Prejudice and labelling: the role of the teacher in the development of deviant behaviours

Abstract

Social psychology defines prejudice as an innate mental construct with cultural contents.
It has recognisable phases of inception and growth. The effects of prejudice and discriminatory behaviours on people who suffer them include a decrease of self- esteem and a worse conception of the Self. From a criminological point of view, prejudice can be defined by the labelling theory: it arises from social reaction to specific acts and social actors.
The label applied to these people affects their identity and their conduct. As symbolic interactionism states, the Self is a construct formed by a continue interaction between Ego and Alter, through mechanisms of reflected appraisal. These processes can be found also in schools: teachers, with their beliefs, influence the cognitive growth of their students.
Moreover, recent studies based on criminological theories, show that teachers can affect also a deviant behaviour’s choice. Labelling students as less teachable, putting less effort and affect in teaching them, can condition their self- conception and, in consequence, their conduct. Schools in which there is a wide teachable culture show higher rates of selfreported misconduct.