A Barrier of Mistrust: How Negative Stereotypes Affect Cross-Race Mentoring

By Geoffrey L. Cohen, C. Steele. 2002

122 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/761a112fe1c67383a38b9359b4b5c1ee2f4ace40

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Citations in the corpus

Understanding the Mentoring Process between Adolescents and Adults (2006, background): “Cohen and Steele (2002) assert that for nonWhite youth to build productive relationships with teachers who belong to different ethnic groups, they must be able to trust the teacher.”
Belief Systems and Durable Inequalities: An Experimental Investigation of Indian Caste (2004, unknown): “21 An important distinction, emphasized in Cohen and Steele (2002), is between mistrust in oneself when social identity is salient, and mistrust in the procedural fairness of others when social identity is public.”
Behavioral Economics and Marketing in Aid of Decision Making among the Poor (2006, background): “As others have summarized, there is also good reason to assume that (1) such a feeling of alienation impedes trust, (2) such mistrust can, in turn, cause motivation and performance to suffer, and (3) allaying such stigmatization may help create trust and improve motivation (Cohen and Steele 2002).”
First do no harm: Ethical principles for youth mentoring relationships (2009, unknown): “Nevertheless, unacknowledged prejudices can subtly affect interpersonal relationships (Cohen & Steele, 2002).”
Failure to warn: How student race affects warnings of potential academic difficulty ☆ (2007, unknown): “…as saying a poor piece of work is acceptable) conveys low expectations to minority students, potentially resulting in academic disengagement (see Cohen & Steele, 2002), whereas approving a student’s plan to take on an unreasonable load does the opposite—sending the message that the advisor…”
Identity, Belonging, and Achievement (2008, background): “But when told that the feedback was motivated by the instructor’s use of high standards and belief in their ability to reach them—that is, when assured that the stereotype was not in play— thus their performance benefited more from the feedback (Cohen & Steele, 2002).”