Labeling and Knowing: A Reconciliation of Implicit Theory and Explicit Theory Among Students with Exceptionalities

C. Owen Lo

The Journal of Educational Research, 2014, vol. 107, issue 4, 281-298

Abstract: Using a realist grounded theory method, this study resulted in a theoretical model and 4 propositions. As displayed in the LINK model, the labeling practice is situated in and endorsed by a social context that carries explicit theory about and educational policies regarding the labels. Taking a developmental perspective, the labeling practice often results in some short-lived emotional responses and triggers an implicit theory--generating process that results in gradually formatted self-knowledge. This self-knowledge is what positive adjusting academic and social behaviors are contingent on. In this regard, the labeling practice reconciles a constructed reality (explicit theory) and a lived reality (implicit theory). It is imperative to note that implicit theory regarding an individual's educational label(s) is an ever-changing entity. In addition, a positive development of implicit theory may create a feedback that further reinforces the support system for others and/or contributes to the aggregate field knowledge.

Date: 2014
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DOI: 10.1080/00220671.2013.807490

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