Race, sex, and the expression of self-fulfilling prophecies in a laboratory teaching situation.

Taylor, Marylee C.

doi:10.1037/0022-3514.37.6.897

Cited by 62 publications

(29 citation statements)

References 19 publications

(20 reference statements)

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“…For example, Whites' negative stereotypes of minority persons' capabilities may cause Whites to shift their evaluative standards down (Biernat & Manis, 1994;Biernat, Manis, & Nelson, 1991) when supplying interracial feedback. Similarly, high standards selectively applied to fellow Whites 1The few experimental studies that have explored this topic have generally identified biases (positive and negative) in expressions of liking and responsiveness (Feldman & Donahoe, 1978;Feldman & Orchowsky, 1979;Taylor, 1979;Word, Zanna, & Cooper, 1974). Only Rubovitz and Maehr (1973) reported a bias in performance feedback, and this had a negative valence.…”

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confidence: 99%

Feedback to minorities: Evidence of a positive bias.

Harber¹

1998

Journal of Personality and Social Psychology

111

128

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This research tested the prediction that Whites supply more lenient feedback to Blacks than to fellow Whites. In Study 1, White undergraduates were led to believe that they were giving feedback on essays written by either a Black or a White fellow student. As predicted, feedback was less critical when the supposed feedback recipient was Black rather than White. It was also predicted that the feedback bias would be selective for subjective evaluative domains (i.e., essay content) in contrast to objective evaluative domains (i.e., essay mechanics). An interaction between recipient race and evaluative domain confirmed this prediction. The domain-specific quality of the feedback bias suggests that the bias may arise from social motives rather than from more automatic processes. Study 2 replicated these results.

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confidence: 99%

Feedback to minorities: Evidence of a positive bias.

Harber¹

1998

Journal of Personality and Social Psychology

111

128

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“…The limited amount of evidence from experimental studies suggests that this does occur (Ferguson, 1998). For example, one study placed white teachers in a teaching environment where they could not observe the student directly and found that they provided less coaching and briefer, less positive feedback when told beforehand that the student was black (Taylor, 1979). Similarly, studies based on observations from actual classrooms often find that black students with white teachers receive less attention, are praised less and scolded more than their white counterparts.…”

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confidence: 99%

Teachers, Race, and Student Achievement in a Randomized Experiment

Dee

2004

Review of Economics and Statistics

627

373

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-Recommendations for the aggressive recruitment of minority teachers are based on hypothesized role-model effects for minority students as well as evidence of racial biases among non-minority teachers. However, prior empirical studies have found little or no association between exposure to an own-race teacher and student achievement. This paper presents new evidence on this question by examining the test score data from Tennessee's Project STAR classsize experiment, which randomly matched students and teachers within participating schools. Specification checks confirm that the racial pairings of students and teachers in this experiment were unrelated to other student traits. Models of student achievement indicate that assignment to an own-race teacher significantly increased the math and reading achievement of both black and white students.

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“…Research on the effects of teacher expectations and teacher behaviours on the performance of students from different cultural groups (Brophy & Good, 1974;Byers & Byers, 1972;Coates, 1972;Crowl & MacGinitie, 1974;Piche, Michlin, Rubin & Sullivan, 1977;Rubovits & Maehr, 1973;Taylor, 1979;Wiley & Eskilson, 1978) seems to have reaffirmed Rosenthal's and Jacobson's claim. Teachers varied in attitudes and in a seemingly similar manner in behaviours.…”

Section: Aspects Of Culturementioning

confidence: 80%

The Interaction of Culture and Learning: Implications for Occupational Therapy

Jamieson

1985

Can J Occup Ther

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Occupational therapists have agreed that culture can affect therapy by influencing such factors as acceptance of a physical disability, attitude to the sick role, and perceived pain. Occupational therapists however, seem to have ignored the fact that culture also affects factors that influence learning. Learning can be a critical component of paediatric occupational therapy; therefore, it would seem desirable if not necessary for therapists who work with children from different cultural groups to be aware of the cultural variations in those characteristics that influence learning. With this knowledge, therapists would be able to develop strategies that would complement the unique characteristics of each child and ensure effective therapy This paper supports this argument. It introduces therapists to the research literature on the cultural variations in motivational style, cognitive style, human relational style and social interaction and discusses how the literature could be used to develop more effective therapy

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Race, sex, and the expression of self-fulfilling prophecies in a laboratory teaching situation.

Cited by 62 publications

References 19 publications

Feedback to minorities: Evidence of a positive bias.

Feedback to minorities: Evidence of a positive bias.

Teachers, Race, and Student Achievement in a Randomized Experiment

The Interaction of Culture and Learning: Implications for Occupational Therapy

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