Psychology 2 10 2020

Summary

In a compelling talk, Dr. Claude Steele, renowned social psychologist from Stanford University, delves into his pioneering research on stereotype threat, touching upon how identities and societal structures impact individuals. He discusses the experiments revealing how perceived stereotypes can affect performance and trust levels in educational institutions. Dr. Steele suggests pathways to create more inclusive environments by acknowledging identities, building trust, and providing supportive feedback. His insights aim at fostering a society where people from diverse backgrounds can thrive without facing disadvantages tied to their identities, emphasizing the fundamental importance of trust and hope.

Highlights

• Dr. Claude Steele discusses the concept of stereotype threat and its implications. 📚
• Through experiments, the impact of stereotypes on individuals' performance is revealed. 🔍
• Emphasizing the importance of trust to mitigate stereotype effects in educational settings. 💡
• The need for recognizing diversity and adapting educational structures to be supportive and inclusive. 🌐
• Dr. Steele shares strategies for overcoming identity-linked challenges, stressing growth mindset and hopeful narratives. 🌟

Key Takeaways

• Stereotype threat can significantly impact performance and motivation in educational settings. 🧠
• Building trust between students and educators is crucial for fostering inclusive and effective learning environments. 🤝
• Acknowledging and respecting diverse identities can lead to a more united and functional society. 🌎
• Institutions should adapt their practices to support a diverse populace, moving away from outdated models designed for homogeneous groups. 🏫
• Emphasizing the growth mindset can help individuals overcome stereotype-related pressures and improve their abilities. 🚀

Overview

Dr. Claude Steele takes the audience on a captivating journey through the intricacies of stereotype threat, a concept he significantly contributed to shaping. His research demonstrates how the pressure of confirming negative stereotypes affects individuals' performances in scenarios ranging from academics to sports.

In his enlightening talk, Dr. Steele shares how fundamental trust is in educational environments. By understanding the pressure stereotypes exert, educators and institutions can create more inclusive and supportive environments. He stresses the shift needed from outdated systems to methodologies bolstered by trust and feedback.

Finally, Dr. Steele encourages embracing growth mindsets and realistic yet hopeful narratives. He illustrates how these psychological shifts can help individuals transcend societal and identity constraints, thereby crafting a more inclusive and forward-thinking culture. This call to action is both a challenge and an opportunity for those committed to diversity and equity.

Chapters

• 00:00 - 02:30: Introduction and Welcome The chapter titled 'Introduction and Welcome' opens with applause and music, setting a positive and anticipatory atmosphere for the event. The speaker expresses gratitude to the audience for attending and hints at an exciting evening ahead.
• 02:30 - 06:00: Speaker Introduction - Dr. Claude Steele and Groundbreaking Work The chapter introduces the beginning of a talk or event where Dr. Claude Steele is to be introduced, focusing on preliminary announcements. Students attending for extra credit are reminded to take notes as proof of their presence, following their instructor's guidelines. Attendees are also reminded to ensure their cell phones are silent to maintain respect during the session. The setting is prepared for Dr. Claude Steele’s introduction and his subsequent discussion of his groundbreaking work.
• 06:00 - 14:30: Exploration of Diverse Community and Stereotype Threat The chapter 'Exploration of Diverse Community and Stereotype Threat' introduces Dr. Claude Steele, a social psychologist at Stanford University. Dr. Steele is renowned for his work in psychology, particularly his exploration of stereotype threat and its impact on individuals from diverse communities. The chapter sets the stage for a discussion or presentation by Dr. Steele, emphasizing his expertise and the anticipation of his insights on the subject matter.
• 14:30 - 21:00: Identity and Institutional Challenges The chapter titled 'Identity and Institutional Challenges' revolves around the concept of stereotype threat and refers to the groundbreaking research conducted by Dr. Steele on this subject. It highlights his career, academic leadership roles, and the honors he has received. A particular focus is placed on his book 'Whistling Vivaldi,' which narrates his extensive research journey on stereotype threat, from its initial conceptualization to actionable strategies that can mitigate its negative impacts.
• 21:00 - 30:00: Trust in Diverse Communities The chapter titled 'Trust in Diverse Communities' begins with a statement by Cornel West, highlighting Claudia as a highly influential social psychologist known for her significant impact on broader cultural dynamics. This introductory acclaim sets the stage for Dr. Claudia's insights and discussion, reflecting on themes related to trust within various diverse communities.
• 30:00 - 43:00: Critical Feedback and Stereotype Threat Studies The speaker expresses gratitude for the audience attending the talk on a chilly night in California. The talk is centered around psychology research, with the speaker aiming to provide informative insights. The context suggests an upcoming discussion likely related to critical feedback and stereotype threat studies, given the chapter title.
• 43:00 - 50:00: Successful Diverse Institutions The chapter discusses the importance of helpfulness and hopefulness in successful diverse institutions. The speaker mentions that they will provide practical advice intended to be personally useful for the audience. They encourage collaboration and are open to addressing questions throughout the discussion, ensuring that they cover the topics most relevant to the audience.
• 50:00 - 57:00: Addressing Stereotype Threat in Education The chapter titled 'Addressing Stereotype Threat in Education' explores the fundamental question of creating a successfully diverse community. It emphasizes the importance of diversity in educational institutions and how it reflects in classrooms and among friends. The discussion encourages sharing concerns and highlights the American context of diversity.
• 57:00 - 83:30: Audience Questions and Interaction This chapter discusses how to create an inclusive community that is comfortable and high-functioning for people from diverse backgrounds. The focus is on allowing individuals to contribute from their unique identities without facing disadvantages. It also touches on the psychological understanding of what causes division among people and how to overcome these barriers.

Psychology 2 10 2020 Transcription

• 00:00 - 00:30 [Applause] [Music] here you so much for coming out for what's gonna be an amazing evening so thank you for joining us before we get
• 00:30 - 01:00 into it a few announcements first and foremost you received a program and for all the students in the room that are here for some of the extra credit go ahead I'll take some notes or whatever instructions your instructor gave you that's your proof that you are here okay second make sure to check your cell phones make sure they're on silent and all that good stuff so that we are respectful all righty here we go this is
• 01:00 - 01:30 my colleague Robert Malloy I'm Sheena Turner August in air psychology faculty here at Las Positas we are so excited to welcome dr. Claude Steele I have some notes here because nothing to make sure that I get it right so bear with me dr. Claude Steele right now the social psychologist and professor of psychology at Stanford University he is best known for his
• 01:30 - 02:00 groundbreaking research on stereotype threat which we will learn more about this evening and over the course of his career dr. Steele has served in several academic leadership positions and has earned many honors of words he is the author of whistling Vivaldi how stereotypes affect us and what we can do in his book dr. Steele takes the reader on a journey through his many years of research on stereotype threat from his conceptualization all the ways in which we can lessen its negative effects dr.
