Document Type

Honors Project

First Advisor

Dr. Randy Young

Degree Award Date

Spring 2009


Grading, Subjective, Expectations, Performance Evaluation, Likert scale, Elaboration Likelihood Model


Psychology | Social Psychology


Stereotypes are often derived from group labels and may manipulate expectations. This study seeks to identify the effects of labels and expectations on performance evaluation. 71 students and 14 faculty members graded a standardized essay, written by the researchers. The essay was presented as coming from an honors, standard, or remedial section. Student participants also completed a questionnaire with 22 Likert-scaled items including statements about the writer of the essay and placement of honors and remedial students. Student participants perceived more benefit to working with the student when the essay was said to have come from an honors sections than when it was said to have come from either a remedial or standard section. The honors student label also elicited a higher grade from student participants than the remedial or standard label. However, faculty member grading was not affected by the stereotype labels. This difference in student and faculty participant results may be explained by the Elaboration Likelihood Model.