labeling theory

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Labeling Theory
Labeling Theory
Labeling theory postulates that individuals come to recognize and act in ways that show the way other people label them. The theory is linked with the sociology of deviance and crime, in which it is applied to explain how social processes of treating and labeling someone as criminally deviant nurtures deviant behavior, and has negative consequences for that individual since others are most likely to be prejudiced against them due to the label. The theory originates from in the 1960s via Howard Becker’s piece. It explains how individuals’ behavior clash with social customs and develop deviant behavior through labeling. For example, a young man staying in a town frequented by mobs might be labeled as a mob member. As a result, the person might start behaving like a member of the gang or become one. In some cases, the individuals labeled integrate the label into his or her self-construct i.e. thinking oneself as a gang member or a gang. Studies have determined that persons of lower social status are more probable to be labeled deviant. Therefore, in sum, the labeling theory is useful in understanding deviance as a process as the labeling makes a person start behaving in an unusual manner by including the labels in their self-concept.
The Saints and the Roughnecks Labeling
The police officers, for example, labeled the Saints boys as good people because they were polite, remorseful, and apologetic.

When they were caught by the police running a stop sign and speeding, they were set free because they were polite and apologetic of their delinquent behaviors. Accordingly, “the urban police, like the local police, accepted their demeanor as sincere” (Chambliss 3). In the class, the boys were also labeled bright and recording good performance in their exams. Despite the wrongdoing on the street, especially during the weekends, they managed to pass the examinations. Generally, the perception and labeling on the Saints included the politeness, remorsefulness, well dressed, well behaved, possess nice cars, and recording good performance in their examinations. On the other hand, the Roughnecks were perceived by the community as a bad group, consisting of kids who are associated with gang activities, drinking, theft, and fighting (Chambliss 5). Furthermore, in the school, as perceived by their teachers, the Roughneck was a group linked to disruptive behaviors, performed poorly in their examinations, and spent a lot of their time on gang activities.
Assumptions of the Labels
The labeling of these two groups was based on the seriousness of the crimes and social status. The seriousness of the offenses assumption explains that the two groups had different financial abilities. The Saints were richer than the Roughnecks. As a result, their crimes were diluted by their social status, for example, having nice cars. This led to their positive labeling by others. The Roughnecks were negatively labeled because they were not as rich as the Saints.it is mentioned that “Although the two gangs of boys were the same age, and both groups engaged in an equal amount of wild oat sowing, everyone agreed that the not-so well- dressed, not-so-well-mannered, not-so-rich boys were heading for trouble” (Chambliss 3). Besides, the seriousness of the offenses was also another assumption of the labeling. The seriousness entails the economic expenses of the delinquent behavior of the boys from each group. Since the Roughnecks theft behavior was much more costly than the Saints, who did not take part in much theft of property, they were received negative labeling. Their offense cost nearly $5 worth of items per week (Chambliss 6).
Impacts of the Labels on the Boys
The Saints were labeled as good boys who would finish high school and proceed to the college education. The label motivated them, through the labeling theory, as they integrated it into their self-concept. For example, seven of the Saints members continued to college closely after high school. Accordingly, “Five of the boys graduated from college in four years” (Chambliss 8). Conversely, the Roughnecks, who were perceived not to proceed to the college education, struggled to go not to that level of education. For instance, two of the group members did not even finish high school, including Tommy (Chambliss 7).

Works Cited
Chambliss, William J. “The Saints and the Roughnecks.” Society 11.1 (1973): 24-31.