Abstract

This article concerns the positive feedback bias, which occurs when White instructors supply selectively more praise and less criticism to ethnic minority learners relative to White learners. The positive bias is reliable and enduring and affects feedback to various ethnic groups in North America and in Europe. The model of threat-infused intergroup feedback (MOTIIF) is introduced to explain the positive bias. MOTIIF integrates research on feedback practices, interracial dynamics, self-image maintenance, and psychosocial resources to explain why and when the bias is expressed. According to MOTIIF the positive bias is driven mainly by racial anxiety, the concern of many White people that they will reveal self-compromising prejudices, to others or to themselves, when engaging with ethnic minority persons. Inflated praise and muted criticism to ethnic minority learners serve, per MOTIIF, to quell racial anxiety. The article reviews evidence of the positive bias and relates it to the MOTIIF framework. It also discusses how the positive bias can affect ethnic minority learners; how it diminishes their trust in feedback, erodes their self-esteem, increases their stress, and potentially, undermines their learning. The article draws on MOTIIF to consider potential solutions to the positive bias and to recommend future research.

摘要

本文涉及正反馈偏差，当白人教师相对于白人学习者有选择地向少数族裔学习者提供更多的表扬和更少的批评时，就会出现这种情况。这种积极的偏见是可靠且持久的，会影响对北美和欧洲各族裔群体的反馈。引入威胁注入的群体间反馈（MOTIIF）模型来解释积极偏见。MOTIIF 整合了反馈实践、跨种族动态、自我形象维护和社会心理资源方面的研究，以解释为何以及何时表达偏见。根据 MOTIIF 的说法，这种积极偏见主要是由种族焦虑驱动的，许多白人担心在与少数族裔人士打交道时，他们会向他人或自己暴露出自我妥协的偏见。根据 MOTIIF 的说法，对少数族裔学习者的夸大赞扬和温和批评有助于平息种族焦虑。本文回顾了积极偏见的证据，并将其与 MOTIIF 框架联系起来。它还讨论了积极偏见如何影响少数族裔学习者；它如何降低他们对反馈的信任，侵蚀他们的自尊，增加他们的压力，并可能破坏他们的学习。本文利用 MOTIIF 来考虑积极偏见的潜在解决方案并推荐未来的研究。并有可能损害他们的学习。本文利用 MOTIIF 来考虑积极偏见的潜在解决方案并推荐未来的研究。并有可能损害他们的学习。本文利用 MOTIIF 来考虑积极偏见的潜在解决方案并推荐未来的研究。