The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide

TLDR

The study explores how stigma mediates student responses to critical feedback and its implications for mentoring and teacher–student interactions. Two studies compared Black and White students’ reactions to unbuffered versus buffered critical feedback. Black students reacted more negatively to unbuffered feedback, but when feedback was paired with high standards and confidence‑boosting assurances, their responses matched White students, and this two‑faced intervention outperformed other buffering strategies.

Abstract

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.