• 02:00 - 02:30 Cornel West said Claudia is one of the few great social psychologists whose impact on the larger culture is immense it is our great honor to introduce to you dr. Claudia [Applause]
• 02:30 - 03:00 [Music] it's a great pleasure to be here it took a while to get here but it's a great way to finally be here I just well thank you guys for coming out on a chilly California night to give a psychology professor part about research so I appreciate it my hope is it might be informative and
• 03:00 - 03:30 helpful and they need even hopeful I'll talk about some very have in mind coming down to good practical things that I hope will be personally useful to you guys and as I go along I don't mind I can't see as well as I mind but if you have a question as I go along collaboration and respond to it it's just fine to interrupt it that way I'll be sure to talk about what you're most
• 03:30 - 04:00 interested in the kind of concerns you have so don't be shy to do that the basic question I want to talk about today is how do you have a successfully diverse community I think that in an institution like this one like the ones I worked in in a classroom among friends highly diverse we Americans from our
• 04:00 - 04:30 various backgrounds come to have a high functioning a comfortable environment for everybody in which people feel like they can contribute from the standpoint of their identities and yet not be disadvantaged based on their identities how do you make a community like that work we psychologists are really good at explaining of what keeps people apart with science that studies the nature of
• 04:30 - 05:00 prejudice and a lot of the work on prejudice most of our understanding of prejudice comes from psychology so we're good at nature of math and have a good sense of it we're not so good at knowing what actually invades people from different backgrounds different experiences to come together and work effectively and comfortable with each other so I'm trying to in my thinking at this point in my life sort of open up
• 05:00 - 05:30 that question how do you make that work I think it is a fundamentally American a question I'm old enough to remember when in this society we decided to integrate to society via turn from the 60s that was the term in Britain up to that point that's kinda it seems a little strange by today's standards and sensibilities but up to that point we were not an
• 05:30 - 06:00 iterated society and it was discrimination asleep and it was this commitment these publicly society is the primary fruit of the civil rights movement so that's why somebody like Marcus became so long this genius of engineering us as a society into a public commitment to that society being integrated in the sense that every month should have opportunity open
• 06:00 - 06:30 access that opportunity and mobility in the society and that their identities and background should not be under structure to that that is I often think it's good too I started talk about tanning ourselves as Americans on the back on the back of that maybe we're the only Society in history that has really made such a strong public television having an integrated society so let's begin we you are faced with figuring out
• 06:30 - 07:00 well how to do that how do we actually do that we know on the ground we haven't been nearly as successful as we might have a hope way back there in the mid-60s they seem so easy at that point in time and we're just going to take care of itself almost but 50 years into this experiment we know there are challenges and the question I'm asking is does technology in particularly social technology the psychology in general does it offer some insights that
• 07:00 - 07:30 might be useful so that's the focus of the talk and I think one way of thinking about it is in our institutions of higher education do we have the pedagogy the operating systems the practices the organization to to really educate a diverse population much of what we do oceans of higher education came from an
• 07:30 - 08:00 era where our institutions that just known as we're not trying to have a diverse population much of the procedures the way you do things comes from an era where we were just planning educated relatively homogeneous slice of the American population not the whole population now we have this different challenge of the basic question is the way we do business is it is it soon and effective for dealing with a full range
• 08:00 - 08:30 of American population okay I got two parts to the talk one part I apologize for it's a little dark it goes into some of that troubled history our society but I think they have to do that at least I feel I have to do to kind of get to the bottom of things and haven't done it I think I come to a conclusion which gives me some hopefulness so that's the same
• 08:30 - 09:00 so as things get dark challenging keep in mind that we are working toward the light and that are trying to get to of so simple ideas that may be more unified than we have typically thought out so that's that's the aim like I feel as a result of doing this this research and thinking about things I feel very hopeful about that basic question with
• 09:00 - 09:30 how to have a diverse society but in getting there there's some talk training this is a weave we're a complicated society okay well I think that the story begins with is the simple fact that it is intrepidly diverse Society I'm sure many of you have heard these statistics before but you know the length of the 1970s I think something
• 09:30 - 10:00 like 84% of the population and I states was white today it's less 62 percent another 20 years would be less than 50 percent and in addition to just those changes student versus differential birth rates immigration in the light there is also just a great deal more articulation of the densities distinct your sexual orientation alone we have a much more articulated landscape with regard to those identities that we have had in the
• 10:00 - 10:30 past and these are important identities and our society is almost on a weekly basis trying to expand itself to economy and understand the nature of these identities so by several means our society is just getting to be more diverse and complicated and our institutions like this one as I say that once I've worked in and sometimes been responsible for the academic life of those institutions aren't our
• 10:30 - 11:00 institutions increasingly have to deal with with with that and trying to do so effectively but at face we are often bringing together in these institutions people from groups that have had and continue to have profoundly different experiences in our society we have used identity racial identity ethnic religious identity and would like to
• 11:00 - 11:30 organize our society almost from the beginning as the there's the old world met the new world we began organizing our society stratifying it and the like in terms of identities native populations African populations we we have some practices with that are just difficult to stare straight in the eye that will finally organize American
• 11:30 - 12:00 society around identity I just happen to be the amount of mountain is sort of a an attempt to be realistic about how the West was won and what was involved in it and how that happened and if you look at the details it's I mean it really is a rough story there's just probably no other word to use in genocide way and you know slate we we were rough in said Disney World
• 12:00 - 12:30 and we're not even though I think it's important to point out that for some reason our society has also had resistance movements that have resisted this kind of organization point with the civil war as a big part resistance to some of this organization even point to the civil rights movement that's another huge point of resistance the abolitionist movement to suffrage movement we have a tradition of
• 12:30 - 13:00 resisting it but we've been in is this tension for some time across the history we've had a way as we moved into the 1960s the civil rights movement we've had a way of looking at this we are going to do this project of integration of incorporating everybody there at least giving everybody the opportunity to be incorporated into the mainstream we're going to do this with a
• 13:00 - 13:30 kind of simple strategy and I might for lack of a better senator who's saying these combined identity blind assimilation stretch the idea is okay let's hold them let's sort of put the past been a let's get past that I'm gonna see everybody we're going to see everybody's individuals treatment buddy as individuals and the responsibility on the individuals part is to assimilate to
• 13:30 - 14:00 the maintain standards and values pretty much as fast as possible and with that fragment that system that process that's how we're going to do it that's how we're going to Ingrid society it's through that simple way and you know you know I can begin then you know Title II the criticisms of colorblindness and simulation isn't Andalite they're almost bad terms in active life but there are
• 14:00 - 14:30 aspects of our lives where we wouldn't drink that way at all enforce the colorblind way and we want access to education in a pretty much comment line way and we want access to financial capital investments and real estate with what these things to be compliant so I think despite the critiques there's a reality of the ground that keeps this basic framework as a core
• 14:30 - 15:00 framework the American Life but I do think we have to and again thinking like a psychologist appreciating the cost of that and what I might say as the cheap cost is that it just it just obscures and D emphasizes the significance of our identities and our backgrounds the kind of washes those
• 15:00 - 15:30 out of you like we're just not going to pay much attention to and having done that this is sort of the the crux of the argument having diminished because of identities our institutions haven't adapted to some of the realities involved with energy differences that are our partners so we haven't by not seen them we have adapted in ways that might be more effective
