The Pygmalion effect is the phenomenon in which the greater the expectation placed upon people, the better they perform. The golem effect is a psychological phenomenon in which lower expectations placed upon individuals either by supervisors or the individual themselves lead to poorer performance by the individual. It is a form of self-fulfilling prophecy. A restaurant that I like has intimidating signs at its front door. I see similar negative messaging when I pass by some healthcare practices. They often are a knee-jerk solution to serving ourselves, forged without regard for the majority of our clientele. For some OD-owners, the intent is to teach the common-sense manners that are dwindling among the younger generation. In so doing, however, an intimidating and unwelcoming environment is created. Why are we creating an environment that is intimidating and unwelcoming?
When Does the Golem Effect Manifest?
Beyond the Golem effect
The Golem effect is a psychological phenomenon in which lower expectations placed upon individuals either by supervisors or the individual themselves lead to poorer performance by the individual. This effect is mostly seen and studied in educational and organizational environments. It is a form of self-fulfilling prophecy.
Related content in Oxford Reference
Any negative Pygmalion effect, when expectations function as self-fulfilling prophecies having negative consequences. The term was introduced in an article in the Journal of Educational Psychology in by the Israeli psychologist Alisha Y. Babad born , the Argentine-born Israeli psychologist Jacinto Inbar born , and the German-born US psychologist Robert Rosenthal born , who reviewed evidence that low expectations of the likely school performance of particular children, when held by dogmatic teachers, can impair the children's actual performance. Compare Galatea effect.
Teachers who can only speak one language can, through the Golem Effect, hurt students who are able to communicate in more than a single tongue, explains Ingrid Piller. It turned out that, within the school year, these five randomly selected kids achieved the greatest gains in academic performance in the class. Obvious evidence for a Pygmalion effect! Beyond artificially inducing high or low expectations of academic talent, the implications of the Pygmalion and Golem effects in diverse schools are clear for students from backgrounds about whom group stereotypes exist: if there is a widespread belief in a society that the children of rich parents have higher academic potential than the children of poor parents, many teachers will share those beliefs; and, by treating the children of rich and poor parents differently, they will contribute to the self-fulfilling prophecy that actually turns the belief into a reality. The same will be true of children from different ethnic backgrounds. While the relationship between teacher expectations and student socio-economic background and student ethnicity has received considerable attention, this is not true of student bilingualism. While the study does not actually go on to examine a link between teacher expectations and student performance, the results of the study are not pretty: The researchers found that three-quarters of all the teachers in their study held strong monolingual beliefs.