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written by Geoffrey L. Cohen, Claude M. Steele, and Lee D. Ross
Two studies examined the response of Black and White students to critical feedback presented either alone or buffered with additional information to ameliorate its negative effects. Black students who received unbuffered critical feedback responded less favorably than White students both in ratings of the evaluator's bias and in measures of task motivation. By contrast, when the feedback was accompanied both by an invocation of high standards and by an assurance of the student's capacity to reach those standards, Black students responded as positively as White students and both groups reported enhanced identification with relevant skills and careers. This "wise," two-faceted intervention proved more effective than buffering criticism either with performance praise (Study 1) or with an invocation of high standards alone (Study 2). The role of stigma in mediating responses to critical feedback, and the implications of our results for mentoring and other teacher-student interactions, are explored.
Personality and Social Psychology Bulletin: Volume 25, Issue 10, Pages 1302-1318
Subjects Levels Resource Types
Education - Applied Research
- Classroom Management
- Learning Environment
Education - Basic Research
- Sample Population
= Ethnicity or Race
- Societal Issues
= Race Issues
- Student Characteristics
= Affect
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
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- Professional/Practitioners
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© 1999 SAGE Publishing
DOI:
10.1177/0146167299258011
ISSN Number:
0146-1672
Keywords:
inclusivity, motivation theory, student perceptions
Record Creator:
Metadata instance created October 11, 2022 by Lauren Bauman
Record Updated:
November 8, 2022 by Caroline Hall
Last Update
when Cataloged:
October 1, 1999
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Record Link
AIP Format
G. Cohen, C. Steele, and L. Ross, , Pers. Soc. Psychol. Bull 25 (10), 1302 (1999), WWW Document, (https://doi.org/10.1177/0146167299258011).
AJP/PRST-PER
G. Cohen, C. Steele, and L. Ross, The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide, Pers. Soc. Psychol. Bull 25 (10), 1302 (1999), <https://doi.org/10.1177/0146167299258011>.
APA Format
Cohen, G., Steele, C., & Ross, L. (1999, October 1). The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide. Pers. Soc. Psychol. Bull, 25(10), 1302-1318. Retrieved February 4, 2023, from https://doi.org/10.1177/0146167299258011
Chicago Format
Cohen, G, C. Steele, and L. Ross. "The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide." Pers. Soc. Psychol. Bull. 25, no. 10, (October 1, 1999): 1302-1318, https://doi.org/10.1177/0146167299258011 (accessed 4 February 2023).
MLA Format
Cohen, Geoffrey L., Claude M. Steele, and Lee D. Ross. "The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide." Pers. Soc. Psychol. Bull 25.10 (1999): 1302-1318. 4 Feb. 2023 <https://doi.org/10.1177/0146167299258011>.
BibTeX Export Format
@article{ Author = "Geoffrey L. Cohen and Claude M. Steele and Lee D. Ross", Title = {The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide}, Journal = {Pers. Soc. Psychol. Bull}, Volume = {25}, Number = {10}, Pages = {1302-1318}, Month = {October}, Year = {1999} }
Refer Export Format

%A Geoffrey L. Cohen %A Claude M. Steele %A Lee D. Ross %T The Mentor's Dilemma: Providing Critical Feedback Across the Racial Divide %J Pers. Soc. Psychol. Bull %V 25 %N 10 %D October 1, 1999 %P 1302-1318 %U https://doi.org/10.1177/0146167299258011 %O application/pdf

EndNote Export Format

%0 Journal Article %A Cohen, Geoffrey L. %A Steele, Claude M. %A Ross, Lee D. %D October 1, 1999 %T The Mentor's Dilemma: Providing Critical Feedback Across the Racial Divide %J Pers. Soc. Psychol. Bull %V 25 %N 10 %P 1302-1318 %8 October 1, 1999 %@ 0146-1672 %U https://doi.org/10.1177/0146167299258011


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