• 15:30 - 16:00 what - such a baby it's just a little bit first none of the dark part yet but I'm getting there first how doesn't in make make a difference well given the fact that society starts this organized around identity where we live we know Allah the so much of American society is organized that way that means if I'm
• 16:00 - 16:30 born into a particular group into a particularly identity there are certain things that I don't have to deal with just because I if I'm a woman I just need something to have to deal with because given how our society is organized around gender if I'm born after America there are just certain things I'm going to have to deal with because in all probability because I'm I'm african-american I said commemoration for the but a year
• 16:30 - 17:00 and a half ago for the assassination Martin Luther King's was in Memphis around the anniversary of of his death and the fiftieth anniversary of his death and there were parents of civil rights lawyers for so I said there all afternoon and the question that they were asking themselves is well where should the civil rights movement put his energies today worship what she was
• 17:00 - 17:30 focused on today and the really depressing part of that afternoon was that each panel is spelling out complications in American life still tied to race and when you think about it again later they're quite obvious you know real estate they're still on our neighborhoods and communities are fundamentally segregated or organized Raceland the I suppose the better way of writing it and that affects the value of
• 17:30 - 18:00 your house and then your house is the primary determinant of your wealth and your wealth is the primary determinant of so many choices and options in life and certainly it's also a factor in the quality of education you exposed where the top teachers are side where the money is that's assigned and the facilities in the other life so just tighten that identity for example and also the other one that the access to employment the
• 18:00 - 18:30 connection between not doing well in school and increasing incarceration rates of tied to certain communities so when you think about that the organization of society in that way one way to sort of bring it down to the experience to the psychology of the individual is to think of things you have to deal with because you haven't done it in sort of a gauntlet let's say what would it take for an
• 18:30 - 19:00 african-american kid of the Latina kid what would it take what they have to go through in order to identify with education early take it seriously invest in it see it as a before it's a really critical part of their life and their ability to be on the bubble and to join the mainstream society what would it take well you can see there's just a lot of little pressures with families and under great depression the resources are are less the
• 19:00 - 19:30 educational opportunities are completely different very early in their lives the vocabulary one is exposed to is very different earlier this is the whole sequence of things in that just go with that damage so if we're gonna be color blind with a missing the missus indifference and missing this intensive that as I'm saying we're not gonna des institutions of higher education or
• 19:30 - 20:00 vegetation in general what I think is responsible to that reality as we should I'm going to say also their psychological contingencies time to attend distinction one has to deal with that's where I think the research on stereotype threat comes in the picture I'm going to a higher education institution as a as a student or as a professor me I know what people might
• 20:00 - 20:30 think about my groups preparation abilities do I know what the suspicions are I know what the stereotypes and so when I'm in the situation where that staring plant is relevant to me think about recently I had in class and talk to my professor I might worry that I'm gonna be seen in terms of that stare or I could be seen to us that stare I could be reduced to that starett that's a question that's a
• 20:30 - 21:00 so that's a social psychological pressure of my function in you remove that this is what our research shows is if you remove that pressure you get a very different performance a very different expression of ability then you get as you leave that impression arm and again if we're just going to be identity blind we're not going to see the reality of that I've been using lately and it's the
• 21:00 - 21:30 first actual experiment that I described in the book listing the ball game but I really like it because it's kind of cute yeah illustrates the power of these stereotypes this is a study athletic before it's not academic performance and these are elites white and black athletes at Princeton and Arizona State studies been to both places and they come into the lab one at a time
• 21:30 - 22:00 these are the entities and they're told that they're going to do ten poles up caught in an experimental lab work and indeed and there are ten poles of miniature golf set out and we're just gonna see how well they do and we say that in one condition where we want to put the white athletes under stereotype threat pressure of the sort I just described we say look we want you to do the best you can this is a standardized test of natural
• 22:00 - 22:30 athletic ability to the best you can well in our society white athletes are not stereotyped as having actual the black athletes are stereotyped as having natural athletic ability these are all guys who are really committed to being good managers so they get into the task that's inevitable frustration and tasks like that and for what happens
• 22:30 - 23:00 under this impression of possibly showing through their frustration that they don't have the natural family they get distracted they're trying too hard they make it takes the moisture to supposed to get through and they don't perform as well as the black athletes in that situation just from them the nice thing about the studies that it reverses the the outcome in the other tradition in the and another condition just before they do
• 23:00 - 23:30 the golf test the experimenter says look we want you to do the very best you you can this is a test of sports shanty cheek intelligence do the best you can so that puts the black athletes under stereotypes right in this society any little frustration today could be a sign that they are confirming or will be seen to confirm an English stereotype about african-americans intellectuals so as
• 23:30 - 24:00 they go through the task this time they start to screw it up and white athletes dramatically over outperform them in the task so you can switch the which group does the best but which forms stereotypes about you you put the participants under and I like it because it's kind of even-handed she shows all groups are susceptible to these kinds of pressures all of us have performances upstairs the most challenging forms very
• 24:00 - 24:30 life-threatening our institutions today this is a stereotype threat that whites can feel in the original conversation we're talking about you shouldn't live in equality or race in general issues this is what we suppression that if I say something wrong but he seems a racist that's the stereotype so I can take my form of stereotype threat and that will help me see your form perspective that's right there's no group no identity it doesn't have
• 24:30 - 25:00 something it a bit a stereotype about it and when you're in a circumstance where that stereotype is relevant to what you're doing you know you could be just or treated in terms of that stereotype and if what you're doing is important to you it's important to the prospect of being reduced to a stadium is upsetting and distracting inferior performance right there and functioning right there in the immediate situation then it could maybe even make you just want to avoid
• 25:00 - 25:30 that old domain of life women in STEM fields is there reason I'm going to be jealous I just immediately that's another thing that goes with identity part it's something you have to deal with because of the adem innate again if we are just insistently colorblind across the board we wouldn't see it it wouldn't make sense what you just can't we just live our lives as individuals
• 25:30 - 26:00 why can't you just reduce it to that well as a psychologist I sure would like to do that I can tell you that and as I say in many circumstances we have to function in an identity blind but in other ways I think we have to appreciate now they really are factors tied to our identities that affect our lives in some supporting situations over the place one way of characterizing me this is tension to its attention between
• 26:00 - 26:30 remembering and forgetting do I remember how my group has been treated and continues to be treated in society and use that memory to interpret what's happening to be in this immediate situation but I do that or going to spur count on that I'm going to post-racial world for example it's over I don't have to if I can forget about that this is what there's this tension that I think
• 26:30 - 27:00 characterizes the psychology of groups [Music] these kinds of backgrounds one one of example puts it in high relief is the typical parent-teacher conference in a grade school would say where there's an african-american couple coming in to talk to the teacher about their son and
• 27:00 - 27:30 the teacher that they talk to is what that is conversation that will be Malad with Americans American history is assigning roles identity pressures to each of the participants in that situation that are profound and that those same people had that conversation in a different society different extreme difference that stereotypes it would
• 27:30 - 28:00 just be an ordinary conversation in America the african-american couple is coming in hell-bent on having that teacher and that school appreciate the abilities of their child and they know that in this society the there's some risk do something they can't can they can't completely trust them that that's going to happen because they know the stereotypes so they they're very concerned about that they're on the edge about that they don't want the slightest transgression
