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

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Task Motivation by Race and Feedback Condition (Composite motivation index in standardized scores. Sample item”:How motivated are you to revise your essay before submitting to the journal?”) (Cohen, <strong>Steele</strong> & Ross, 1999) 0.5 0.4 0.3 0.2 0.1 0 -0.1 -0.2 -0.3 -0.4 -0.5 Unbuffered Hi Standards Hi Stand. +Assurance Black Participants White Participants
Change in Mean Arterial Pressure (MAP) from Pre-Test Resting Baseline (Millimeters <strong>of</strong> Mercury) 4 3 2 1 0 -1 White Participants Black Participants -2 "No Race Difference" Race Difference Presumed
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 40 and 41: Achieving the inter-subjective sens
Page 44 and 45: -0.75 -0.50 Test Performance (Stand

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

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