Use your Whistling Vivaldi text to complete the following:
Chapter 1, “An Introduction: At the Root of Identity,” pages 1–16.
Chapter 3, “Stereotype Threat Comes to Light, and in More Than One Group,” pages 44–63.
Chapter 5, “The Many Experiences of Stereotype Threat,” pages 85–98.
Chapter 6, “Identify Threat and the Efforting Life,” pages 99–113.
Steele (2010) reports that stereotype threat affects many types of identity groups across multiple performance areas:
The effect has been observed in women, African Americans, white males, Latino Americans, third-grade American school girls, Asian-American students, European males aspiring to be clinical psychologists (under the threat of negative stereotypes about men’s ability to understand feelings), French college students, German grade school girls, U.S. soldiers on army bases in Italy, women business school students, white and black athletes, older Americans, and so on. It has been shown to affect many performances: math, verbal, analytic, and IQ test performance, golf putting, reaction time performance, language usage aggressiveness in negotiations, memory performance, the height of athletic jumping, and so on (pp. 97–98).
Define stereotype threat. Use the Steele (2010) text and summarize one group’s experience with stereotype threat. (For example, African-Americans, whites, Asians, women, older persons, or lower socioeconomic class.)
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