This term paper's study examines whether prejudice toward unpopular names negatively influences teachers' assessment in German schools. Furthermore, if the present study results revealed first name bias toward unpopular first names, the second research question was to investigate whether a bias-driven assessment happened consciously or unconsciously. Before conducting the study, it was assumed that teachers' grading was not influenced by first-name-based bias.
Intending to make sense of our world, cultural study research has shown that we must categorize objects, people, and events into general classificatory schemes to apply meaning to things we recognize. This premise especially applies to items we have not seen before, as the production of meaning relies on our cultural perspectives. Unfortunately, stereotyping is an inevitable byproduct of typing. While cultural studies commonly limit themselves to race and gender bias, onomastic studies have shown that names are also a significant reason for stereotyping, causing inequalities in all areas of our society. The US job market illustrates this problem, as one study found that job applications sent by African American-sounding names tend to receive less feedback than those with white-sounding names. Stereotyping and bias against disliked first names not only influence adults in their search for a job, but can also influence how children are perceived and assessed by teachers in school. There is a strong connection between society’s perception of people regarding their socioeconomic status and whether they have a popular or unpopular name. Since parents choose their children’s first names, they must also be held responsible for potential bias and prejudice against their children’s names. According to Aldrin, school teachers in Sweden neither have these biases nor are their assessment of students affected by stereotypes. However, name prejudice toward unpopular and ethically marked first names was found in German schools.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Stereotyping Names: Current State of Research.
- Methodology
- Research Questions and Hypotheses.........
- Survey design..
- Ethical issues and local regulations
- Participants.
- Data analysis.....
- Results.
- Prejudice toward unpopular names (RQ1)..\nIntentionality of bias (RQ2)..\n
- Discussion and limitations
- Conclusion........
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper aims to investigate whether prejudice toward unpopular names negatively affects teachers' assessment in German schools. Additionally, it explores whether any observed bias in assessment is intentional or unconscious.
- The influence of name popularity on teachers' grading
- Stereotyping based on first names in educational contexts
- The role of cultural perspectives in shaping perceptions of names
- The potential for bias in educational assessments
- Comparisons between name-based bias in different countries
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the concept of name stereotyping, highlighting its influence on social interactions and potential for creating inequalities. It presents the study's objective to investigate whether teachers' assessments are affected by name prejudice in German schools.
- Stereotyping Names: Current State of Research: This chapter examines existing research on the impact of names on societal perceptions and individuals' experiences. It explores how names contribute to identity formation and influence social interactions, including job applications and educational success. The chapter also discusses the role of parental choices in shaping name-based biases.
- Methodology: This chapter outlines the research methodology employed in the study, including the research questions, hypotheses, survey design, ethical considerations, participant characteristics, and data analysis methods.
- Results: This chapter presents the findings of the study, focusing on the evidence regarding prejudice toward unpopular names and the intentionality of any observed bias.
- Discussion and limitations: This chapter provides an analysis and interpretation of the study's results, considering potential limitations and implications.
Schlüsselwörter (Keywords)
This study focuses on the impact of name popularity on teachers' grading, exploring the intersection of cultural studies, onomastics, and education. Key concepts include name stereotyping, prejudice, bias, unconscious bias, educational assessment, and cross-cultural comparisons. The study draws upon empirical research and theoretical frameworks to examine the influence of names on social perceptions and the potential for bias in educational settings.
- Quote paper
- Simon Hoffmann (Author), 2023, First name-based Assessment among Teachers. The Effect of Name Popularity on Teachers' Grading, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1371675
