Stereotype Threat: A Conversation with Claude Steele

Summary

The book 'Whistling Vivaldi' explores the concept of stereotype threat, which suggests that individuals from groups negatively stereotyped in a particular domain may underperform due to the pressure of confirming these stereotypes. The author discusses Brent Staples' experience and how whistling Vivaldi tunes changed perceptions, reducing the threat. The narrative delves into experiments showing how informing women that a math test doesn't have gender bias improved their performance. It emphasizes the importance of creating identity-safe environments to mitigate stereotype threat and allow individuals to flourish.

Takeaways

• 🎓 The book 'Whistling Vivaldi' explores the impact of racial stereotypes on individuals' behavior and performance.
• 🚶‍♂️ Brent Staples' personal experience at the University of Chicago illustrates how racial stereotypes can lead to discomfort and avoidance.
• 🎵 Staples discovered that whistling classical music changed how people perceived him, breaking the stereotype threat.
• 🤔 The concept of 'stereotype threat' suggests that the pressure of confirming negative stereotypes can hinder performance.
• 📉 Underperformance is a phenomenon where individuals from negatively stereotyped groups do not perform as well as expected, even when equally prepared.
• 🧠 The research indicates that simply removing the stereotype from a testing situation can improve performance, as seen in women's math test scores.
• 👥 Stereotype threat can affect anyone, regardless of their identity, in situations where a negative stereotype is relevant.
• 🏫 In educational and workplace settings, creating an environment of 'identity safety' is crucial for reducing the impact of stereotype threat.
• 🌟 The research emphasizes the importance of recognizing and addressing the role of stereotypes in performance to ensure equal opportunities for all.
• 🌈 Valuing and representing diversity positively in educational settings can help mitigate the effects of stereotype threat and promote inclusivity.

Q & A

What is the title of the book mentioned in the transcript?

The title of the book is 'Whistling Vivaldi'.

Who is Brent Staples and what is his significance in the story?

Brent Staples is an African American editorialist for the New York Times. He is significant in the story because he experienced and wrote about the impact of racial stereotypes on his interactions with others.

What did Brent Staples realize about the people he encountered on the streets of Chicago?

Brent Staples realized that people were uncomfortable around him, avoiding eye contact and crossing the street, likely due to racial stereotypes that perceived him as a potentially menacing African American male.

What tactic did Brent Staples use to change the way people perceived him?

Brent Staples started whistling Beatles tunes and Vivaldi as he walked down the street, which helped to change the way people perceived him from a potentially menacing figure to just a black graduate student.

What is the concept of 'stereotype threat' as described in the transcript?

Stereotype threat is the extra pressure and distraction that individuals feel when they are trying to perform in an area where their group is negatively stereotyped, which can affect their performance.

How does stereotype threat relate to underperformance in educational settings?

Stereotype threat can lead to underperformance in educational settings, particularly for groups that are negatively stereotyped, as the pressure of confirming the stereotype can distract them and hinder their performance.

What was the initial observation about the performance of women in math?

The initial observation was that women, despite being equally prepared and skilled in math, tended to perform worse than men on difficult math tests, which was termed as underperformance.

How was the underperformance of women in math addressed in the research?

The researchers addressed the underperformance by informing the participants that the stereotype of women not doing as well in math tests did not apply to the specific test they were about to take, thereby removing the pressure of stereotype threat.

What was the outcome when the stereotype threat was removed in the research?

When the stereotype threat was removed, women performed as well as men on the math test, demonstrating that the stereotype threat was a significant factor in their initial underperformance.

Why is it important to build a sense of identity safety in the classroom or workplace?

Building a sense of identity safety is important because it allows individuals to perform without the pressure of stereotype threat, enabling them to flourish in their academic or professional environment.

What steps can be taken to create an identity-safe environment?

To create an identity-safe environment, one can focus on representing the classroom or workplace as valuing diverse identities, ensuring that individuals do not face negative experiences based on their identities, and fostering a sense of trust and assurance among the participants.

