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  • 1.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Assessing Names?: Effects of Name-Based Stereotypes on Teachers’ Evaluations of Pupils’ Texts2017In: Names, ISSN 0027-7738, E-ISSN 1756-2279, Vol. 65, no 1, p. 3-14Article in journal (Refereed)
    Abstract [en]

    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. © 2016 American Name Society.

  • 2.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Naming, Identity, and Social Positioning in Teenagers’ Everyday Mobile Phone Interaction2019In: Names, ISSN 0027-7738, E-ISSN 1756-2279, Vol. 67, no 1, p. 30-39Article in journal (Refereed)
    Abstract [en]

    This article analyzes how a small group of Swedish teenagers handle onomastic choices of self- and other-referencing as part of their everyday mobile phone interaction. It further discusses how the teenagers explained their views regarding online names during interviews. The data are analyzed qualitatively using theories of identity and socialpositioning. Results show considerable differences between onomastic strategies used for self- and other-referencing. Self-referencing names were often practical, coherent, and authentic to the offline self, while other-referencing names were more flexible, creative, and socially positioned. However, the teenagers also displayed varying individual onomastic strategies and different folk-onomastic views on the function of usernames. © 2018 American Name Society

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CiteExportLink to result list
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
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