Informal Labeling and School Victimization: An Elaboration of Labeling Theory and Preliminary Results
The goal of this chapter is to broaden the labeling framework by exploring the efficacy of this perspective in accounting for school victimization. Drawing data from a sample of middle school age students, this chapter examines the effects of negative reactions by teachers on the likelihood of a student's experiencing threats of violence. The authors are also interested in examining the role that perception of self-worth plays in the relationship between negative reactions by teachers and school victimization. The authors hypothesize that being put down and ignored by teachers in the classroom will affect a youth's self-image and this in turn leads to secondary victimization. The authors found that negative treatment by teachers significantly increased the odds of students' experiencing threats of violence, but contrary to their hypothesis, they did not find evidence that students' perception of self-worth mediates the relationship between negative treatment by teachers and experiencing threats of violence.
Digital Object Identifier (DOI)
Citation / Publisher Attribution
Informal Labeling and School Victimization: An Elaboration of Labeling Theory and Preliminary Results, in G. A. Crews (Ed.), Handbook of Research on School Violence in American K-12 Education, IGI-Global, p. 139-153
Scholar Commons Citation
Ngo, Fawn T.; Grosholz, Jessica M.; and Stone, Sandra S., "Informal Labeling and School Victimization: An Elaboration of Labeling Theory and Preliminary Results" (2019). Criminology Sarasota Manatee Campus Faculty Publications. 12.
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