Outlines

00:00

🎼 Overcoming Stereotypes Through Whistling Vivaldi

The paragraph narrates the story of Brent Staples, an African American editorialist for the New York Times, who experienced racial stereotypes while attending the University of Chicago. He noticed that his presence made white people uncomfortable, leading them to avoid him. To counteract this, he began whistling classical tunes, which changed the way people perceived him, from a potentially threatening figure to a harmless graduate student. This anecdote introduces the concept of 'stereotype threat,' which suggests that individuals from groups negatively stereotyped may underperform due to the extra pressure and distraction caused by the fear of confirming these stereotypes. The paragraph also discusses how this phenomenon was studied in a laboratory setting, where women's performance in math was found to be lower than that of equally skilled men due to stereotype threat. However, by informing the women that the test they were about to take was one where gender did not affect performance, their performance improved to match that of men, demonstrating the significant impact of stereotypes on performance.

05:00

📚 Addressing Stereotype Threat in Academic and Professional Settings

This paragraph expands on the impact of stereotypes on performance, particularly in standardized testing. It emphasizes the dramatic effect of stereotype threat on the performance of women in math, as evidenced by research using the Graduate Record Exam. The research showed that by addressing the stereotype threat, women's performance improved significantly, highlighting the importance of identity safety in educational and professional environments. The paragraph suggests that to mitigate stereotype threat, it's crucial to create an environment where individuals feel secure and are not subjected to negative experiences based on their identity. It calls for a conscious effort to build such assurance, especially in classrooms, by representing diversity as a positive value and ensuring that all students feel safe and can flourish without the pressure of stereotype threat.

Keywords

💡Stereotype

A stereotype is an oversimplified and generalized belief or image about a particular type of person or thing. In the context of the video, stereotypes are used to describe the preconceived notions that people have about certain groups, such as African Americans or women in math, which can lead to biased expectations and behavior towards individuals belonging to these groups. The video illustrates this through Brent Staples' experience, where he is seen as a potentially menacing figure due to racial stereotypes.

💡Stereotype Threat

Stereotype threat refers to the psychological burden experienced by individuals who belong to a group that is negatively stereotyped in a particular domain. It is the fear of confirming, through one's actions, the negative stereotypes about one's group. The video discusses how this threat can lead to underperformance, as individuals may feel extra pressure and anxiety that can distract them from performing at their best. The concept is central to understanding the impact of societal stereotypes on individual performance.

💡Underperformance

Underperformance is the phenomenon where individuals or groups do not perform as well as expected, often due to external factors such as negative stereotypes. In the video, underperformance is discussed in relation to students from groups that are negatively stereotyped in academic settings, such as women in math or African American students. The script provides an example of women performing worse on a math test due to the stereotype that women are not as good at math, even when they are equally prepared.

💡Identity Safety

Identity safety is the sense of security and acceptance that individuals feel when they believe they will not be judged or treated negatively based on their identity. The video emphasizes the importance of creating an environment where individuals feel safe to express their identities without fear of negative consequences. It suggests that building identity safety in classrooms and workplaces can help mitigate the effects of stereotype threat and allow individuals to perform at their best.

💡Brent Staples

Brent Staples is an African American editorialist for the New York Times mentioned in the video. His personal story is used to illustrate the concept of stereotype threat. Staples noticed that his presence made white people uncomfortable, leading them to avoid him. He later countered this by whistling classical music, which changed the way people perceived him, thus puncturing the stereotype and demonstrating how individuals can challenge and overcome societal stereotypes.

💡Whistling Vivaldi

Whistling Vivaldi is a tactic used by Brent Staples to change the way people perceive him. By whistling classical tunes, he was seen not as a potentially menacing figure but as a black graduate student, thus avoiding the negative stereotype associated with African American men. The act of whistling Vivaldi in the video serves as a metaphor for the broader idea of challenging and breaking free from limiting societal stereotypes.