• 28:00 - 28:30 that their son makes to be taking this again read through a stereotype this as in business there's a violence to violent tendency in this game so they they are armed on it like that and the white teacher for her part is suffering the counterpart of that her troop is London the stereotype that she she racist so she's backstage preparing for this conversation saying to herself or anybody that that should trust Jesus
• 28:30 - 29:00 if I say anything even constructive about this young man to help us this is the student to do well obviously this racist so they are very highly of American history the rolls has given us a really effective coming right there into our immediate experience then it's that kind of phenomena that our history identity said it's given us the
• 29:00 - 29:30 societies one has that's when that's where Jesus and I want to say that from the standpoint of our institutions and from the standpoint of us as individuals the the functioning in institutions I want to talk about both perspectives but I think a single word can get to the heart of matter which is given our given everything out disarming the real commodity that's the thing it's difficult for us to achieve is trust
• 29:30 - 30:00 just trust that so that's a part of the psychological the institution is to trust each other get to a point where we can trust it then I can relax and forget and not remember but if I don't have trust then I'm kind of remembering and I'm kind of visual and I'm kind of distracted and I'm kind of just plating this trust of the situation and that is
• 30:00 - 30:30 not the best friend of mine all that activity is as the research on stereotypes read over the years is as shown the beam under that strip is really affecting the pattern of brain activation prefrontal cortex the part of the brain that I have to recruit in order to think intellectually to solve problems that part of the brain suppress the part of the brain that's vigilant to stretch your needle that's much more activated so I've been a real different
• 30:30 - 31:00 statement on the background and that it's a kind of state that affects my ability to engage the work in funny so when you think about building an institution that is successfully diverse institution in which all of our identities have equal opportunity we have to in some way appreciate this and design their institutions in ways to build trust
• 31:00 - 31:30 first that's that's one of them the heart of the of the argument and that's the end of the dark part but what one more experiment just just to illustrate how fundamental this phenomena is jet Cola and lebra so I did an experiment probably 20 years ago in which we asked the question how does a weight professor give a black student
• 31:30 - 32:00 critical feedback on their work and have that feedback be trusted how do you do that so we got Stanford students went black and brought them into web one at a time and we had them write an essay about their favorite teacher that extensively could be published in a new magazine when you're starting on teaching in school so give it your best shot write this essay come back two days later and you're gonna give feedback on
• 32:00 - 32:30 this and when they come back we're going to measure how much they trust that feedback and how motivated they are by that feedback to improve their yes that's the whole experiment except that when they come back to get that feedback we vary how we give it in some places for some participants we just give the feedback straight ahead here's the feedback people did your essay needs to be played and another condition please
• 32:30 - 33:00 say something really nice about them in general and homonym bromide if you will they don't look I really like the smile you have in class and something we give then we give them the critical feedback when you do item of those interestingly doesn't make any difference to the white students they're not quite under the same stereotype pressure that the black students are but the black students don't trust the deep and then that trusting the feedback they're not
• 33:00 - 33:30 motivated they're not motivated prove there sa and that might seem weird about when you think about you can kind of see why again remember we're in the United States for you there's a certain history to it and so for an african-american student that critical feedback is its how to attend bigamous did it come from my work or did it come from how the feedback giver feels about
• 33:30 - 34:00 my group stereotypes about my quirks abilities and preparations where did that feedback come by my question on the students to low-income students latina students by her the same kind of concern in that situation and the ambiguity alone makes it difficult to just completely open heartedly trust this feedback and the generosity of it the way students just see this Wow did it professionally actually break these things they're happy about they
• 34:00 - 34:30 don't get that kind of attention or we go places so they're happy together but for the african-american students it's just confusing it's just inherently an interpretation interpretive problem so I like that finding because I think what I don't like it I don't like the reality of that finding but it is good and illustrating just how insidious this trust issue can be talking about and how
• 34:30 - 35:00 it can be linked to academic progress and performance I mean I don't trust it be there it's almost useful useless to me and I can you can see that I can go through school quite a bit of time isolated never beginning or rarely be getting the value veterans of that feedback because I can't trust the feedback because of American history and because of all the stereotypes that come from and all those
• 35:00 - 35:30 things so so there's where the whole bigger picture is coming down into the immediate experience of the student and can have this kind of any effect well the good news in this experiment is if there was a way to get feedback that everybody would trusted their last name is included and was a very simple way of doing that and that was to simply say look giving you some feedback I we're
• 35:30 - 36:00 using building high standards and evaluating these things because they might be or think about positive publishing some of the magazine using my standards I looked at your destiny and I think you can meet those standards Pearson speaker well when was sent back the african-american students a month - they completely trusted that feedback 75% took the SA home to work on to improve they were highly motivated by their
• 36:00 - 36:30 feedback the most in any other condition of the experiment - did there's like 20 25 percent so it was a it was for those students of rare of a feedback so I did the very best of intentions I won the cheap foods of the civil rights movement this is where colorblindness identity blindness this is not enabling our pedagogy to be as effective as we'd like it to be and they use it could be
• 36:30 - 37:00 depressing performance growth in a systematic way for that for this reason so they wonder for us to to function in a with a very diverse set of students we may have to know a lot of that effective form of feedback and not so much on a minor flaw of feedback that would be a perfect example of a pedagogical shift and I think that kind of feedback is effective friend for anybody I don't know about you nothing
• 37:00 - 37:30 many adults if you can't be there I'm using high standards and I think you can meet this that's the move movements that moved me I think a lot of us that's kind of what we need to hear we need to hear that the adults in the situation are going to invest in our potential so much of our pedagogy is primarily a valued
• 37:30 - 38:00 and sorted dedicated story does this person have the ability to go there and this advances if you're kind of on trial till there is some vague demonstration that you have the ability to go on to the next level but when you have a diverse population in a diverse society like we have that may be the wrong approach might be perfectly reasonable that a homogeneous sentence but when you start to have students from very
• 38:00 - 38:30 different backgrounds then that approach could be very costly because it's going to cause this very ambiguity for many students that I'm talking about as our society is increasingly diverse it's going to be a very large number then this this littles this study this small study suggested what institutions need to do is come the students more presume grant grant the potential that's there you have the detention and I also means advise the
• 38:30 - 39:00 students you have the potential you've had you don't have to test and find out later that you have it and the Institute and institutions if they operate out of that then I think we're going to be more effective and see some of these performance gaps in the light graduation rate gaps and so on we're going to start to see those diminish a little but I honestly feel that we haven't done a power that's what I feel as hopeful as I do about I give one more study of what
• 39:00 - 39:30 an institution this was one that I worked in when I was the Provost at UC Berkeley we did a survey of our science departments their graduate programs our question was are the limited the minorities in these programs doing as well as the graduate school what that means is are you polish are you making
• 39:30 - 40:00 your steps toward publication at the same rate finding problem getting the problem done writing it up submitting it to a conference or a journal getting published all those steps along the way are the women and minorities in those highly prestigious science graduate programs doing as well as the men in those programs and the answer was that you might expect no there was a big difference women and minorities would not doing as well as then except in
• 40:00 - 40:30 college of chemistry so what is it about the College of chemistry keep their feedback steady Midmark one leg think about the college chemistry is that there was life in that good feedback condition I know we use very high standards here but I think he didn't need this that would be the way the whole program is designed they went they had the students who admitted come
