Reviewed by Helen Taylor, PhD, of Bellevue College
Whistling Vivaldi Summary. Thanks for exploring this SuperSummary Plot Summary of “Whistling Vivaldi” by Claude Steele. A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality study guides that feature detailed chapter summaries and analysis of major themes, characters, quotes, and essay topics.
Author: Claude M. Biotek kc4 software download. Steele, PhD
Publisher: W.W. Norton & Co.
Copyright year: 2011
ISBN: 978-0393339727
Publisher: W.W. Norton & Co.
Copyright year: 2011
ISBN: 978-0393339727
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Since “Whistling Vivaldi” was first published in 2010, it’s likely you’ve read it or at least browsed through it at a bookstore. If not, it’s worth a read, both for its important content on the impact of stigma on the stigmatized and its accessible description of a two-decade research process. I’ve been aware of and have taught about the phenomenon of stereotype threat for some time, but I learned a lot about the pervasiveness of the phenomenon and also about the author, one of my favorite social psychologists, by reading this book.
In “Whistling Vivaldi,” Claude Steele paints a compelling picture, through personal stories and research results, of how simply being aware of negative stereotypes toward our social group diminishes our ability to perform. Whether the group is white students who are told a golf task measured athletic ability, motivated women taking a difficult math test or high-ranking black students taking a test they believed to be of intellectual ability, the threat of stigma is sufficient to have a significant deleterious effect on performance. According to Steele, this phenomenon, which he and his colleagues call stereotype threat, permeates American culture, particularly in schools and colleges.
Workshop participants received copies of Claude Steele’s Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. The above passage from Coates’s masterful epistolary work is resonant with much of Steele’s account of the research on stereotypes and the harm they inflict on the human psyche. In Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us, Claude M. Steele explores identity contingencies and stereotype threat. The title comes from a story shared by Brent Staples, who wrote for the New York Times. A black American, Staples didn’t like that his white neighbours would cross the street to avoid him at night. Discussion Questions for Whistling Vivaldi Feel free to pick and choose among these discussion questions, or ask your own! - Prepared by Deb Hoskins, Ph.D., University of Wisconsin at La Crosse Chapter 1 Introduction: At the Root of Identity 1. Steele opens with the notion of “identity contingencies” and tells several stories about them.
Penguin audio meter keygen for mac. The title of the book comes from the experience Steele describes of Brent Staples, now a columnist for the New York Times but at the time of the story a graduate student in Chicago. Staples, an African-American, observed white individuals and couples reacting to him with fear as they walked past him in the Hyde Park neighborhood. Staples noticed that when he whistled the tunes of classical composer Vivaldi, white passersby seemed to relax and some even smiled. The change in how Staples was seen, from the stereotype of a potentially violence-prone African-American youth to an educated, refined person, reveals to Steele both the threat of historic stereotypes and the power of situational contingencies to diffuse that threat, both to the white passersby and to Staples himself.
By focusing on identity contingencies, particularly the identity threat that emerges when faced with a negative stereotype of one’s group, Steele and his colleagues take the heat off of the individual or the family for failures in performance. The same students from the same background will perform differently depending on the salience of stereotype threat. This is a powerful idea, because it means that by changing the situation, we can effect a change in achievement.
In the last few chapters of the book, Steele offers some concrete remedies. He is not a Pollyanna; he argues we have not yet achieved a post-racial society, as illustrated by worsening school segregation and ongoing discrimination. He does provide some practical strategies for reducing stereotype threat, some of which can be applied to the classroom: fostering intergroup conversations among students from different backgrounds, building in a process for students to affirm a positive sense of self and offering feedback that communicates a belief students can meet high standards.
“Whistling Vivaldi” is as much the story of social psychology research as it is of the construct of stereotype threat itself. Steele methodically and carefully takes us on his scientific journey, from one research question to another, from application to one group to application to another, from collaboration with one partner to collaboration with others. He carefully sets up the experiments as they unfold over two decades without getting too bogged down in the technicalities; he reports the blunders as well as the successes in terms of predicted results. In this sense, the book provides a valuable roadmap to those at the beginning of their research careers. As Steele himself says, the research process is much like solving a mystery, and while painstaking at times, the story builds to its meaningful conclusion by taking us there step by step.
About the reviewer
Whistling Vivaldi Short Summary
Helen Taylor, PhD, has been a faculty member in the human development and psychology departments at Bellevue College near Seattle for over 35 years. Recently retired from her full-time position, she continues to teach as an adjunct and currently serves on APA’s Committee for Associate and Baccalaureate Education. Taylor has frequently taught interdisciplinary studies courses in addition to psychology classes, and has led psychology students in study abroad programs in Italy and Spain. She has been recognized with a margin of excellence teaching award and an outstanding faculty award from Bellevue College. She has also served as psychology department chair, director of faculty development, and director of the Center for Liberal Arts at Bellevue College. She earned her BA degree from Pomona College, her MA from Seattle University and her PhD from the University of Washington.
Our social identities evolve from gender, age, culture, educational background, medical status, political affiliations, and a lot of other places. Each of these identities comes with a set of expectations or stereotypes. Nobody is immune to stereotypes, and we all have been at the receiving end of negative perceptions. Social psychologist, Claude Steele, describes this phenomenon as 'the stereotype threat.’ His book ‘Whistling Vivaldi’ analyzes the influence of negative stereotypes on our lives.
The book's title is inspired by a personal experience of Steele’s friend, Brent Staples, a writer for the New York Times. When Staples was a graduate student in Chicago, he observed that white individuals in the neighborhood seemed to be afraid of him. They would avoid him, or cross the street to the other side. He realized that they negatively stereotyped him as a potentially violent African American. When he began whistling the tunes of the classical composer, Vivaldi, the passers-by seemed to relax. Staples learned to deflect the negative stereotype by whistling Vivaldi. The approach implies that by modifying the situation, we can improve perceptions and outcomes.
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Steele’s interest in the subject originates from his personal experiences. He recollects his childhood in Chicago, in the 1950s, when he was a victim of racial discrimination. Through personal stories, experiments, and research studies, Steele discusses that being aware of negative stereotypes undermines our abilities to perform. For example, women taking a math test will perform worse when reminded that women are not expected to do well in math. Fear affects their ability to function. According to Steele, the intimidation factor diminishes cognitive resources. We use so much energy to endure the continuous barrage of negative perceptions that we are unable to perform to our potential. Ultimately, stress affects our physical, mental, and emotional health.
Whistling Vivaldi Book
Steele outlines practical strategies for minimizing the stereotype threat in the academic sphere. He believes that positive role models can reduce the damaging effects of a negative stereotype. He advocates the value of fostering a belief in students that they can meet high standards, regardless of their identity.