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The acclaimed social psychologist offers an insider’s look at his research and groundbreaking findings on stereotypes and identity.
Claude M. Steele, who has been called “one of the few great social psychologists,” offers a vivid first-person account of the research that supports his groundbreaking conclusions on stereotypes and identity. He sheds new light on American social phenomena from racial and gender gaps in test scores to the belief in the superior athletic prowess of black men, and lays out a plan for mitigating these “stereotype threats” and reshaping American identities.- Sales Rank: #10343 in Books
- Published on: 2011-04-04
- Original language: English
- Number of items: 1
- Dimensions: 8.30" h x .70" w x 5.50" l, .45 pounds
- Binding: Paperback
- 256 pages
Review
“Conveys an understanding of why race remains such a powerful factor even in a society where racial discrimination is seen as abhorrent.” (Adam Serwer - American Prospect)
“Startles, beguiles, and challenges as it exposes the myriad ways that threats to our identities exert a powerful stranglehold on our individual and collective psyche.” (Lani Guinier, Harvard University)
“An intellectual odyssey of the first order―a true tour de force.” (William G. Bowen, former president of Princeton University and the Andrew W. Mellon Foundation)
About the Author
Claude Steele is the provost of Columbia University. He is the author of numerous published articles and is a member of the National Academy of Sciences, the National Academy of Education, the American Philosophical Society, and the American Academy of Arts and Sciences.
Most helpful customer reviews
119 of 124 people found the following review helpful.
How stereotypes affect us and what can be done about it
By Coert Visser
This book by social psychologist and Columbia University provost, Claude Steele, is a splendid example of how psychologists can make valuable contributions to society. In the book, Steele writes about the work he and his colleagues have done on a phenomenon called stereotype threat, the tendency to expect, perceive, and be influenced by negative stereotypes about one's social category, such as one's age, sex, sexual orientation, ethnicity, profession, nationality, political affiliation, mental health status, and so on.
Experiments demonstrating the impact of stereotype threat
When trying to understand certain performance gaps between groups, Steele and his colleagues did not focus on internal psychological factors.. Instead, they tried to understand the possible causal role of identity contingencies, the things you have to deal with in a situation because you have a given social identity. Over the years they carried out a series of creative experiments* in which there was a control condition in which a task was given under normal conditions life. In the experimental condition, the identity contingency was either cleverly removed or it was deliberately induced. Here are three examples of experiments to clarify how they worked.
Experiment 1: Steele and Aronson (1995)
In this experiment the researchers had African American and white college students take a very challenging standardized test. In the control condition, the test was presented as these tests are always presented - as a measure of intellectual ability. This condition contained the stereotype that African Americans would be less intelligent. In the experimental condition the test was presented in a non-evaluative way. The test takers were told that the researchers were not interested in measuring their ability with the test but that they just wanted to use the test to examine the psychology of verbal problem solving. In the control condition, the African American test takers, on average, scored much lower than the white test takers. For the white test takers there was no difference in their scores between the control condition and the experimental condition. For the African American test takers there was a big difference between the control condition and the experimental condition. They solved about twice as many problems on the test in the experimental condition. Moreover, there was no difference between the performance of the black test takers and the white test takers.
Experiment 2: Aronson, Lustina, Good, Keough, Steele & Brown (1999)
In this experiment, the researchers asked highly competent white males to take a difficult math test. In the control condition the test was taken normally. In the experimental condition, the researchers told the test takers that one of their reasons for doing the research was to understand why Asians seemed to perform better on these tests. Thus, they artificially created a stereotype threat. In the experimental condition, the test takers solved significantly fewer of the problems on the test and felt less confident about their performance.
Experiment 3: Shih, Pittinsky & Ambady (1999)
In this experiment, a difficult math test was given to Asian women under three conditions. In condition one, they were subtly reminded of their Asian identity, in condition 2 they were subtly reminded of their female identity. In the control condition they were not reminded of their identity. The women reminded of their Asianness performed better than the control group, whereas those reminded of their female identity performed worse than the control group.
How does stereotype threat harm performance?
Today, research on stereotype threat effects is done throughout the world by many researchers. Much insight has been gained into what it is and how it works. Briefly, you know your group identity and you know how society views it. You are aware that you are doing a task for which that view is relevant. You know, at some level, that you are in a predicament: your performance could confirm a bad view of your group and of yourself as a member of that group. You may not consciously feel anxious but your blood pressure rises and you begin to sweat. Your thinking changes. Your mind starts to race: you become vigilant to all things relevant to the threat and to what your chances of avoiding it are. The book title comes from an observed behavior: an African American whistling Vivaldi to make clear that certain stereotypes attached to the group don't apply. You get some self-doubts and start to worry about how warranted the stereotype may be. You start to constantly monitor how well you are doing. You try hard to suppress threatening thoughts about not doing well or about the negative consequences of possibly failing. While you are having all of these thoughts you are distracted from the task at hand and your concentration and working memory suffer.
Does it always happen? No. There is only one prerequisite for stereotype threat to happen: the person in question must care about the performance in question. The fear of confirming the negative stereotype then becomes upsetting enough to interfere with performance. It is now known that stereotype has the strongest negative impact when people are highly motivated and performing at the frontier of their skills.
