The mentor's dilemma: Providing critical feedback across the racial divide
The mentor's dilemma: Providing critical feedback across the racial divide
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DOI：
10.1177/0146167299258011
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发表时间：
1999-10-01
影响因子：
4
通讯作者：
Ross, LD
中科院分区：
文献类型：
--
作者：
Cohen, GL;Steele, CM;Ross, LD
两项研究考察了黑人和白色学生对批评性反馈的反应，这些反馈要么单独呈现，要么与额外的信息缓冲，以减轻其负面影响。黑人学生谁收到无缓冲的关键反馈反应不如白色学生在评价者的偏见和任务动机的措施的评级。相比之下，当反馈是伴随着调用的高标准和学生的能力，以达到这些标准的保证，黑人学生的反应积极的白色学生和两组报告增强识别相关的技能和职业。事实证明，这种“明智”的、多面的干预比用业绩表扬（研究I）或仅仅援引高标准（研究2）来缓冲批评更有效。污名在调解反应的关键反馈的作用，以及我们的指导和其他师生互动的结果的影响，进行了探讨。
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," toro-faceted intervention proved more effective than buffering criticism either with performance praise (Study I) 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.