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

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Achieving the inter-subjective sense <strong>of</strong> “identity safety”: Individual Strategies •Learning goals and self-management. •Attributional strategies •Stereotype dilution •Thorough skill building--a role for supplemental education
Distance Results 60 Inches 55 50 45 40 Racial Pr<strong>of</strong>iling Love & Relationship s 35 Evaluative Goals Learning Goals F (1, 51) = 9.46 p < .01
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 and 18: Identity Safety or Trust •Without
Page 19 and 20: Schooling Policy (Positioning these
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 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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