Names, Expectations and the Black-White Test Score Gap

By David N. Figlio. 2005

157 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Sociology and Political Science, Economics & Operations Research, Social Sciences & Humanities

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Citations in the corpus

How Black Are Lakisha and Jamal? Racial Perceptions from Names Used in Correspondence Audit Studies (2017, unknown): “Whereas some find that individuals’ racial perceptions from names are not biased by these SES-based practices (Bertrand and Mullainathan 2004), other research suggests this may not be true in all instances (Figlio 2005; Gaddis 2015; Kirschenman and Neckerman 1991).”
Self-fulfilling prophecy: How teachers' attributions, expectations and stereotypes influence the learning opportunities afforded Aboriginal students (2012, background): “Figlio (2005) discovered that a cue as small as a student’s name could negatively influence a student’s score on standardized tests.”
Taste‐Based or Statistical Discrimination: The Economics of Discrimination Returns to its Roots (2013, background): “As we describe below, the two articles 6 Figlio (2005) shows evidence of a similar point.”
Black Names, Immigrant Names: Navigating Race and Ethnicity Through Personal Names (2019, background): “…in African American Communities African Americans have been widely studied in the United States in regard to naming practices (Brown & Lively, 2012; Figolo, 2005; Fryer & Levitt, 2004; Kambon & Yeboah, 2019), and even the name of the ethnic group has been problematized over the years (Martin,…”
Diversifying the Teaching Force: An Examination of Major Arguments (2010, background): “Figlio (2005) investigated whether teachers treat students differently based on their ‘‘unusual names’’ and, if so, whether such differential treatment has an impact on the students’ performance on standardized tests.”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, unknown): “…student prior achievement (Dusek & Joseph, 1983; Jussim et al. 1996), socioeconomic status (Auwarter & Aruguete, 2008a; Rist, 2000; Speybroeck et al. 2012), ethnicity (Figlio, 2005; Strand, 2012; Tenenbaum & Ruck, 2007) and gender (Auwarter & Aruguete, 2008a; Hinnant, O'Brien, & Ghazarian, 2009).”
Same Work, Lower Grade? Student Ethnicity and Teachers’ Subjective Assessments (2011, background): “Based on such factors, previous research suggests that biases in teachers’ grading practices may harm certain groups of students, depending on their sex, ethnicity, or socio-economic status (Dee, 2004; Dee, 2007; Figlio, 2005; Lavy, 2004; Lindahl, 2007; Ouazad, 2008).”