Symbolic interactionism dating
Because the students in this group had been randomly selected, they represented all levels of ability and were not, in fact, all from the top 20 percent of students as rated by the pretests.However, a later posttest found that the children who had been labeled as spurters scored significantly higher than children who had not been labeled as spurters despite their scores on the pretests.When that expectation is low, students then react by finding other outlets for positive feedback or by accepting the expectations of the teacher as true; living down to their potential.Although there has been some research done to test the validity of this approach, research in this area is difficult to perform for practical and ethical reasons.The actions of the teacher toward the student may help set up a situation where the student can more easily fulfill these expectations.
In particular, interaction theorists posit that through the teacher expectancy effect, a teacher's expectations of a student's performance or achievement influence the actual performance or achievement of that student.
The formal curriculum articulates the prescribed subject matter that is taught to the student such as basic skills (i.e., reading, writing, spelling, arithmetic) or more advanced or elective courses (e.g., art, music, ecology).
In addition, some theorists posit that students are also taught the agenda of a hidden curriculum, or the standards of proper behavior for a society or culture that are taught within the school system.
The symbolic interactionist perspective assumes that one's self-concept is created through the interpretation of the symbolic gestures, words, actions, and appearances of others as observed during social interactions.
In education, students and teachers each develop a set of expectations for a student's performance both in academic subjects and discipline, as well as for the teacher's behavior.