Golem Effect: When Low Expectations Hold People Back

Expectations can be powerful. When we believe someone will excel, we may treat them in ways that help them succeed. But the reverse is also true: when we expect someone to do poorly, our attitudes and behaviors can drag them down. This negative self-fulfilling prophecy is known as the Golem Effect.

Named after the mythical golem—a creature representing clumsiness or brutishness—the golem effect occurs when low expectations placed on a person contribute to lower performance. It is the counterpart to the Pygmalion Effect, in which high expectations boost performance.

In classrooms, workplaces, and families, people subtly communicate expectations through tone, attention, feedback, and opportunities. Over time, those on the receiving end of consistently low expectations may internalize them, lose motivation, and receive fewer chances to prove themselves, confirming the original negative beliefs.

The Psychology Behind It

The golem effect operates through multiple channels:

1. Behavioral Confirmation
   When teachers, managers, or peers expect poor performance, they may—often unconsciously—offer less support, give fewer challenging tasks, provide less constructive feedback, and show less patience. These behaviors reduce opportunities for growth and signal low belief in the person’s potential.

2. Internalization of Expectations
   Targets of low expectations may begin to doubt their abilities, experience reduced self-efficacy, and adopt a "why bother" attitude. They may invest less effort or disengage, especially in environments where their efforts are rarely recognized.

3. Attention and Feedback Asymmetries
   Negative expectations can lead to biased monitoring: mistakes by low-expectation individuals are noticed and remembered, while their successes may be overlooked or attributed to luck. This skewed feedback reinforces both the perceiver’s and the target’s negative beliefs.

4. Social Labeling and Identity
   Being labeled as "weak," "problematic," or "not leadership material" can shape how others talk about and interact with a person. Over time, these labels can become part of the person’s self-concept.

These dynamics are largely driven by System 1 impressions and habits on the part of authority figures and peers, but System 2 reflection can help disrupt them when people become aware of their expectations and their impact.

Real-World Examples

1. Classrooms and Student Performance

A teacher believes a particular student is not very capable. Without intending harm, the teacher calls on them less often, offers simpler questions, and quickly moves past their answers. The student receives fewer opportunities to practice and shine, gradually disengages, and performs worse—confirming the teacher’s original low expectations.

2. Workplace Management

A manager sees one team member as "mediocre." They assign them routine tasks, rarely invite them to important meetings, and invest less time in mentorship. The employee has fewer chances to build skills or demonstrate initiative and may conclude they are not valued, which dampens motivation and performance.

3. Family Dynamics

In a family, one child may be viewed as "the difficult one" or "not academic." Parents unintentionally set lower expectations, offer less encouragement in schoolwork, and highlight misbehavior more than achievements. Over time, the child lives up to this negative role.

Consequences

The golem effect can have long-term consequences for individuals and groups:

• Underdeveloped Potential: People who could thrive with support remain under-skilled and under-confident.

• Entrenched Inequality: Low expectations are often applied disproportionately to marginalized groups, reinforcing social and educational disparities.

• Cynicism and Resentment: Those subjected to low expectations may feel unfairly judged or pigeonholed, harming trust and engagement.

• Organizational Underperformance: Teams and organizations miss out on contributions from people whose capabilities were never fully cultivated.

How to Mitigate the Golem Effect

Preventing golem dynamics requires intentional work on expectations and behavior:

1. Reflect on and Surface Expectations
   Leaders and teachers can periodically examine who they expect to succeed and who they doubt—and ask why. Many patterns emerge unconsciously from stereotypes or early impressions.

2. Adopt a Growth Mindset
   Emphasize that abilities can develop with effort, support, and good strategies. Replace fixed labels ("not a math person") with process-focused feedback ("Let’s work on these specific skills").

3. Equalize Opportunities for Challenge and Feedback
   Ensure that all individuals are given meaningful assignments, stretch opportunities, and detailed feedback, not just the perceived "stars."

4. Monitor Interaction Patterns
   Use observations, recordings, or peer feedback to check whether certain individuals consistently receive less attention, encouragement, or trust.

5. Create Transparent Criteria
   Use clear, objective criteria for advancement and recognition, reducing the influence of vague impressions.

Conclusion

The golem effect shows that our low expectations of others can quietly shape their reality. While we may think we are simply "being realistic," our assumptions influence how we invest in, encourage, and interact with people—and these behaviors, in turn, influence their outcomes.

By adopting more reflective, growth-oriented expectations and distributing support more equitably, we can avoid turning our doubts into self-fulfilling prophecies and instead help others rise closer to their true potential.