TY - JOUR
T1 - Motives Matter
T2 - White Instructors’ External Race-Based Motives Undermine Trust and Belonging for Black College Students
AU - Kunstman, Jonathan W.
AU - Fitzpatrick, Christina B.
AU - Moreno, Ryan
AU - Bernstein, Michael J.
AU - Hugenberg, Kurt
AU - Semko, Sierra
AU - Espino-Pérez, Kathy
AU - Major, Brenda
N1 - Publisher Copyright:
© 2021 American Psychological Association
PY - 2022
Y1 - 2022
N2 - Objective: Trust is fundamental to successful educational relationships. Yet, numerous barriers inhibit the development of trust between students of color (SOC) and White instructors. The current research examined ametacognitive obstacle to the development of cross-race classroomtrust: Primarily ExternalRaceMotives (PERM).PERM was defined as the experience that instructors were more concerned with avoiding the appearance ofprejudice than having self-directed egalitarian motives. Method: Using within-subjects vignettes (n = 313; 74.8%female), between-subjects cross-sectional designs (n = 386; 70.5% female), and longitudinal methods (n = 135;45.2% female), the current work tested the primary hypothesis that PERM would undermine instructor trust andclassroom belonging. Hypotheses were tested with Black adults (Study 1) and college students (Studies 2 and 3).Results and Conclusions:Whetherwith hypothetical, past, or present White educators, feeling that instructors haveprimarily external race-based motives undermined instructor trust and classroom belonging. In all studies, therelationship between PERM and classroom belonging was mediated by instructor (mis)trust.
AB - Objective: Trust is fundamental to successful educational relationships. Yet, numerous barriers inhibit the development of trust between students of color (SOC) and White instructors. The current research examined ametacognitive obstacle to the development of cross-race classroomtrust: Primarily ExternalRaceMotives (PERM).PERM was defined as the experience that instructors were more concerned with avoiding the appearance ofprejudice than having self-directed egalitarian motives. Method: Using within-subjects vignettes (n = 313; 74.8%female), between-subjects cross-sectional designs (n = 386; 70.5% female), and longitudinal methods (n = 135;45.2% female), the current work tested the primary hypothesis that PERM would undermine instructor trust andclassroom belonging. Hypotheses were tested with Black adults (Study 1) and college students (Studies 2 and 3).Results and Conclusions:Whetherwith hypothetical, past, or present White educators, feeling that instructors haveprimarily external race-based motives undermined instructor trust and classroom belonging. In all studies, therelationship between PERM and classroom belonging was mediated by instructor (mis)trust.
UR - http://www.scopus.com/inward/record.url?scp=85123510214&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85123510214&partnerID=8YFLogxK
U2 - 10.1037/cdp0000491
DO - 10.1037/cdp0000491
M3 - Article
C2 - 34553965
AN - SCOPUS:85123510214
SN - 1099-9809
VL - 28
SP - 112
EP - 124
JO - Cultural Diversity and Ethnic Minority Psychology
JF - Cultural Diversity and Ethnic Minority Psychology
IS - 1
ER -