Making troublemakers: how teachers construct and label classroom misbehavior in China

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.

Duke Scholars

Author Yisu Zhou DKU Faculty