Claude Steele talk - Columbia University Graduate School of ...

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Achieving the inter-subjective sense of “identity safety”: Strategies for Settings • Leadership/Normative Influence • Critical Mass • Resist permanent tracking & fixed ability representations of jobs, careers, tests & performances • De-racializing perception of setting • Self-Affirmation • Belongingness Interventions • Challenge & support (e.g., feedback) • Relationships • “Wise” teaching; all of the above
Schooling Policy (Positioning these processes in school reform) Quality Schooling: Necessary but not sufficient to reduce group performance gaps. Identity Safety: Necessary but not sufficient to reduce group performance gaps. Quality Schooling plus Identity Safety both necessary and sufficient to reduce group performance gaps.
Page 1 and 2: Performance Criterion (e.g., Fresh
Page 3 and 4: Stereotype Threat & Performance on
Page 5 and 6: •Cues that signal non-threatening
Page 7 and 8: Contingencies deriving from feature
Page 9 and 10: Threatening Structural Cue Office
Page 11 and 12: Vigilance: Recognition Memory for D
Page 13 and 14: Cardiovascular Reactivity Z-scores
Page 15 and 16: •Bad news: Identity threat is int
Page 17: Identity Safety or Trust •Without
Page 21 and 22: Black Student Over-Performance Walt
Page 23 and 24: Social Identity: The part of person
Page 25 and 26: By affecting the comfort level and
Page 27 and 28: •Social identities originate from
Page 29 and 30: Activation of Brain Areas Used for
Page 31 and 32: Toward Remedy
Page 34 and 35: 18 16 14 12 10 8 6 4 2 0 No Sex Dif
Page 36: GPA Change Pre and Post Interventio
Page 40 and 41: Achieving the inter-subjective sens
Page 42 and 43: Task Motivation by Race and Feedbac
Page 44 and 45: -0.75 -0.50 Test Performance (Stand

Claude Steele talk - Columbia University Graduate School of ...

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