• 40:30 - 41:00 to graduate school three weeks early and they sat down and they gave them the cultural capital that you need to do well in graduate school when I went to grab his mom is gonna sound weird but it's I think I quite understood what it was about I thought it was like being an undergraduate but when you're around the school you're not a consumer knowledge anymore your producers of knowledge you have to get into that mode where you're producing the knowledge you have to the
• 41:00 - 41:30 fans see things differently and I don't think I knew that for a part so they tell them or use the name I don't really care that much about your grades when I get pay attention forget it's you get the information out of the course but it's all about you getting a good research project into a little into one getting it done getting everything up that's winsome and to get to help you we're going to have you needless by
• 41:30 - 42:00 faculty and they're gonna give you projects that will illustrate what what you need to encompass exactly what you need to accomplish in your first year and you're going to pick one and you're gonna write proposal for that community by November 11th and then you're going to do the project by a bar circuit you can write it up and turn it in by June 2nd so they gave everybody kind of the cultural understanding of what graduate school was about right up front and then they supported profiling
• 42:00 - 42:30 in doing that every week you meet with the faculty member and is a department-wide Thomas white faculty committee that checks on the fact that the mixture of active Mentos Mentos meetings so with all that apparatus in place it is a lot like their feedback condition where and where people are coming to you and telling you we are investing in your potential you've got the potential here's how you do it that
• 42:30 - 43:00 come in every week on their support you with it's a very different sort of leaning into the needs of the students in that situation so it's an adaptation the visit it isn't calibrated to each particular identity this is something that that the chemistry faculty have any great sophistication about is there Provost I know things my favorites sophistication about diversity they had a very little
• 43:00 - 43:30 tolerance for for those words leaking into the vocabulary so that wasn't their their their idea they just wanted to produce a they develop this program over the years because they really wanted to produce the best chemists of world and they do produce like this and they produced almost all the lumen cameras major positions in higher education of faculty positions at higher higher education almost all of them come from this single moment so it can be done it
• 43:30 - 44:00 can be taken scan the feedback can happen at the individual level if you know what the problem is that's what what I want to say with regard to the institution I wanted to say a few things with regard to of students how students we students like deal with the challenges that I'm talking about I think there are some the kind of identity pressures are talking about stereotype threat remember it versus forgetting I think there are
• 44:00 - 44:30 things that can be done that help that a couple maybe will at least list some that maybe we can talk about them in the question answer period but one thing I think it's important to keep in mind is a growth mindset my colleague Carol Dweck's it's a fun quick read they're very accessible and it makes a very profound point that our abilities can
• 44:30 - 45:00 grow I can attest to that and I'm old enough to exceed abilities growing a lot of people and I've helped abilities grow there's a lot of love people but anything learning statistics can be comparable and you can get really good at writing you can be terrible at it you can get really good at if you know that you can get really good then you can focus you know it's a lot about it's a lot about organizing their life
• 45:00 - 45:30 and you need to in order to make that step organizing your life what I'm doing it you need to have the hope that you can and I really want to give that hope I think you can do it I think it is a matter of consistent focus consistent focus doesn't have to be growing I'm not talking about all layers I'm talking about every day a couple of hours a day on the pass you will get really good
• 45:30 - 46:00 they won't understand it you're processing information and learning things off tasks almost as much as you are when you're actually engaged when you're sleeping you're you're you're processing information is going in deeper so consistency really helps hope you can get better at almost all of these basic skills and talking about so I think it's really important to have that kind of said yeah yeah the idea that ability is some god-given are
• 46:00 - 46:30 genetically given fixed capacity and if you don't you know you get frustrated as you start your cupcakes course you get frustrated that means you just don't have the talent for that that's that's just not true there just is not the evidence for that there's much you know nobody really quite knows what's at the bottom of the building talent like no but the monthly accounts of it probably 10,000 there you can't go wrong with it
• 46:30 - 47:00 especially if you think of 10,000 hours of deliberate practice with as much coaching as you can possibly get so you can build yourself into have abilities that you need to add what to have and that's really an important thing you think about all these pressures that the talent is not in the talent is consistent work at something an understanding into account your skills will grow I also think that having what one of the
• 47:00 - 47:30 I think real successes with one of the factors is underlying of success of that chemistry's of college is that they are giving the students a clear concrete supporting form that's a big deal I use my own experience in graduate school when I went to graduate school as I said I
• 47:30 - 48:00 didn't know much about really what it was about and I felt a lot of these dead impressions at the time in her work I do certain know african-american students in this was a long term that's what was in the in Ohio and there was a faculty that mom is the n-word there was Arthur Jensen was going around making the case that African Americans their lower grades were due to today differences so you have all these
• 48:00 - 48:30 pressures and you are the exhibit 8 of the group that's you seen that we know you've seen them so it's a racially and in class and and you know possibly slip into my south side of Chicago dialect was terrible so that was the situation all those identity pressures were there but as time went on maybe year and a half were more than that my advisor for
• 48:30 - 49:00 some reason maybe because he was coming up for tenure he started to listen to me or he sought my opinion about this he seemed interested and he seemed to you know take me his power and I just was bowled over by that he wasn't seeing me through the lens of the stereotype and he was demanding really hard work out this was so long ago that the computers
• 49:00 - 49:30 you have the computers that are used in order to analyze the data were we're indulgence award in your hand every done it and you have to go wait the line with your punch cards and get all blanket hey I see some aged bait shaking their heads did you remember this one but it was really different it was demanding and but I loved it because I was being seen in my way that was just so gratifying that
• 49:30 - 50:00 situation and then we got some work done and I started to feel like I can do this and he he really gave me a clear here's what science is here's what it is and it's not to get clearly what I was doing in that once it started getting clear to me and what's that I had some support some real support in moving along that pathway interesting the fact that the
• 50:00 - 50:30 professors are they are still using the N word and the fact that Arthur Jensen was still to this day realize we have the legacy of that kind of work they they just they just I contested them but they didn't do well they didn't affect your emotion in the same way so I want to offer that story just to kind of highlight the value of finding a path
• 50:30 - 51:00 forward it's as simple as that how do I do it what courses do I take what things do i what - I need to complete almost time do I have who can really help me do this those kind of skills of organizing the effort forward well they suspect to move along that path they will help you feel like you're just reduce the significance of all those identity pressures and the
• 51:00 - 51:30 reason they it reduces the significance of all those identities the reason it's not magic it's just that you know those identity pressures are there but but but they're not gonna they're not fail they're not gonna show and you just you just inherently know they're because you have a passport so they're not obstructing the main thing in your life until you until you have that you don't know maybe that guy using
• 51:30 - 52:00 the n-word maybe maybe there's a whole lot of us people and they may just kill me at any point or they can just turn my research down you never can never I never get published even you just your mind will just generate all kinds of hopeless stories about what wonderful path but once that math gets there and you got some support you know you have what you need going forward so I I think that's a very important and maybe not so obvious thing to to do with with regard
• 52:00 - 52:30 to reducing these kind of oppression one absolutely love some time for some exchanges but one thing I also I need you to the experiment for this but I'll give you the conclusion is disrelated one I was just saying be careful about your narrative about where who and where you are don't let it get Pulis don't let
• 52:30 - 53:00 it get both into a kind of cynical withdrawal but there's this in the path and there's that in the package that jerk over there is this that that kind of thing is extremely constant so we need narratives that are realistic that accept the realities that children acknowledge the the pressure tied to our identities we have to be truthful part
