Educational Psychology

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and was significantly less likely to believe the reviewer was biased than the groups that received the

other forms of criticism.

This study suggests that the kind of feedback given is important: unbuffered criticism is

associated with lower motivation for all students. However, for African American students who

grow up amidst negative stereotypes about their competence, feedback that promotes motivation,

needs to include three components: some positive comments, criticism that identifies specific

weaknesses, and comments that make it clear the teacher believes the student can do well.

Questions

➢ This study was conducted using College students—do you think the findings would also

apply to elementary, middle, and high school students?

➢ This study focused on African American students. Do you think the findings might also

apply to Latino and Native American students who are also often stereotyped as less

competent?

➢ How important is trust in classroom interactions?

➢ Have you received the kinds of feedback described here? Did it influence your motivation?

References

Cohen, G., Steele, C., & Ross, L. (1999). The mentor's dilemma: Providing critical feedback across the racial

divide. Personality and social psychology bulletin, 25(10), 1302-1318.

Cohen, G., Steele, C., & Ross, L. (2002). A barrier of mistrust: How negative stereotypes affect cross-race

mentoring. In Aronson, J. M. & Aronson, J. (Eds.), Improving academic achievement: Impact of

psychological factors in education, 305-331. Emerald Group Publishing.

Educational Psychology 345 A Global Text