Notions such as “secondary deviance” and “self-fulfilling prophecy” have done much to undermine the integrity of public education in this country. If you learned to read in first grade in the 1970s, you remember the “yellowbirds,” “redbirds,” and “bluebirds” reading groups. Labeling theorists thought it would be better to call a child a “yellowbird” than to call him “slow.”
(Author’s Note: I was a “yellowbird” in first grade and we all knew we were slow. We just contented ourselves with beating up the “bluebirds” during recess. Fortunately, due to the kindness of my favorite teacher Elsie Stephenson, I eventually became a “redbird.”).
Regrettably, all of this emphasis on self-esteem and negative labeling has resulted in many schools doing away with letter grades altogether. And when the kids play games at recess they are often forbidden from keeping score. They don’t want anyone to suffer the emotional trauma that results from being labeled a “loser” – even if for a day.
Liberal progressives have spent years taking a theory from sociology and applying it increasingly to the field of education. These progressives have shown a clear interest in the question of whether negative labels (e.g., “criminal,” “dumb”) are more frequently applied to blacks and other historically victimized groups.
But, curiously, one area of research remains unexplored: What impact does labeling someone a “racist” have on his self-image – and his propensity for future acts of racism?
Frank Tannenbaum, if he were alive today, might argue that everyone engages in some form of racist behavior. And he might point out that not everyone who engages in racism is caught and labeled “racist.”
Tannenbaum might also say that parents, teachers, and peers sometimes over-react to juveniles caught in an act of racial insensitivity. He would be on firm ground in asserting that these occasional over-reactions could actually produce more racial insensitivity.
Surely, those who are labeled “racist” are less likely to be invited to associate with those who haven’t. And ostracism from non-racists can lead to racist associations where the strengthening of racist tendencies can occur.
Lemert might agree that people can engage in racism for any number of biological, sociological, or psychological reasons. Racism produced by any of these broad (categories of) factors could be called “primary racism.”
Lemert might also agree that if an individual is caught in an act of primary racism, he is likely to be placed under greater subsequent scrutiny by parents, teachers, and various agents of social control. This, of course, means the child is more likely to be caught engaging in racial insensitivity again. Adopting Lemert’s premises, it is easy to understand how a vicious cycle could develop.
At some point, of course, the child might internalize the notion that he is a “racist” or just generally “bigoted.” This could lead to higher rates of bigotry. When it does, one might say that “secondary racism” has occurred. Many of us might call this a “self-fulfilling prophecy.”
We all know that liberals often manufacture cases of racism in order to keep liberalism alive. But we need more research in the pseudo-science of sociology in order to determine how reckless accusations of racism are actually creating more real racism in America. The research can be used to test whether liberals really believe in labeling theory and whether they are willing to apply it to their own conduct.
If liberals really do believe in labeling theory, they should reconsider their own careless accusations of racism. If not, they should fess up, assign grades, and let children keep score during recess.