The mentor's dilemma: Providing critical feedback across the racial divide

Two studies examined the response of Black and White students to critical f eedback presented either alone or buffered with additional information to a meliorate its negative effects. Black students who received unbuffered crit ical feedback responded less favorably than White students both in ratings of the evaluator's bias and in measures of task motivation. By contrast, wh en 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," tor o-faceted intervention proved more effective than buffering criticism eithe r with performance praise (Study I) or with an invocation of high standards alone (Study 2). The role of stigma in mediating responses to critical fee dback, and the implications of our results for mentoring and other teacher- student interactions, are explored.