The Mentor's Dillema : Providing Critical Feedback Across The Racial Divided  

Oleh:

Ross, Lee D. ; Steele, Claude M. ; Cohen, Geoffrey L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Personality and Social Psychology Bulletin (http://journals.sagepub.com/home/pspc) vol. 25 no. 10 (1999), page 1302-1318.
Topik: common dilemma; the mentor's dillema; providing critical feedback; racial divided
Fulltext: 1302PSPB2510.pdf (176.95KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: PP45.6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Two studies exmained the response of black and white students to critical feedback presented either alone or buffered with additonal 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.

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