Generalization to other populations is limited since the findings may be unique to the subjects and setting in which the study occurred. It would, therefore, seem important that subsequent studies using other samples be conducted to test these hypotheses.

Labeling theory suggests that deviancy is defined by society and that the definition is an important determinant of attitudes individuals have toward others. The present study investigated the stereotypic content of four labeled student deviant types and teachers' levels of tolerance toward those labeled students. The subjects were 87 Intermediate and 52 Junior High classroom teachers who completed a fifty item questionnaire. Analyses of the results indicated that teachers held highly uniform stereotypic images of labeled deviant students. The general hypothesis of label-stereotyping was confirmed.

The hypothesis based upon the second assumption that teachers' levels of tolerance for labeled students would be negatively affected was not substantiated. Although teachers indicated a moderate intolerance of three deviant types, no significantly negative direction was shown.

A third hypothesis was posed which stated there would be a significant correlation between uniformity of stereotype and degree of tolerance. This was substantiated for only one deviant group: Underachieving/Non-motivated. No significant relationship was found for the remaining groups.