Effects of name learning and name use on interethnic perceptions

Abstract

Names are important aspects of identity, but when they are perceived as difficult to pronounce or “foreign,” they may trigger discriminatory responses. Rather than engaging in name “whitening” as a solution, we advocate placing the onus on others to learn to pronounce names of ethnic minority group members. In one study with White American college students, we examine the effects of a name learning intervention on communications to and perceptions of a Chinese student partner. In a second study with Chinese international students, we examine how name use is perceived. Those who learned to pronounce names (Study 1) and those whose names were used (Study 2) showed increased interest in and behavior geared toward maintaining partner contact, though other outcomes related to ethnic attitudes were unaffected. The data provide initial evidence that name learning and use contribute to more positive interactions and shed light on strategies for promoting inclusion.