💡Graduate Record Exam (GRE)

The GRE is a standardized test used for graduate school admissions in the United States. In the video, the GRE is used as an example to demonstrate the impact of stereotype threat on performance. The script describes a study where women's performance on the GRE was significantly lower than that of men, highlighting the underperformance caused by the stereotype that women are not as good at math.

💡Standardized Tests

Standardized tests are assessments that are administered and scored in a consistent manner to measure a student's knowledge or abilities. The video discusses how standardized tests can be a site for the manifestation of stereotype threat, as they are high-stakes situations where negative stereotypes about a group's abilities can significantly affect performance. The script provides an example of how informing women that the test does not have gender bias can improve their performance.

💡Laboratory Experiments

Laboratory experiments in the context of the video refer to controlled studies conducted to test the effects of stereotypes on performance. The script mentions that researchers were able to quickly produce underperformance in a laboratory setting by subjecting women to a difficult math test, which they did not perform as well on due to the stereotype that women are not as good at math.

💡Diversity

Diversity refers to the variety of different characteristics among the people in a group or organization, such as race, gender, and cultural backgrounds. The video emphasizes the importance of valuing diversity and representing it positively in educational and workplace settings. It suggests that recognizing and appreciating the diverse identities that individuals bring can contribute to a sense of identity safety and reduce the impact of stereotype threat.

Highlights

The book 'Whistling Vivaldi' explores the impact of racial stereotypes on individuals.

Brent Staples' personal experience illustrates how stereotypes can alter public perception.

Stereotype threat can lead to underperformance in areas where a group is negatively stereotyped.

The concept of underperformance is examined through the lens of academic achievement.

Laboratory experiments show that stereotypes can depress performance, even among equally prepared individuals.

A simple intervention can mitigate stereotype threat and improve performance.

The study demonstrates that societal stereotypes can significantly influence test performance.

Identity threat is a broader concept that includes various forms of negative stereotyping.

Building identity safety in educational and professional settings is crucial for performance.

The importance of representing diversity positively in educational environments.

Stereotype threat can affect anyone, regardless of their identity.

The significance of managing stereotype threat to ensure equal opportunities for all.

The dramatic impact of stereotypes on performance, as seen in the Graduate Record Exam study.

The necessity of creating an environment where individuals feel identity safe to flourish.

The role of identity safety in allowing students from diverse backgrounds to perform at their best.

The practical applications of understanding and addressing stereotype threat in various settings.

Transcripts

The title of the book that I've written about this,

is Whistling Vivaldi, and it's taken from the story

of an African American.

He's now an editorialist for the New York Times, Brent Staples,

a large African American guy.

And when he showed up for graduate school

at the University of Chicago, years ago,

and walks down the street dressed like a student,

and so on, he realizes that he's making whites uncomfortable.

And they're avoiding eye contact,

and sometimes even crossing the street to stay out of his way.

And he realizes from their behavior

that they're seeing him stereotypically

and thinking of him as a possibly menacing African

American male on the south side of Chicago.

And they're apprehensive.

And they're moving away from him.

So he's being seen through the lens of that stereotype.

There's a huge social impact there on him.

And it's depressing to him.

And he writes about this in his autobiography.

He eventually learns a little simple tactic,

which is that as he walks down the street,

if he whistles Beatles tunes, and whistles Vivaldi, then he's

seen completely differently.

He's just seen as a black graduate student

at University of Chicago, and not

as a potentially menacing guy.

So with that behavior, it punctures the stereotype.

It makes the people in this environment

not use that stereotype in viewing him.

The idea of stereotype threat is the very simple idea

that if you're trying to perform in an area

where your group is negatively stereotyped,

you're going to feel an extra pressure, a distracting kind

of pressure.

And that pressure can affect how well you perform.

If you don't know about it, and you

don't know how to deal with it, it

can have this kind of effect.

And that is a source of this underperformance.

