Social Class, Academic Ability, and College "Quality"

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Abstract
Contradictory predictions about the effects of sanctioning drawn from control and labeling perspectives are evaluated in light of extant empirical evidence. Although the data favor a deterrent rather than a secondary deviance interpretation, consideration of the issue reveals gross theoretical inadequacy. The fundamental task is to specify the conditions under which one or the other outcome is likely and then to build an integrated theory that incorporates those contingencies. Drawing on current literature, contingencies that are likely to affect the outcome of sanctioning are identified.

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