Summary of Claude Steele's Whistling Vivaldi

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 I realized I was black when I was seven or eight years old. I was walking home from school with neighborhood kids, and we learned that we black kids couldn’t swim at the pool in our area park, except on Wednesday afternoons.
#2 The purpose of this book is to bring this part of social reality into view. I hope to convince you that ignoring it is costly, not only to your own personal success and development, but also to the quality of life in an identity-diverse society and world.
#3 The threat of a stereotype is a common predicament of life. It comes from our human powers of intersubjectivity, which is the fact that we have a good idea of what other members of our society think about lots of things, including the major groups and identities in society.
#4 The experience of living under a stereotype is something that everyone has, and it is how we deal with it that determines whether it will affect us positively or negatively.

Sujets

• Général
• Sociology

Informations

• Publié par: Everest Media LLC
• Date de parution: 28 mars 2022
• Nombre de lectures: 0
• EAN13: 9781669372424
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on Claude Steele's Whistling Vivaldi
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3 Insights from Chapter 4 Insights from Chapter 5 Insights from Chapter 6 Insights from Chapter 7 Insights from Chapter 8 Insights from Chapter 9 Insights from Chapter 10 Insights from Chapter 11
Insights from Chapter 1

#1

I realized I was black when I was seven or eight years old. I was walking home from school with neighborhood kids, and we learned that we black kids couldn’t swim at the pool in our area park, except on Wednesday afternoons.

#2

The purpose of this book is to bring this part of social reality into view. I hope to convince you that ignoring it is costly, not only to your own personal success and development, but also to the quality of life in an identity-diverse society and world.

#3

The threat of a stereotype is a common predicament of life. It comes from our human powers of intersubjectivity, which is the fact that we have a good idea of what other members of our society think about lots of things, including the major groups and identities in society.

#4

The experience of living under a stereotype is something that everyone has, and it is how we deal with it that determines whether it will affect us positively or negatively.

#5

The Princeton researchers found that white students who were told the golf task measured natural athletic ability golfed worse than those who were not told anything about the task. The students who were told the golf task measured natural athletic ability were also more frustrated by the golfing than those who were not told anything about the task.

#6

The researchers had put a group of black Princeton students through the same experiment they’d put the white students through. The black students, who were now at risk of confirming the ancient and very bad stereotype of blacks as less intelligent, took four strokes more to complete the course.

#7

The golfing task was a test of natural athletic ability for whites, and sports strategic intelligence for blacks. The threat of being seen as a bad group member and a bad athlete if they failed the task was present for both groups, but was more pronounced for blacks.

#8

The threat of being negatively stereotyped as a result of your gender identity or group membership can be enough to interfere with your performance on a test.

#9

The first pattern that emerged from this research is that despite our sense of ourselves as autonomous individuals, contingencies tied to our social identities do affect how we live our lives.

#10

The second dimension of reality is that identity threats, and the damage they can do to our functioning, play a role in some of society’s most important social problems.
Insights from Chapter 2

#1

I was offered a job at the University of Michigan in 1986. I was excited to be a social psychologist, but I was also offered the position of director of an academic-support program for minority students. I knew that I wouldn’t be able to continue my research life if I took the job.

#2

When it comes to explaining people’s behavior, there is a big difference between the observer’s perspective and the actor’s perspective. The observer’s perspective is the perspective of a person observing the behavior, while the actor’s perspective is the perspective of a person doing the behavior.

#3

The Ann Arbor trip raised questions and provided some clues. There was hard evidence that black students at Michigan were not achieving at the same level as their white counterparts, and that something about the social and psychological aspects of their experience was involved.

#4

I was appointed to a universitywide committee on minority student retention and recruitment. I began to talk to students, and they told me that their social networks were organized by race. I continued to look at grade records, and I found that black student underperformance was common throughout the education system.