First-name stereotypes as a factor in self-concept and school achievement

Examined the possibility that children bearing desirable 1st names (based on ratings by 79 elementary teachers) might score higher on self-concept and school achievement measures than would children with 1st names rated as undesirable. From a randomly selected pool of 176 male 6th graders, 47 were chosen. Both an objective and a projective self-concept measure (Tennessee Self-Concept Scale and Children's Self-Concept of Achievement Test) were used, along with standardized achievement scores. The desirable name group differed significantly from the other group on variability, flexibility of self-description, conflict, personality integration, expectations and aspirations about achievement behavior, and standardized achievement scores. Teacher expectancy behavior and the need to control extraneous variance due to the use of 1st names in research were discussed. (19 ref)