It started with an attempt to understand a phenomenon called

underperformance, which is that groups whose

abilities, intellectual abilities,

are negatively stereotyped, tend to perform worse

in subsequent schooling.

Like high school kids going to college

tend to perform worse than their test scores predict,

or than other kids with the same test scores.

So you've got roughly the same preparation,

but you've got this group whose abilities are negatively

stereotyped in the larger society-- women in math,

minority students, African American students-- that's

the group we looked at first.

We found we could very quickly, easily produce underperformance

in a laboratory.

For example, if you bring women into the laboratory, women

and men who are really good at math, and equally good,

and you give them a really difficult math

test, at the frontier of their skills,

the women, even though they're just as prepared,

don't do as well as the men.

So that's underperformance.

That's exactly what it is-- two groups, equally prepared,

but one group, because of the stereotype issue,

not performing as well.

So eventually, thinking back, probably a year and a half,

two years, we came up with the idea.

Well, maybe the stereotype is pressuring

this underperformance.

And if we could take the stereotype out

of that situation, if that's what's causing it,

if we could do something that we take the stereotypes out

of there, then women's performance

should go up to match that of equally skilled men.

And so eventually, we came up with a very simple way

of getting this stereotype out of there, which

was just before they sat down to take

the test, the men and the women, alone in a room,

just before they took the test, we told them, look.

You may have heard that women don't

do as well in standardized math tests as men.

You may have heard that.

But that's not true for this particular test.

On this particular test, women always do as well as men.

So with that little instruction, we

changed the whole meaning of the situation for women.

Now, as they experienced frustration on that test,

and they would normally worry-- are

they confirming the stereotype?

Are they going to be seen to confirm the stereotype?

They don't have that worry, because this particular test

is a test for which men and women always do as well as men.

It's no pressure.

They could worry that they're not going to perform as well.

They don't have as much math ability

as they thought they did.

But they can't worry that that's true because of something

about their being a woman.

That little anxiety is removed.

And when you do that, women perform as well as men.

And that was a huge relief and discovery

at the same time, that the stereotypes in society

could have that kind of effect on something

that we think of as very difficult to modify,

or performance on a serious standardized tests.

We did this research with the graduate record exam.

These were very talented participants

in this research, really strong math students.

And to find that the stereotype was depressing

women's performance that much, a full standard deviation,

something like 15 points on a test of 100 points, that

was really a dramatic, in the face, this is something big.

It wasn't something small.

It was something big.

We're all members of groups, have identities that

are negatively stereotyped.

There's not a single identity that doesn't have

a negative stereotype about it.

And whenever you're in a situation where

that negative stereotype is relevant to you,

and you care about the situation,

you care about doing well, you could

experience this stereotype threat--

being older, being young, being gay, being conservative,

being liberal, having cancer, anything.

People will, as you go down that list of identities,

you recognize that in some circumstances,

you could feel like you're going to be seen negatively.

Because you've got that identity,

that stereotype threat.

So in a school situation where groups

have very elaborated stereotypes,

they're often under this kind of a pressure,

of worrying that they're going to be

seen in terms of that reacting to that, trying to push that

off.

Well, if stereotype threat and identity threat

are the problem in a situation, then what you need to focus on

is building a sense of identity safety in the classroom,

or in the workplace.

And that's a sense where a person can trust that they're

not going to be exposed to negative experiences

based on having an identity.

That there have to be some effort put

into building that kind of assurance

in the people who are in the setting.

And we have to recognize that that's a little something

extra, which seems extra, but we really have to do that in order

for everybody to feel identity safe in this situation,

safe enough to function and flourish in a situation

without this threat, without this pressure.

As much as we can, we have to attend to these things.

They really do make a difference.

We have to, in classrooms, a part of allowing students

from these groups, a sense of safety in the classroom,

involves representing the classroom, cues,

the cues in it, as valuing identities,

and seeing them as positive, and is valuing the diversity

that people bring to an enterprise like schooling.