Symbolic Interactionist Theory on Education
Learning Outcomes
- Examine the symbolic interactionist view of education
Symbolic Interactionism
Symbolic interactionism views education as one way that labeling theory can be 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 “shake off,” which can create a self-fulfilling prophecy (Merton 1968) and result in outcomes that could have been prevented.
In his book High School Confidential, 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’t take this teacher’s false assessment to heart. But when an actual seventeen-year-old student hears this from a person with authority over her, it’s no wonder that the student might begin to “live down to” that label.
The labeling with which symbolic interactionists concern themselves extends to the very degrees that symbolize completion of education. Credentialism 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, allowing the labeling of that individual to be based on a recognized, sequential program of instruction.
Indeed, as these examples show, labeling theory can significantly impact a student’s schooling. This is easily seen in the educational setting, as teachers and more powerful social groups within the school affix labels that are adopted by the larger school population and result in negative, wide repercussions.
Grade Inflation: When Is an A Really a C?
Consider a large-city newspaper publisher. Ten years ago, when culling résumés for an entry-level copywriter, they were well assured that if they selected a grad with a GPA of 3.7 or higher, they’d have someone with the writing skills to contribute to the workplace on day one. But over the last few years, they’ve noticed that A-level students don’t 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.
This story illustrates a growing concern referred to as grade inflation—a term used to describe the observation that the correspondence between letter grades and the achievements they reflect has been declining over time. Put simply, what used to be considered C-level, or average, now often earns a student a B, or even an A.
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 of poor quality. Another frequently cited contributor is the pressure many instructors feel to earn positive course evaluations from their students—records that can factor into teacher compensation, award of tenure, or the future career of a recent graduate teaching entry-level courses. The fact that these reviews are commonly posted online exacerbates this pressure.
Other studies don’t 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).
Think It Over
- Which sociological theory best describes your view of education? Explain why.
- 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?
Try It
glossary
- credentialism:
- 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
- labeling theory:
- the idea that how people are labelled or classified influences the way they come to self-identify and behave; related to self-fulfilling prophecy
- self-fulfilling prophecy:
- an idea that becomes true when acted upon; the way that a person’s beliefs can affect their behavior
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