• 53:00 - 53:30 of the problem with colorblindness is it's denying the reality that I do have the problem nope you deny it just that starts to really become part of the problem is so so the acknowledge that but then the Hesketh there has to be involved it is anybody who I think was good at this giving us a narrative about our nation that had these two components to it or realistic acknowledgement and
• 53:30 - 54:00 pointing to what the problem is and yet offering hope who would that be we miss them we need those two components we need those two components and I think that there's a psychological necessity there's a lot of focus I'm getting fascinating questions technology has tradition of huge on the
• 54:00 - 54:30 nature of motivation but very little upon nature of hope and I think a lot of times what we're thinking of is entirely a matter of my motivation motor structure there's actually do them I hope I'm trying to be well is it worth my time do we miss it if I conclude based on a very negative narrative that there's no hope what I hope is very questionable that's kind of the strip zapped my my my motivation of course
• 54:30 - 55:00 there are expectancy theories in the white room that would certainly be characterized likes to describe them but I think in everyday language that's the thing to keep in mind that one of the real estate yes it's challenging but at the same time yes this institution is challenging there are realities it is an American institution that has some of the structure and characteristics of American institutions it s that we
• 55:00 - 55:30 should do whatever we can to have better that but there are things in this institution that are massively deeply important and that could save your life your life course that are beautiful you can learn things you can find out how to contribute things you can all of the things that are critical can also from here so it's a it's a narrative that it has to have those those to the post okay
• 55:30 - 56:00 I'm gonna shut up and see if you guys have any questions thank you [Applause] all right you get out of some kind of Christ baby first one yeah
• 56:00 - 56:30 you mean this is the question about in the golf experiment what was what lifted the effect or what yeah well in one condition of that experiment you depending on how the test is introduced if I have to put the african-american athletes under that
• 56:30 - 57:00 pressure you raised a negative stereotype above their group sports strategic intelligence this is a test sport TV dullness so now I'm kind of frustration on that test that means maybe I don't have sporty intelligence and since that's the stereotype about my group anyway it's kind of upsetting to me and I get to choose it don't do this but for the white athletes it's it's natural athletic ability is a stereotype there
• 57:00 - 57:30 put them in that similar kind of pressure in fact their performance and I'm just beating things I'm not sure I'm answering your question Oh what constitutes enough of the threat to make the effect you just what
• 57:30 - 58:00 constitutes that is just raising the stereotype as a characterizing the tests are going to take as a measure of that ability of that stereo tractability that's all it takes so I'm taking the SAT how's my group seeing on the SAT that's enough to raise the stereotype to affect performance on the SAT and if I can give you the same questions same questions but now I'm
• 58:00 - 58:30 telling you I'm able to condition it's not the SAT it's just a game doesn't have anything to do with intellectual ability boom your performances go up because it's different so though that would be a bill the intellectual ability staring at Penn State ah what excited to guess you know
• 58:30 - 59:00 probably over the two places several experiments really done the rough candies thing this is probably true 300 accidents in that paradigm okay okay
• 59:00 - 59:30 yes they're just next in the you know I get the feedback on the subject and they fill out a response scale that asks how much did you trust it I'm motivated I'm motivated you find it to be some straight straight old psychology like escape yeah
• 59:30 - 60:00 yeah you know I done yet not to my knowledge that's my knowledge there is the concept certain in
• 60:00 - 60:30 psychology about expectations which you might but they got word for hope to something grief I expect each is given high expectations in the life but I think they're I think we're missing something as as a field here yeah a lot of my motivation to go forward in some of them maintenance on some pathway like my motivation to become a psychologist is I have to see a viable pathway forward and a viable amount of support for it and I think that is not as
• 60:30 - 61:00 articulated in the standard theories as it needs to be to fully understand the nature of human motivation that if I don't see those things it's going to be hard to be motivated to do it and if I come into the university that let's say one that I had some responsibility for so I'm going to take the blame on this if I come in and I
• 61:00 - 61:30 have a whole different set of assumptions people say well now this is a great University who have the world in front of you you should choose your own path that I shouldn't interfere with this you should find out what is what your truth what you truly care about I went to 20 college they asked me what I wanted to be I said I'll be a dentist because in my little neighborhood the same name I did his name squad so I
• 61:30 - 62:00 fell on today's desk but he sees have a good life and it wasn't any deep understand you're stinking of things so I think we're we're kind of that maybe again to that that a very homogeneous students and attacks where people come into clear career paths and so that kind of approach might be okay but I I think
• 62:00 - 62:30 we could do a lot better in that transition by helping people single this is how you get to here and this is how you get to here and this piece of supports along this pathway and if you get frustrated here you've got these actions and these actions and these actions and that's that's cultural capital that's that's an understanding of how the world works that isn't isn't evenly distributed you know in our population coming from some backgrounds
• 62:30 - 63:00 people are going to be very sophisticated but coming from other backgrounds we're not we're not gonna be very sophisticated about that and I'm saying that's it that's the case where our colorblindness is missing a real need that students often have and we can fix pretty easily I'm thinking of Georgia State which is having very celebrated success because it is doing so well with minority students and women
• 63:00 - 63:30 in stem and the way it's doing so well is it has all these indicators of how well students are doing their kind of that all digitized and then all the rhythms that evolved over time identify a combination of indicators that that suggested me to student retention or that this pattern is often associated with a student sometimes down the road getting in trouble and as soon as they see that the advice that they're out
• 63:30 - 64:00 there as they say you know hordes of advisors go to that student and help them figure out a pathway forward and figure out how to get out of the body that they're getting and kind of support them for if you support their movement forward their financial aid they have things like that retention rates so this coming from a family something that happens back home could really affect my ability of staying calendars pay attention when I'm in college so they
• 64:00 - 64:30 actually give students grants to help their fans they came to give $2,000 so they they thought as an institution they've responded to the challenges that they know many of their students have but in real concrete ways that just keep on that keep on the path to the graduation so their graduation rate I think I'll go for year thirty time for african-american students and the teen excuse one for sometimes twenty nine
• 64:30 - 65:00 percent to 59 so the end and it seems to be going on up so okay I see you
• 65:00 - 65:30 okay okay okay that's my thing well isn't there ten related stereotype threat I am always hell bent on emphasizing is a situational pressure I'm just instrument 102 a situation where I know that the stereotypes about
• 65:30 - 66:00 like may not be so ugly and when I'm trying to perform there or persist there I feel that pressure of possibly being seen in that stereotactic it's a it's a situational depression I'm the white kid I come into an integrated classroom and I hear people start talking about white guys feeling stereotype I now it's in
• 66:00 - 66:30 the air that I can be seen in terms of negative stereotypes about that identity so that stereotype that one form as I say is P gives us an ability to see that kind of spectrum another group like the imposter syndrome have less familiar with that literature but I suspect it can make us feel given the stereotypes they're out there on our group that we are somehow our achievements or
• 66:30 - 67:00 our fake or that we're Impostors that it just around the next corner they're gonna find out that I'm really nice they're going to find out that the SteriPEN is truly it could just be a you know anxiety emerging from that kind of stereotype threat pressures like I'm feeling I might feel the stereotypes right as if as a that the sense of being an imposter in a situation so I would
• 67:00 - 67:30 like to think you get out of there pretty much the same way I've been talking about first I it's I think a real simple thing is to understand that ability to grow and that with the right kind of focus and organization is support we get better things that's one thing we have to realize that frustration in the domain does not mean that you do not have the ability to grow and try to mentally that's one important thing another critical thing is to as I
