Making troublemakers
How teachers construct and label classroom misbehavior in China
Bibliographic Data
| ID | 19217527 |
|---|---|
| Authors | Sirui Chen (0000-0001-5173-7967, University of Macau), Yisu Zhou (0000-0001-9246-9700, Duke Kunshan University), Fumin Li (0000-0002-0290-4893, Chongqing University, corresponding author), Liqin Tong (0000-0001-8945-6108, Sichuan Normal University) |
| Year | 2026 |
| Pages | 1-21 |
| Publication date | 2026-05-20 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2026.2664173 |
| OpenAlex | W7161757969 |
| Language | EN |
| References cited | 41 |
Discipline and order hold high value in China, with teachers prioritizing classroom management strictly. Drawing on a longitudinal ethnographic study conducted in an elementary school in China, this article examines the social construction of the “troublemaker” identity. Grounded in Becker’s labeling theory, we track the trajectory of students from their initial entry into school to the eventual solidification of their deviant roles. The findings reveal a cumulative “making” process. Initially, organizational climate and teacher judgements generate situational labels for minor non-conformity. Over time, students internalize these labels, manifesting secondary deviance through either active resistance or passive self-abandonment. Finally, mechanisms of retrospective validation, social quarantine, and institutional calcification trigger a feedback loop that permanently cements their deviant status. We argue that the “troublemaker” is not an inherent trait but an institutional product. This research highlights the critical power of teacher authority in shaping students’ identity
China · Class (philosophy) · Construct (python library) · Ethnography · Higher education · Sociology of Education · Educational Philosophies and Pedagogies · EFL/ESL Teaching and Learning · Swearing, Euphemism, Multilingualism
Governing Educational Desire
Adolescent Trust in Teachers
Student misbehavior and teacher well-being
Cultural capital as a predictor of school success
Managing classroom management preparation in teacher education
Institutional determination or teacher bias? Examining the mechanisms of cultural capital in China
Teachers’ Perceptions of Students’ Creativity in China’s Classrooms
A look into preservice teachers’ responses to students’ misbehavior
Gender and ethnic stereotypes in student teachers’ judgments
Do Teachers maintain their Expectation Bias for students? A longitudinal investigation
At the ‘risky’ end of things
Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong
Classroom discipline and student responsibility
Bad behaviour in school
Beyond Stigma and Stereotypes
Perception of Misbehavior
Labeling, Life Chances, and Adult Crime
Double Jeopardy
Disenchantment revisited
Flexible Coding of In-depth Interviews
Revisiting the Role of Cultural Capital in East Asian Educational Systems
Stigma of a Label
School Discipline and Disruptive Classroom Behavior
Disciplining Difference(s)
Reflected Appraisals, Parental Labeling, and Delinquency
| Highly cited | No |
|---|