Solutions: bridging performance gaps through small interventions
Can something be done about it? Yes. The promising news is that there are some rather small interventions which can help a lot. Experiments have shown that subtly removing or preventing stereotype threats can completely or largely eliminate performance gaps between stereotyped groups and non-stereotyped groups.
Examples of helpful interventions are:
- Make it clear in the way you give critical feedback that you use high standards and let the person know that you expect him or her to be able to eventually succeed.
- Improve the number of people from the social category in the setting so that a critical mass is reached.
- Make it clear that you value diversity.
- Foster inter-group conversations and frame these as a learning experience.
- Allow the stereotyped individuals to use self-affirmations.
- Help the stereotyped individuals to develop a narrative about the setting that explains their frustrations while projecting positive engagement and success in the setting.
Conclusion
The tone of the book is informal, friendly, and personal, and the content is profound. The topic is highly relevant both to the development of social psychology and to the development of our educational systems and societies at large. Of course it also can inspire positive psychology research: how have certain individuals managed to overcome stereotype threat, how do certain organizations manage to bridge performance gaps, how do societies manage to do the same?
This review was published on Positive Psychology News Daily
0 of 0 people found the following review helpful.
How Stereotypes Can Affect Us Even When We Are Not Actively Being Stereotyped!
By Kevin Currie-Knight
While this is a book of social science, it is somewhat of an autobiography of psychologist Claude Steele and his quest to understand something puzzling. Steele was concerned that black students who had done well in high school went to college and suddenly were not doing well. It wasn't that they weren't smart, probably wasn't that they weren't putting in the effort, so what could it be? He had an idea: what if people who are stereotyped don't do well in part because the stereotype they know (or think) exists about them causes them, affects their performance? What if black students who have heard the stereotype that black students are not as smart as white students end up performing less well than white students solely because the stereotype affects their performance?
And thus began his and others' quest to discover the ins and outs of the, now quite well documented, existence of stereotype threats. In some studies, they had black students take a test, where one group was told that the test was a gauge of intelligence (to induce thought of the stereotype) and the other group was told something more innocuous, like, that the test was to study how people solve problems. The second group - the group not performing under stereotype threat. Another test had white students shooting hoops: one group was told that they were testing people's skill at basketball (to induce stereotype threat) and another, that they were testing people's throwing style. Again, the group not under stereotype threat did better. More persuasively, Steele recounts another study where Asian girls took a math test. One group was reminded that Asians are historically good at math, and another that girls and women are historically not as good at math. Not surprisingly (to Steele), the former group did better than the latter. Same girls, different stereotype.
But Steele's book doesn't just recount studies. He gets into the question of why we stereotype (even when we don't mean to), how identity is constructed and how stereotypes (that others have) makes up part of a person's identity, and even offers some very apolitical suggestions for how we can try and lessen the effects of stereotypes. Some suggestions are just common sense: when you know that you have a stereotype of a group, go out of your way from time to time to act in the way opposite from what the stereotype would tell you to do. Another - probably most relevant for teachers and parents - is to tell students who might be affected by stereotype threat to look at the stereotype as a challenge (show them that you can do the math!) rather than as a limit to what you can do.
All in all, I liked this book quite a bit. Steele takes a topic that could be very charged and sensitive and makes it a bit less so. He suggests that EVERYONE is susceptible both to holding stereotypes and stereotype threat. Steele's organization of the book along the lines of an autobiographical (and chronological) story of how he came to the idea of stereotype threat and how he and others have tested it is also very effective.
0 of 0 people found the following review helpful.
A must read for teachers, managers
By W. Stanley
This book carefully and convincingly builds an evidenced-based argument for how societal stereotypes, and the fears we all have of confirming negative stereotypes about our own social group, can affect how we behave and, most importantly, how we perform on crucial tasks. Steele demonstrates convincingly that some of the standard advice that members of disadvantaged groups receive (often from parents), such as to just work harder, can actually be detrimental. He also shows that comparatively small changes in institutional settings, or in how tasks or challenging situations are presented, can largely or entirely eliminate the stereotype threat and its impact on performance. I found the book inspiring, and I know it will change the way that I present tasks and feedback to students and family members. As a social scientist, I was extremely impressed by the way Steele and his colleagues at several institutions have built this research program, one small increment a time, resulting in a revolutionary whole.
Given the emphasis in this book on pre-exam treatments and institutional interventions (having test-takers identify their gender AFTER an Advanced Placement exam, for instance), I couldn't help wondering if there are techniques that individuals can use for themselves. Cognitive therapy, after all, works not the basis of individuals' changing their self-talk, abandoning counterproductive beliefs, etc. If an individual can learn to, for example, care less about what other people think or be less worried about social embarrassment, can stereotype threats be reduced? One finding mentioned in the book is that if a white person is prompted to view a social interaction with a black person as a learning experience, the white person is less likely to engage in avoidance behaviors that are based on fear of saying the wrong thing. What if the "treatment" isn't a prompt from an experimenter, but a deliberate change in thinking on the part of individuals faced with identity contingencies?
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