{"id":1583,"date":"2016-05-23T20:58:32","date_gmt":"2016-05-23T20:58:32","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/introductiontosociology-waymaker\/?post_type=chapter&p=1583"},"modified":"2016-07-20T12:46:58","modified_gmt":"2016-07-20T12:46:58","slug":"reading-symbolic-interactionist-theory-on-education","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/sanjacinto-introsociology-1\/chapter\/reading-symbolic-interactionist-theory-on-education\/","title":{"raw":"Reading: Symbolic Interactionist Theory on Education","rendered":"Reading: Symbolic Interactionist Theory on Education"},"content":{"raw":"

Symbolic Interactionism<\/h2>\r\n
\r\n

Symbolic interactionism sees education as one way that labeling theory is seen in action. A symbolic interactionist might say that this labeling has a direct correlation to those who are in power and those who are labeled. For example, low standardized test scores or poor performance in a particular class often lead to a student who is labeled as a low achiever. Such labels are difficult to \u201cshake off,\u201d which can create a self-fulfilling prophecy (Merton 1968).<\/p>\r\n

In his book High School Confidential<\/em>, Jeremy Iverson details his experience as a Stanford graduate posing as a student at a California high school. One of the problems he identifies in his research is that of teachers applying labels that students are never able to lose. One teacher told him, without knowing he was a bright graduate of a top university, that he would never amount to anything (Iverson 2006). Iverson obviously didn\u2019t take this teacher\u2019s false assessment to heart. But when an actual seventeen-year-old student hears this from a person with authority over her, it\u2019s no wonder that the student might begin to \u201clive down to\u201d that label.<\/p>\r\n

The labeling with which symbolic interactionists concern themselves extends to the very degrees that symbolize completion of education. Credentialism<\/span><\/strong> embodies the emphasis on certificates or degrees to show that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications. These certificates or degrees serve as a symbol of what a person has achieved, and allows the labeling of that individual.<\/p>\r\n

Indeed, as these examples show, labeling theory can significantly impact a student\u2019s schooling. This is easily seen in the educational setting, as teachers and more powerful social groups within the school dole out labels that are adopted by the entire school population.<\/p>\r\n\r\n

\r\n

Grade Inflation: When Is an A Really a C?<\/h3>\r\n

Consider a large-city newspaper publisher. Ten years ago, when culling r\u00e9sum\u00e9s for an entry-level copywriter, they were well assured that if they selected a grad with a GPA of 3.7 or higher, they\u2019d have someone with the writing skills to contribute to the workplace on day one. But over the last few years, they\u2019ve noticed that A-level students don\u2019t have the competency evident in the past. More and more, they find themselves in the position of educating new hires in abilities that, in the past, had been mastered during their education.<\/p>\r\n

This story illustrates a growing concern referred to as grade inflation<\/span>\u2014a term used to describe the observation that the correspondence between letter grades and the achievements they reflect has been changing (in a downward direction) over time. Put simply, what used to be considered C-level, or average, now often earns a student a B, or even an A.<\/p>\r\nWhy is this happening? Research on this emerging issue is ongoing, so no one is quite sure yet. Some cite the alleged shift toward a culture that rewards effort instead of product, i.e., the amount of work a student puts in raises the grade, even if the resulting product is poor quality. Another oft-cited contributor is the pressure many of today\u2019s instructors feel to earn positive course evaluations from their students\u2014records that can tie into teacher compensation, award of tenure, or the future career of a young grad teaching entry-level courses. The fact that these reviews are commonly posted online exacerbates this pressure.\r\n

Other studies don\u2019t agree that grade inflation exists at all. In any case, the issue is hotly debated, with many being called upon to conduct research to help us better understand and respond to this trend (National Public Radio 2004; Mansfield 2005).<\/p>\r\n\r\n<\/div>\r\n<\/section>

\r\n
\r\n

Think It Over<\/h3>\r\n
\r\n
\r\n
    \r\n \t
  1. Which sociological theory best describes your view of education? Explain why.<\/li>\r\n \t
  2. Based on what you know about symbolic interactionism and feminist theory, what do you think proponents of those theories see as the role of the school?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
    \r\n

    Practice<\/h3>\r\n
    \r\n
    \r\n
    1. Which theory of education focuses on the labels acquired through the educational process?<\/div>\r\n<\/section><\/div>\r\n<\/section><\/div>\r\n
    \r\n
    \r\n
      \r\n \t
    1. Conflict theory<\/li>\r\n \t
    2. Feminist theory<\/li>\r\n \t
    3. Functionalist theory<\/li>\r\n \t
    4. Symbolic interactionism<\/li>\r\n<\/ol>\r\n<\/div>\r\n
      \r\n
      [reveal-answer q=\"456116\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"456116\"]d[\/hidden-answer]<\/div>\r\n<\/div>\r\n<\/section><\/div>\r\n<\/div>\r\n[reveal-answer q=\"639856\"]Show Glossary[\/reveal-answer]\r\n[hidden-answer a=\"639856\"]\r\n
      \r\n \t
      credentialism:<\/dt>\r\n \t
      the emphasis on certificates or degrees to show that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications<\/dd>\r\n<\/dl>\r\n[\/hidden-answer]\r\n

