Simon or Sipho: South African children's given names and their academic achievement in grade one

C Liddell, J Lycett

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    The Grade One achievement of 2046 South African children bearing traditional African names was compared with that of 1019 children from the same schools who were enrolled under English names. Results suggest that children bearing English names did significantly better in two of four subjects (Home Language and Mathematics) regardless of whether they were at school in an urban or rural context. For the remaining two subjects (Wealth and Religious Education), urban children bearing English names significantly outperformed urban children with traditional names. Consideration is given to the possibility that the marks teachers assign to children might in some way be influenced by the child's name type. Home and demographic variables are also explored but are of little assistance in explaining the results; the only significant difference is that children bearing English names-i.e, those faring better in Grade One-tend to have mothers with fewer years of schooling. Home and demographic variables do not, therefore, provide any obvious explanation for the results.
    LanguageEnglish
    Pages421-437
    JournalApplied Psychology
    Volume47
    Issue number3
    Publication statusPublished - Jul 1998

    Fingerprint

    academic achievement
    school grade
    religious education
    school
    assistance
    mathematics
    teacher
    language

    Cite this

    @article{9a23ec417ce143a8ab94cca24d1b87c9,
    title = "Simon or Sipho: South African children's given names and their academic achievement in grade one",
    abstract = "The Grade One achievement of 2046 South African children bearing traditional African names was compared with that of 1019 children from the same schools who were enrolled under English names. Results suggest that children bearing English names did significantly better in two of four subjects (Home Language and Mathematics) regardless of whether they were at school in an urban or rural context. For the remaining two subjects (Wealth and Religious Education), urban children bearing English names significantly outperformed urban children with traditional names. Consideration is given to the possibility that the marks teachers assign to children might in some way be influenced by the child's name type. Home and demographic variables are also explored but are of little assistance in explaining the results; the only significant difference is that children bearing English names-i.e, those faring better in Grade One-tend to have mothers with fewer years of schooling. Home and demographic variables do not, therefore, provide any obvious explanation for the results.",
    author = "C Liddell and J Lycett",
    year = "1998",
    month = "7",
    language = "English",
    volume = "47",
    pages = "421--437",
    journal = "Applied Psychology",
    issn = "0269-994X",
    number = "3",

    }

    Simon or Sipho: South African children's given names and their academic achievement in grade one. / Liddell, C; Lycett, J.

    In: Applied Psychology, Vol. 47, No. 3, 07.1998, p. 421-437.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Simon or Sipho: South African children's given names and their academic achievement in grade one

    AU - Liddell, C

    AU - Lycett, J

    PY - 1998/7

    Y1 - 1998/7

    N2 - The Grade One achievement of 2046 South African children bearing traditional African names was compared with that of 1019 children from the same schools who were enrolled under English names. Results suggest that children bearing English names did significantly better in two of four subjects (Home Language and Mathematics) regardless of whether they were at school in an urban or rural context. For the remaining two subjects (Wealth and Religious Education), urban children bearing English names significantly outperformed urban children with traditional names. Consideration is given to the possibility that the marks teachers assign to children might in some way be influenced by the child's name type. Home and demographic variables are also explored but are of little assistance in explaining the results; the only significant difference is that children bearing English names-i.e, those faring better in Grade One-tend to have mothers with fewer years of schooling. Home and demographic variables do not, therefore, provide any obvious explanation for the results.

    AB - The Grade One achievement of 2046 South African children bearing traditional African names was compared with that of 1019 children from the same schools who were enrolled under English names. Results suggest that children bearing English names did significantly better in two of four subjects (Home Language and Mathematics) regardless of whether they were at school in an urban or rural context. For the remaining two subjects (Wealth and Religious Education), urban children bearing English names significantly outperformed urban children with traditional names. Consideration is given to the possibility that the marks teachers assign to children might in some way be influenced by the child's name type. Home and demographic variables are also explored but are of little assistance in explaining the results; the only significant difference is that children bearing English names-i.e, those faring better in Grade One-tend to have mothers with fewer years of schooling. Home and demographic variables do not, therefore, provide any obvious explanation for the results.

    M3 - Article

    VL - 47

    SP - 421

    EP - 437

    JO - Applied Psychology

    T2 - Applied Psychology

    JF - Applied Psychology

    SN - 0269-994X

    IS - 3

    ER -