Previous studies of long-range detrimental labeling effects related to mild mental retardation have failed to control for conditions that impact both the labeling process and social adjustment. In contrast, this research explicity tests the labeling perspective by comparing labeled with not labeled former students “eligible” for the mentally retarded label. The not labeled were comparable to the labeled in terms of IQ scores, as well as gender, ethnicity, socioeconomic status, and other background characteristics. Results indicate that formal labeling—placement in special education—had no impact on any measure of long-range social adjustment, including self-concept, anxiety level, patterns of social interaction, and socioeconomic status. These findings are considered in terms of both the labeling perspective and special education.
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