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The Relationship Between First Names and Teacher Expectations for Achievement Motivation

Texas A&M University-Commerce

Raymond J. Green

Texas A&M University-Commerce, Raymond_Green{at}tamu-commerce.edu

Tracy B. Henley

Texas A&M University-Commerce

This study examines perceptions of achievement motivation as influenced by first name and student ethnicity. One hundred thirty elementary school teachers were given a vignette of a fifth-grade student and instructed to judge the behavior and characteristics of the student. Results showed that there was a significant main effect for an ethnic first name. Overall, significantly lower achievement scores were given by raters whose descriptions used an African American-sounding name rather than a Caucasian-sounding name.

Key Words: stereotypes • names • race • ethnicity • teacher expectations • students

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