This study explored Garwood's hypothesis that the expected academic achievement of a student is influenced by the stereotype associated with the name assigned to that student. The given names of 24 students were randomly chosen from the upper and 24 from the lower 10% of a small college population. The list was given to the subjects (45 students and 30 teachers) who were asked to place each name either in the upper or lower group. The names included in the honor group received higher ratings by the subjects than those in the remedial group.
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