In two experiments, White college students provided a local high-school student with feedback on her substandard college admissions essay, via electronic mail. Motivation to provide appropriate feedback was manipulated by alleging comparison to experts or novices. Experiment 1 compared feedback to White versus Black recipients, with the expectation that accountability would attenuate previously observed positivity biases in cross-race feedback. Experiment 2 manipulated concern about being prejudiced by providing false scores on an Implicit Associations Task (IAT)-type task; this experiment examined whether accountability plus attenuated concern about prejudice could encourage feedback to Blacks that was objectively helpful. Feedback characteristics included evaluative connotation, communication style, subjective feedback helpfulness and objective feedback quality. Findings generally supported these hypotheses. We discuss the implications of our findings for intergroup contact situations, including the potential pitfalls that face feedback-givers responding to superior performance.
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