeing less potential in that student, and thus not providing the necessary support. As a result, students internalize these labels and may begin to act in accordance with the expectations set for them, ultimately leading to outcomes that fulfill the initial label. This dynamic illustrates how powerful teacher perceptions can be, as they can shape the educational experiences and performances of students, reinforcing existing inequalities within the school system. Therefore, the concept of the self-fulfilling prophecy highlights the interplay between teacher perceptions and student realities, making it a central theme in understanding educational sociology.