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Abstract
The study was an investigation of the collective educational experiences of students with distinctly Black names as influenced by perceived educator behaviors. A qualitative phenomenological research design in the form of ten one-on-one interviews was employed to address the research questions. The goal of the researcher was to understand these students’ experiences navigating educational environments so every student can be retained and persist to graduation.
Students with distinctly Black names can be negatively stereotyped by the educators that serve them. Study participants experienced disrespect, stereotypes, low academic and behavioral expectations, and preconceived judgments against themselves personally, as scholars, and against their families who named them.
Consequences of navigating educational environments as students with distinctly Black names include the ruining of the overall school experience, strain on student/teacher relationships, altered future career choices, and self-perception issues. Research participants recommended all educators become culturally aware and competent, avoid making and/or relying on implicit character judgments about students based on names, show students respect, and center students’ educational and emotional needs over the needs and egos of those paid to teach them.
This research is significant because of the implications it has for PK-16 educators and administrators due to the correlations of race, implicit bias, name perceptions, and the subsequent relationships these have to the academic achievement gap, students’ long term educational and economic outcomes, and student self-efficacy, particularly for students of color.
