Making Connections: Sociology in the Real World

Making Connections: Sociology in the Real World

Making Connections: Sociology in the Real World

Grade Inflation: When Is an A Really a C?

Consider a large-city newspaper publisher. Ten years ago, when culling résumés for an entry-level copywriter, they were well assured that if they selected a grad with a GPA of 3.7 or higher, they would have someone with the writing skills to contribute to the workplace on day one. But over the last few years, they have noticed that A-level students do not have the competency evident in the past. More and more, they find themselves in the position of educating new hires in abilities that, in the past, had been mastered during their education.

This story illustrates a growing concern referred to as grade inflation—a term used to describe the observation that the correspondence between letter grades and the achievements they reflect has been changing (in a downward direction) over time. Put simply, what used to be considered C-level, or average, now often earns a student a B, or even an A. For example, in 2010 70 percent of first-year students in Canadian universities reported having an A-minus average or greater in high school, and increase of  40 per cent from the early 1980s (Dehaas 2011).

Why is this happening? Research on this emerging issue is ongoing, so no one is quite sure yet. Some cite the alleged shift toward a culture that rewards effort instead of product (i.e., the amount of work a student puts in raises the grade, even if the resulting product is poor quality). Another oft-cited contributor is the pressure many of today’s instructors feel to earn positive course evaluations from their students—records that can tie into teacher compensation, award of tenure, or the future career of a young grad teaching entry-level courses. The fact that these reviews are commonly posted online exacerbates this pressure.

Other studies do not agree that grade inflation exists at all. In any case, the issue is hotly debated, with many being called upon to conduct research to help us better understand and respond to this trend (Mansfield 2001; National Public Radio 2004).

Symbolic Interactionism

Symbolic interactionism sees education as one way that the labelling theory can be demonstrated in action. A symbolic interactionist might say that this labelling has a direct correlation to those who are in power and those who are being labelled. For example, low standardized test scores or poor performance in a particular class often lead to a student being labelled as a low achiever. Such labels are difficult to “shake off,” which can create a self-fulfilling prophecy (Merton 1968).

In his book High School Confidential, Jeremy Iverson details his experience as a Stanford graduate posing as a student at a California high school. One of the problems he identifies in his research is that of teachers applying labels that students are never able to lose. One teacher told him, without knowing he was a bright graduate of a top university, that he would never amount to anything (Iverson 2006). Iverson obviously didn’t take this teacher’s false assessment to heart. However, when an actual 17-year-old student hears this from a person with authority, it is no wonder that the student might begin to “live down to” that label.

The labelling with which symbolic interactionists concern themselves extends to the very degrees that symbolize completion of education. embodies the emphasis on certificates or degrees to show that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications. These certificates or degrees serve as a symbol of what a person has achieved, allowing the labelling of that individual.

Indeed, as these examples show, labelling theory can significantly impact a student’s schooling. This is easily seen in the educational setting, as teachers and more powerful social groups within the school dole out labels that are adopted by the entire school population.