Student Perception of Teachers' Pets and Class Victims
Keywords:
Teacher-student interaction, Situational identity, Student perceptions, Classroom social relationsAbstract
Using the concepts of “identity” and “situational identity” as developed in symbolic interactionism, this article focuses on student-perceived consequences of pets victims phenomena in the high school setting. The consequences for self-defined pets include experiencing the ridicule of one's peers, and greater pressure from teachers than normal concerning academic performance and classroom demeanour. The consequences for class victims are seen in marking and disciplining processes, in the development of a dislike for teachers, in antipathy among students, and in students' empathizing with those apparently victimized by teachers' actions. The complexities of pets victims phenomena challenge researchers and teachers alike to use diverse theoretical orientations and research techniques in order to understand teacher student interactions.
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