• 67:30 - 68:00 been trying to stress have a hopeful narrative or realistic but hopeful narrative about one's experience along this pathway and the third thing is to have a pathway work to get that figure out where you're going how you get there who can support you track try as much as much as you can to learn about that anything I can't tell you how much
• 68:00 - 68:30 advantage it is to have a good cultural understanding of what the whole damn thing is about and it's very hard people don't don't know how they don't know how to say no but it would go but you wouldn't understand kind of what what this is about what we're can count and if your family is very sophisticated about all those things and you've got a
• 68:30 - 69:00 lot of of cultural capital from your family or your neighborhood or you community that god bless you but that's going to be very helpful you know an institution like ours but if you don't come with a family like that I didn't and I just didn't get it I just didn't know what it was about I can remember when I was a freshman in college I took a French course and I was an athlete a swimmer of all things and we're season
• 69:00 - 69:30 sizing I thought everybody also mr. black didn't turn out to be a delusion I just didn't get how much I would take the French person I look for maybe 10 15 minutes every other day or so I I thought it was really working on the idea that I needed to feel like a class all the time be big I just didn't have
• 69:30 - 70:00 the know understanding me to figure out what it was what it was about and that was my one of my biggest problems when I finally had a great good fortune well my father was going to take me out and be an electrician and he had an apprenticeship all set up to me what I got for Christmas is my sophomore year
• 70:00 - 70:30 and that terrified me I beg you to let me go back to college I was hell-bent on doing better there and I had the great good fortune of having a roommate that was a really good student and I just I quit this 20 that I did everything that I did night I went to class I read the book before 20 class I took my notes and I rewrote them after
• 70:30 - 71:00 every class I organized and then Thomas was pretty easy I got everything thank you for swimming I'm gonna do it for for college and I just focused on that and you know I'd go probably a couple of quarters in Edward I was pulling all that together but once I kind of knew what it was about and kind of how to do it almost no house
• 71:00 - 71:30 then this I say those other pressures the imposter syndrome impression of the stereotype threat pressure those things worth less so I think that's one way that to focus on this figure out as best you can what you're interested in what it's going to take to finish what it's going to take to be strong in that in that area and organist in that direction
• 71:30 - 72:00 yeah successfully that person institution is one where I feel like everybody can contribute from the perspective of their identities from the background from the experience that goes with their they can break everything about who they are from the table and at the same time so I don't have to not be
• 72:00 - 72:30 black for example in my case I have indeed black bring that to the table and have it and not be disadvantaged by if everybody else can do the same thing that would be a successful
• 72:30 - 73:00 because Colborne and racism in Jim Crow and now we've got a racial society there with the president well I think that's
• 73:00 - 73:30 precisely my point is that you it's not it's not it's the narrative you have to have these first is to acknowledge the realities it's the the history that goes with our days both in the past and an ongoing way that society is still profoundly organized
• 73:30 - 74:00 around identities and those are really big deals I remember doing a study at Michigan some years ago and we were gonna have which we got kids who took it took the kids into a wing of the dormitory who's gonna it was going to celebrate their knowledge about the taking advantage of the great institution maybe they were in and at the same time gave them great experience with diversity and so on that was the general approach had been in there and
• 74:00 - 74:30 we at the beginning of the year we gave them these beautiful speeches about the value of diversity how important that was not central diversity has been as a resource in American society since the beginning documents then about three weeks later I came into the to the cafeteria only black kids in the cafeteria not white kids are but three weeks later I
• 74:30 - 75:00 came in cafeteria again to the rehearsal now although white kids were there the black kids were wrong so what the charities and sororities first week first time when all the white kids were brought they were off rushing a fraternity and sorority and then three weeks later when the black kids were gone later on Wesley Aaron fraternities and sororities so we gave all that speech about the nature of diversity
• 75:00 - 75:30 that you go but down on the ground of life reflecting this district or as a organization of society they keep thinking dude that the some of the most important aspects of their life was still organized around race so we have to be honest about that that the narrative has to begin with that otherwise it has no plausibility otherwise an idea hope has no plausibility this was this was again I
• 75:30 - 76:00 would say the genius of Obama said he didn't hide anything organizing stuff about it but he did at the same time give hope you have to be the kind of society kind of person you want to do society that's it that's it did is it numb enough faith in that leap of faith babies the way better way to put that but if as far as your own personal gain
• 76:00 - 76:30 and achievement and as far as the ability of the society to grow and be in its best you have to do and when you you can't live on senses even though the first part of the narrative can easily give way to sentences you can find beautiful arguments that will defeat hope do tell me booth are the attendants II know but I
• 76:30 - 77:00 think it's really important my experience of just speaking as first to speak as a psychologist do do that and life is going to be devastating it's just not just doesn't it just with no hope for very injured hope this is very hard to do the positive things in life that need critical to life be
• 77:00 - 77:30 having a high quality to it so that's really what I'm that's really what I see the two things I'm not denying the first part at all I think that's a part of the whole party having credibility yeah all right we've got the streets and everything you know [Applause]
• 77:30 - 78:00 [Applause]
• 78:00 - 78:30 [Music]
• 78:30 - 79:00 couldn't really do I mean I think that is a standard tension I think oh my flat
• 79:00 - 79:30 rear still haven't the other day I was [Music] at another institution well you know why I do that why what you know what nobody have to ii think the analogy of personal relationship you know we're not talk about the past some very juries have talked about yeah I
• 79:30 - 80:00 think that I think this is it's just hard to go on a very it's hard to develop trust unless you kind of cycle [Music] so I think that's the again it's narrative that's the two parts that we just still here of just talking about that you have two young acknowledge the truthful days and everybody has to do even though you know that's been the the
• 80:00 - 80:30 beauty of the habit of colorblindness is that it's giving people a rationale not to pay attention to the history to see if you're all right look I promised them their season ended trust me well I can't it's just too much history there's too much fun going structure with experience there to do that if you don't understand what I have to deal with that cases really hard to trust to trust them I I would like to believe
• 80:30 - 81:00 that that we are animal I'd like to believe this then we are because of the changing diversity of the population of the society and it's increased sophistication about these matters there has been a great increase because I'm old enough to remember when things were a lot worse that we are in an era where of rectally
• 81:00 - 81:30 they get in early phase of reckon we've never a had a record about these these things it was just okay black people okay Latinas people we're gonna let you in okay okay kinda soon you trust us but you know they can't legally discriminate against you if you've got you know if you can want your own okay you know and you'll have a case that's step forward
• 81:30 - 82:00 compared to what it used to be but it isn't anywhere near where it needs to be and I think what needs to happen is that reckoning of let's deal with this history and the legal effects of this vision the fact of that organization is still the place that the schools are just about desegregated today as they were in 1954 that Supreme Court decision acted through all kinds of de facto
• 82:00 - 82:30 Laplace disease which I'm sure I'm not too detail for you income you know yes according to trump employment is up but their lowest order jobs imagine the ability of the department progress through the professional into any graduate school the professional those hasn't changed in 14 years so you know there we have some real challenges ahead of us I think in this era of
• 82:30 - 83:00 reckoning I think media server some people want to be reparations some people wanted to be reckoning it's like what any between two people one is injured the other there are several things that are important some compensation but also you want people just acknowledge but you didn't I want you to know what you to do what you continue to do you can't just send me that I don't want neutral Brighton's I think one of the this is a evening
• 83:00 - 83:30 kiddies argument i racist Andy this is a very cleverly a composed book because he this is discretion details always and of course African Americans to leave authorities can be racist you know so he enables people to get in but the revolutionary is that there's no neutral ground you're
• 83:30 - 84:00 either an anti races you're working to undo the structures and frameworks of racism or you're a racist there's no neutral ground you can say well I'm not doing anything myself so I'm cool and so that's the fact that he's getting an idea out there and the people seem to respond to it gives me some sense that I think we are we do
