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Members of stigmatized cultural groups may view positive feedback from a dominant group member more negatively than do dominant cultural group members. In this experiment, a White evaluator praised or did not praise either Black or White students for a good academic performance. The students then indicated their perceptions of the evaluator’s politeness and performance expectations and their feelings about their performance. Praised Black students rated the evaluator as less polite than did nonpraised Black students, whereas praise did not affect the White students’ evaluations of the evaluator’s politeness. Black students tended to attribute praise to the evaluator’s low expectations, whereas the White students tended to attribute praise to high expectations.The Black students also felt better about their performance than did the White students. The discussion raises additional questions for future research.

Asian Americans, the fastest growing racial group in the USA, face a host of major health disparities. There are several reasons for these disparities, and one possible contributor is provider perceptions of Asian Americans, which in turn can affect their medical decision making when treating Asian American patients. There is evidence for the influence of provider perceptions on medical decision making among patients of other racial minority groups; however, literature on Asian American patients is lacking. The present paper addresses this gap in the literature by using social cognitive theory to outline the mechanisms through which provider perception of Asian American patients can affect diagnostic and treatment decisions. These mechanisms include stereotypes and implicit biases, illusory correlations, and cognitive load. Recommendations for future research and policy development are provided.

This study examined how blame is attributed when mixed-sex teams produce unsuccessful work products. Participants read about a mixed-sex dyad that had worked together on a male sex-typed task and had an unsuccessful group outcome. We varied the information participants received about the performance on the group task. When the only performance information available was group-level feedback, participants attributed more blame to the female teammate than to the male teammate. However, when individual-level feedback was available, participants attributed more blame to the male teammate than the female teammate. Both theoretical and practical implications are discussed.