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Resumo

Labeling theory has long held a rather significant place in sociology generally, and in symbolic interaction more specifically. Yet, in its long history, labeling theorists have seldom considered how interactional contexts mediate the effective application of labels. Similarly, labeling theory, with its focus on deviance, has largely neglected positive instances of labeling. In this article, I consider an instance of labeling in a tutoring session and show how the local interactional context of the application of a label is accomplished such that the label 'smarter than you think' is made to stick to the student. In doing so, I demonstrate how labeling theory can be productively extended to consider positive labeling as well as the interactional contexts that mediate these labeling processes. In closing, I propose that this approach could help develop labeling theory into a complex and nuanced theory of the social constitution of human behavior.

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