Emilia Aldrin
2017
Names, Volume 65, Issue 1
Pages: 3-14
http://www.emiliaaldrin.com/research/
名前を評価しているの？：生徒の作文に対する教師の評価に及ぼす名前ステレオタイプ効果
【要旨】
本研究が解明しようとするのは、名前の民族的および社会的なステレオタイプの効果である。その際、生徒の作文に対する評価が用いられた（スウェーデン）。高校の現職教員113名が実際の作文を一つ評価した。その作文には3人の男子のうちの1人の名前が書かれていた。それぞれ、ある特定の民族的ないし社会的ステレオタイプを喚起するような名前である。実験参加者は評価内容を説明し、作文の重要な特徴を回答した。回答には量的および質的分析の両方が適用された。その結果、つぎのような結論が得られた。名前によるステレオタイプは全般的にいまのスウェーデンの教員の評価にはほとんど影響しない。結果は一貫した、しかし小さな、有意ではないものの名前効果を示した。負の効果が民族的名前についてみられた。この効果が見られたのは教員が言語スキルを評価する際であり、その作文の他の特徴については見られない。社会経済的ニュアンスを持つ名前については、一貫した効果はほとんど見られない。本研究は、しかしながら、名前効果を限定する補償機構が存在する可能性も示唆する。
Abstract
This study investigates the effects of name-based ethnic and social stereotypes on teachers’ grading of pupils’ texts in contemporary Sweden. A total of 113 practicing Swedish high school teachers assessed an authentic pupil text with one of three male names inserted, each intended to evoke a certain ethnic or social stereotype. Participants also explained their grading and answered questions regarding key features of the text. Both quantitative and qualitative analyses were conducted. The study concludes that name-based stereotypes generally have little influence on teachers’ assessment in contemporary Sweden. Results indicate a systematic but small and not statistically relevant name effect. A negative effect can be seen with regard to an ethnically marked name. This effect is shown when teachers evaluate language proficiency, but not for other features of the text. Regarding socioeconomically marked names there is little systematic effect. The study also suggests, however, that there may be compensatory mechanisms limiting the name effect.
名前に関する心理学研究はステレオタイプに関するものが多そうだ。教育場面では名前に帰因するピグマリオン効果が重要視されている。
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Name stereotypes and teachers' expectations
Herbert Harari · John W. McDavid
1973
Journal of Educational Psychology
65(2):222-225
DOI: 10.1037/h0034978
Predicted that teachers' evaluations of children's performance would be systematically associated with stereotyped perceptions of first names. Short essays actually written by 5th-grade students were presented for evaluation to 80 female teachers (age range 20-45) and 80 female undergraduates. Authorship of the essays was randomly linked with boys and girls with common, popular, and attractive names as well as with rare, unpopular, and unattractive names. As expected, the attributed quality of each essay was higher when essays were authored by names associated with positive stereotypes. This stereotype bias was more pronounced for experienced teachers than for inexperienced undergraduates, and the effect was clearer for boys' names than for girls' names.
First-Name Stereotypes and Expected Academic Achievement of Students
Susan D. Nelson
Psychological Reports
Vol 41, Issue 3
1977
http://journals.sagepub.com/doi/pdf/10.2466/pr0.1977.41.3f.1343
Abstract
This study explored Garwood's hypothesis that the expected academic achievement of a student is influenced by the stereotype associated with the name assigned to that student. The given names of 24 students were randomly chosen from the upper and 24 from the lower 10% of a small college population. The list was given to the subjects (45 students and 30 teachers) who were asked to place each name either in the upper or lower group. The names included in the honor group received higher ratings by the subjects than those in the remedial group.
Implicit Bias and First Name Stereotypes: What Are the Implications for Online Instruction?
Conaway, Wendy; Bethune, Sonja
Online Learning, v19 n3 p162-178 2015
https://eric.ed.gov/?id=EJ1067526
