Motives matter: White instructors’ external race-based motives undermine trust and belonging for Black college students.

Conclusions: Whether with hypothetical, past, or present White educators, feeling that instructors have primarily external race-based motives undermined instructor trust and classroom belonging. In all studies, the relationship between PERM and classroom belonging was mediated by instructor (mis)trust. The results provide evidence that motives viewed to be primarily external undermine instructional relationships for SOC. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Source: Cultural Diversity and Ethnic Minority Psychology - Category: Psychiatry & Psychology Source Type: research