Assignment #8: Constructing Difference

     In the discussion of deviance in chapter eight labeling theory is described primarily in the context of criminal behavior and its impacts on the lives of convicts. While reading this section of the chapter I couldn't help but think of another form of deviance labeling that wasn't mentioned, that of a juvenile delinquent or simply a trouble maker in grade school. Growing up I remember there always being the "problem kids" in class that regularly gave the teacher a hard time. They acted out and encouraged others to do so as well while usually failing to execute the academic tasks at hand. It seemed that as the year progressed and the teacher became worn down from these antics they would just sort of give up and gradually stop investing as much time and effort in those particular students. Of course, there were teachers here and there that refused to let a potentially good kid slip through the cracks, but in the cases of the really misbehaved kids they just had to draw a line at some point.
     In the town I grew up in the majority of the children went to the same elementary school, middle school, and high school so I graduated senior year with the same trouble makers that were in my kindergarten class. Obviously there were a few exceptions, but for the most part the same kids I remember causing issues when we were little were getting detentions and suspended in high school, a handful of them not even making it to graduation. In the context of chapter eight I am curious if their label of "trouble maker" or "lost cause" by teachers in their elementary school years set up the lackluster outcome of their high school years and beyond. Word of mouth from one teacher to another could have diminished the opportunity for these kids to get adequate attention and possibly the chance to turn things around and become better students.
     This potential link between kids that regularly misbehave early in their school careers and continued problems thereafter is an example of labeling theory because the deviant label generates deviant behavior. Other factors such as a lack of support at home cannot be forgotten but it is definitely plausible that labeling theory plays a part too. I can only imagine the difficulty teachers have in coming at each day with a fresh mind and not lumping their students into the "good kids" and the "bad kids."

Amanda