Breaking the cycle of mistrust: wise interventions to provide critical feedback across the racial divide.
Three double-blind randomized field experiments examined the effects of a strategy to restore trust on minority adolescents' responses to critical feedback. In Studies 1 and 2, 7th-grade students received critical feedback from their teacher that, in the treatment condition, was designed to assuage mistrust by emphasizing the teacher's high standards and belief that the student was capable of meeting those standards--a strategy known as wise feedback. Wise feedback increased students' likelihood of submitting a revision of an essay (Study 1) and improved the quality of their final drafts (Study 2). Effects were generally stronger among African American students than among White students, and particularly strong among African Americans who felt more mistrusting of school. Indeed, among this latter group of students, the 2-year decline in trust evident in the control condition was, in the wise feedback condition, halted. Study 3, undertaken in a low-income public high school, used attributional retraining to teach students to attribute critical feedback in school to their teachers' high standards and belief in their potential. It raised African Americans' grades, reducing the achievement gap. Discussion centers on the roles of trust and recursive social processes in adolescent development.
Department of Psychology.
David Scott
DS
Yeager
Department of Psychology, Columbia University.
Valerie
V
Purdie-Vaughns
Department of Psychology, University of Colorado at Boulder.
Julio
J
Garcia
Department of Psychology, Yale University.
Nancy
N
Apfel
Department of Psychology, Columbia University.
Patti
P
Brzustoski
Department of Psychology, University of Washington.
Allison
A
Master
Department of Economics, University of Chicago.
William T
WT
Hessert
Bronx Construction & Design Academy.
Matthew E
ME
Williams
Graduate School of Education, Stanford University.
Geoffrey L
GL
Cohen
D000293:Adolescent; D001741:Black or African American / Q000523:psychology*; D002648:Child; D004311:Double-Blind Method; D004521:Educational Measurement; D005178:Faculty; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D008297:Male; D013334:Students / Q000523:psychology; D035502:Trust / Q000523:psychology*; D044465:White People / Q000523:psychology*