From Good Student to Outcast: The Emergence of a Classroom Identity
Published as Ethos, Volume 32, Issue 1, 2004 © 2004 by the Regents of the University of California/American Anthropological Association]. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U.S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of California/on behalf of the American Anthropological Association for libraries and other users, provided that they are registered with and pay the specified fee via Rightslink® on [Caliber (http://caliber.ucpress.net/ ) /AnthroSource (http://www.anthrosource.net) or directly with the Copyright Clearance Center, (http://www.copyright.com ).
The process of social identification draws on heterogeneous resources from several levels of explanation. This article illustrates how, by describing the identity development of one student across an academic year in a ninth-grade classroom. Analyses of transcribed classroom conversations show teachers and students drawing on multiple resources as this student goes from being identified as one of many good students to being identified as a disruptive outcast. This case provides a counterexample to simple theories of identity development that do not recognize the multiple, heterogeneous resources involved in social identification.
Stanton Wortham. "From Good Student to Outcast: The Emergence of a Classroom Identity " GSE Publications (2004).
Available at: http://works.bepress.com/stanton_wortham/14