      Self-Check: Theoretical Perspective on Education<\/h2>\r\n

      You\u2019ll have more success on the Self-Check, if you\u2019ve completed the four Readings in this section.<\/span><\/p>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/1041\r\n\r\n<\/section>","rendered":"

      Symbolic Interactionism<\/h2>\n
      \n

      Symbolic interactionism sees education as one way that labeling theory is seen in action. A symbolic interactionist might say that this labeling has a direct correlation to those who are in power and those who are labeled. For example, low standardized test scores or poor performance in a particular class often lead to a student who is labeled as a low achiever. Such labels are difficult to \u201cshake off,\u201d which can create a self-fulfilling prophecy (Merton 1968).<\/p>\n

      In his book High School Confidential<\/em>, Jeremy Iverson details his experience as a Stanford graduate posing as a student at a California high school. One of the problems he identifies in his research is that of teachers applying labels that students are never able to lose. One teacher told him, without knowing he was a bright graduate of a top university, that he would never amount to anything (Iverson 2006). Iverson obviously didn\u2019t take this teacher\u2019s false assessment to heart. But when an actual seventeen-year-old student hears this from a person with authority over her, it\u2019s no wonder that the student might begin to \u201clive down to\u201d that label.<\/p>\n

      The labeling with which symbolic interactionists concern themselves extends to the very degrees that symbolize completion of education. Credentialism<\/span><\/strong> embodies the emphasis on certificates or degrees to show that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications. These certificates or degrees serve as a symbol of what a person has achieved, and allows the labeling of that individual.<\/p>\n

      Indeed, as these examples show, labeling theory can significantly impact a student\u2019s schooling. This is easily seen in the educational setting, as teachers and more powerful social groups within the school dole out labels that are adopted by the entire school population.<\/p>\n

      \n

      Grade Inflation: When Is an A Really a C?<\/h3>\n

      Consider a large-city newspaper publisher. Ten years ago, when culling r\u00e9sum\u00e9s for an entry-level copywriter, they were well assured that if they selected a grad with a GPA of 3.7 or higher, they\u2019d have someone with the writing skills to contribute to the workplace on day one. But over the last few years, they\u2019ve noticed that A-level students don\u2019t have the competency evident in the past. More and more, they find themselves in the position of educating new hires in abilities that, in the past, had been mastered during their education.<\/p>\n

      This story illustrates a growing concern referred to as grade inflation<\/span>\u2014a term used to describe the observation that the correspondence between letter grades and the achievements they reflect has been changing (in a downward direction) over time. Put simply, what used to be considered C-level, or average, now often earns a student a B, or even an A.<\/p>\n

      Why is this happening? Research on this emerging issue is ongoing, so no one is quite sure yet. Some cite the alleged shift toward a culture that rewards effort instead of product, i.e., the amount of work a student puts in raises the grade, even if the resulting product is poor quality. Another oft-cited contributor is the pressure many of today\u2019s instructors feel to earn positive course evaluations from their students\u2014records that can tie into teacher compensation, award of tenure, or the future career of a young grad teaching entry-level courses. The fact that these reviews are commonly posted online exacerbates this pressure.<\/p>\n

      Other studies don\u2019t agree that grade inflation exists at all. In any case, the issue is hotly debated, with many being called upon to conduct research to help us better understand and respond to this trend (National Public Radio 2004; Mansfield 2005).<\/p>\n<\/div>\n<\/section>\n

      \n
      \n

      Think It Over<\/h3>\n
      \n
      \n
        \n
      1. Which sociological theory best describes your view of education? Explain why.<\/li>\n
      2. Based on what you know about symbolic interactionism and feminist theory, what do you think proponents of those theories see as the role of the school?<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n
        \n

        Practice<\/h3>\n
        \n
        \n
        \n
        \n
        1. Which theory of education focuses on the labels acquired through the educational process?<\/div>\n<\/section>\n<\/div>\n<\/section>\n<\/div>\n
        \n
        \n
        \n
          \n
        1. Conflict theory<\/li>\n
        2. Feminist theory<\/li>\n
        3. Functionalist theory<\/li>\n
        4. Symbolic interactionism<\/li>\n<\/ol>\n<\/div>\n
          \n
          \n
          Show Answer<\/span><\/p>\n
          d<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n<\/div>\n<\/div>\n
          Show Glossary<\/span><\/p>\n
          \n
          \n
          credentialism:<\/dt>\n
          the emphasis on certificates or degrees to show that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications<\/dd>\n<\/dl>\n<\/div>\n<\/div>\n

          Self-Check: Theoretical Perspective on Education<\/h2>\n

          You\u2019ll have more success on the Self-Check, if you\u2019ve completed the four Readings in this section.<\/span><\/p>\n

          \t