Interactions That Trigger Self‐Labeling: The Case of Older Undergraduates

Deviant or stigmatizing labels are associated with various negative outcomes. Although self‐labeling theory proposes that one can self‐label as deviant without first being labeled by others, most labeling research focuses on people whom others have already labeled. Using the case of undergraduates aged twenty‐five and older, I identify three subtle forms of interaction—contextual dissonance, reminder cues, and third‐party communication—that trigger self‐labeling and are associated with negative reactions, even absent others' direct negative feedback or prior labeling. I also show that each form of interaction may systematically relate to specific kinds of negative reactions. I discuss possible reasons for these patterns, as well as how these findings may affect self‐labeling theory and policymaking decisions in higher education.