The feedback withholding bias: Minority students do not receive critical feedback from evaluators concerned about appearing racist
Alyssa Croft ⁎, Toni Schmader
Summary of the article;
Conducting two experiences to examine the hypothesis that minority students receive less significant feedback on their written work from external assessors primarily to discourage their own racial prejudice.
The results of two trials showed that although participants provided equivalent amounts of positive feedback for both authors, they provided fewer negative feedback and gave higher scores to minority authors to the extent that they had an extrinsic rather than an intrinsic motivation to respond without bias.
This finding reveals that stigmatized students sometimes fail to receive the critical feedback necessary to identify areas in need of improvement, particularly when raters are concerned about appearing biased.
In Study 1,
No general biases were observed across the sample, and participants most at risk of providing biased observations were identified. Specifically, participants who tend to organize their biases due to external pressures,
In Study 2,
When studying blacks as a target group, all reviewers gave significantly fewer negative reviews for an article written by a black student from an article of the same caliber written by a white student.
-Motivations to respond without bias did not predict biases in positive feedback provided by participants to minority students and did not have a significant impact on the feedback provided to the white author.