![]() Professors respond positively to both strategies for high communication competence and self-disclosure. The video during which the student disclosed stuttering and presented with low communication competence was given a higher score than the identical video without disclosure. low) were found for overall performance evaluation scores. disclosure of stuttering) and communication competence (i.e., high vs. Significant interactions between fluency (i.e., presence vs. Results of separate 2 × 3 analyses of variance revealed that professors perceived a student who disclosed stuttering, compared to the identical video without disclosure, more positively overall. Participants evaluated public speaking performance against a standardized rubric and rated the student along 16 personality traits. Each participant viewed one video of six possible randomized conditions varying according to the presence and disclosure of stuttering (i.e., fluent, stuttering, stuttering + disclosure) and level of communication competence (i.e., high vs. Two hundred thirty-eight college instructors who require oral presentations in their classes participated in this study. The purpose of this study was to examine the impact of self-disclosure and strategies for communication competence on perceptual ratings and performance evaluations of undergraduate students who do and do not stutter by professors who require oral presentations. Furthermore, the study presents a practice-oriented, standardized, and economic instrument to assess teachers’ dysfunctional feedback, which may be used in future research. In sum, the study contributes to the field by providing first signs that students from immigrant backgrounds might be at risk of receiving not only more positive but actually more dysfunctional feedback. A subsequent expert survey ( N = 12) was conducted to evaluate the scenario-based feedback test. In one of two scenarios describing students who succeeded easily without effort, teachers were more likely to provide dysfunctional ability feedback, dysfunctional effort feedback, and inflated praise to a student from an immigrant background than to a student from a non-immigrant background. Yet, there were some situation-specific differences: When immigrant students failed despite effort, teachers used a simpler language in their feedback. For the most part, feedback did not differ according to immigrant status. The students’ names implied either an immigrant background associated with low competence stereotypes or no immigrant background. Teachers ( N = 186) read descriptions of classroom situations and indicated the feedback they would provide to the fictive students. In this experimental pilot study, we investigated whether teachers were more likely to convey such dysfunctional feedback to students from immigrant backgrounds than to students from non-immigrant backgrounds. However, even feedback that sounds positive can have unwanted effects on the students, such as reinforcing negative beliefs and reducing motivation. Teachers often provide more positive feedback to ethnic minority students than to ethnic majority students in order to compensate for potential discrimination. (PsycINFO Database Record (c) 2012 APA, all rights reserved) These results indicate that the positive feedback bias may contribute to the insufficient challenge that undermines minority students' academic achievement. Teachers in the Latino student condition showed the positive bias regardless of school-based support. Teachers in the Black student condition showed the positive bias, but only if they lacked school-based social support. White middle school and high school teachers from 2 demographically distinct public school districts gave feedback on a poorly written essay supposedly authored by a Black, Latino, or White student. It also tested whether teachers lacking in school-based social support (i.e., support from fellow teachers and school administrators) are more likely to display the positive bias and whether the positive feedback bias applies to Latinos as well as to Blacks. ![]() This research tested whether public school teachers display the positive feedback bias, wherein Whites give more praise and less criticism to minorities than to fellow Whites for equivalent work.
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