• 84:00 - 84:30 have a high level of where's that I don't believe that anyway that will enable us to kind of get past this day so long yeah oh well when I was a kid an institution
• 84:30 - 85:00 like this would with any degree which is
• 85:00 - 85:30 with the day and most most of the ones if you were a regular to black schools a few you know and the loss the you know that allowed a lot of discrimination were completely do I wash them all
• 85:30 - 86:00 public facilities hotels anybody had right to turndown service so you couldn't go to restaurant so my flavors was extremely regulated by pressures you know I know this this movie agree book seems to be not seen as cool but it does have the advantage of kind of revealing the tale it was time for the first time so so prepared to then this
• 86:00 - 86:30 thing it's not so bad I just turned 74 so I I was born in 1946 first day in January segregated that weren't black athletes thinking about that we're finally getting into that quarterback issue but barriers start to crumble but it's
• 86:30 - 87:00 number of different massive changes in society and I am proud of the fact that we have not gone into warfare I mean I party we have not gone into waters yeah I am I'm tremendously fascinated by the history of a particular snake Student
• 87:00 - 87:30 Nonviolent Coordinating Committee which was the these students who were the foot soldiers the civil rights movement the Freedom Riders the the cities the kids that did that all that yet the two to have told off without warfare and without open arms it is just a mazing achievement and I feel that the african-americans random are getting
• 87:30 - 88:00 mostly credited because there was this idea this ideology of a beloved community which had components of non-violence and addition we need to build in order to have a successfully the first community we have to make community with the people who have been our oppressors and in order to do that it's very common aw but actually he got it from us we got it
• 88:00 - 88:30 from Gandhi and so this is clocked up in the last 70 years in my lifetime but so that that was the ethos that enabled that committed hard committed to non-violence and it put you behind the line and to have a little bit be inferred those things were amazing features that have kept us as as the
• 88:30 - 89:00 years went on in the face of real frustration snake which started with this Beloved Community that just described they've got into a very different ideology and it may be very good reasons I'm not judgmental reasons but you've died got into a original racial identity became an identity movement and he became a worldwide minute against segregation like in United States
• 89:00 - 89:30 against colonialism in other parts of the world that it was our identity against unlogical wetness the power of the the assertion of white superiority across the globe that became the primary you know kind of ethos of that the latter day snick organization within five years all of the leaders were either an expatriate in jail or killed because then he became
• 89:30 - 90:00 essentially a terrorism the idea and everybody else too and that's what so so so there's an interesting story and it's been told this evening and the significance of it and what it means for where we are today but when I look back at it was go by many years I've just confessed to you I think I think it's a it's it's an
• 90:00 - 90:30 important story about how we need to go forward and how important it is to have an integrated successfully diverse communities it's the core challenge there's quite a change and there's that I think I would be the big chance
• 90:30 - 91:00 how would that happen yeah well I have to confess right now because I was just just trying to figure it out and so for me the ideas about I don't know three months old so I haven't I haven't got
• 91:00 - 91:30 they put they put a political strategy for how to happen I do think there are examples in our recent history where dinner if you look at the race speech that Obama made that would be a good starting point you remember that speech he made after the whole reverend wright's episode and then the right wing really criticized him with every you know this many adults this black minister who hate america and then he
• 91:30 - 92:00 had to give a speech which addressed his he hadn't done to that point the dressage beings about race and so what would you read the speech the genius of that speech forty percent of it was directed at the Trump voter forty percent of it was directed at their whites who are he nominally dislocated by automation and globalization all those pressures he used his own family to connect to their interests and to the
• 92:00 - 92:30 to bond with it and at the same time he doesn't race and he had the persona to do that so there there are examples of how that can move there I just think that that the strategy the two part narrative is easy sells the strategy that can help people think about these and will help things you know move forward more effective it
• 92:30 - 93:00 yeah
• 93:00 - 93:30 [Music]
• 93:30 - 94:00 well that's a very good question and gave me the simples answer would be the old so I've seen you guys are younger again since changed Jackson takes it then in your lifetime more more constant there hasn't is machines but what stagnation and so back you know I can see that could be part of where I get this sense of the things somebody my age
• 94:00 - 94:30 somebody your age you know all fairness might not have no I well again here you know I might feel differently if I were to psychologist but as a psychology was thinking about rolling through that standpoint the access of hope is pressure it's depression it's just a
• 94:30 - 95:00 very costly state to be in so I I think and there are all kinds of ways of being resilient maintaining hope finding reasons for hope dedicating oneself to changed being an activist get a putz out and vote that's one big thing we can do and we can support the we can you know if your generation all that generational access but my own
• 95:00 - 95:30 kids who roll their eyes about whatever I was about to say but but I just don't think the war is over my my grandfather was a slave then my father had no education and that's just the truth of it so we ain't this falling on your shoulders to join in and pressing head
• 95:30 - 96:00 and to try to sustain our energies with laws of the pulp as possible [Music] oh yeah listen I think what questions
• 96:00 - 96:30 are not correctly but the question is is there evidence that tell as a parent advising kids in this more hopeful way investigating their potential is better than just being critical
• 96:30 - 97:00 [Music] well I think you can do is that is the feedback that weather is an experiment
• 97:00 - 97:30 in the chemistry department if character deaths questions apparent adapter that would that be enough to help move on in life I'm gonna get you into this I'm not sure it would it would be enough in every situation but I think kids have to have that foundation I you know you could imagine the kid trying to function without that maybe my parents story so I mother doesn't like I belong so I
• 97:30 - 98:00 think it's one thing we have to give to our children is belief in their potential I've seen parents ruined various talents in their kids because they went to criticism too quick you that the way you're playing that shovel is part can't you too if you want when you play
• 98:00 - 98:30 the channel you have to do any act to encourage them and you have to pay attention they get better and yet they're working for that and you have to keep reminding them that they have the potential and that it's rooted in how hard they work and you know I think that framework helps them move forward definitely yeah it's central to that
• 98:30 - 99:00 I said did you know avoid school and well yeah you know yeah I do think that talk to like dramas narratives things one way to think about it you dislike the arts of being a good majority parent or the good good care of a woman in stem I think there's a there's an art to that
• 99:00 - 99:30 you know I said it's a let's again african-american yeah I couldn't tell my kid that this is a really messed up society it's always been that way it's going to always be that way I gotta let you know yeah you got to keep your I don't trust I can't do that you know I could go to false consciousness around you have anything to continue gonna say though it's pretty
• 99:30 - 100:00 pretty much over now this is a multiracial world and we have a black president so much I could say remember all the time or I could say forget all the time so the art of being a parent morning traders is helping a kid with with nuances yeah with the reality that's that's the part it can't be if it goes too far on this direction is going
• 100:00 - 100:30 to kill all motivation and make that person pretty sour person's own but if so it's it's it is often as an error that base I think the parent has to ask grant the lieutenant this teacher does as the school does the University we have to grab the student the potential to succeed we have there
• 100:30 - 101:00 has to be a gift you have to be reminded of that we have to come to them with that we what we do is we do too much in the direction of let me see what you got and that that's what that's what put me there a lot of stereotypes right pressure and pressure let me see what you got your party tell me you don't believe until you bleed down within the
• 101:00 - 101:30 real dark situation so we have to come come to them and acknowledge that they're going to be we believe your potential they're going to be frustration to the most unfortunate those in those West relations and I think that that's the posture that's going to help us educate a genuinely diverse population it's not like magic it doesn't require a huge sophistication my advisement is not black my adviser
• 101:30 - 102:00 does not sophisticated about race but he helped he really helped me and he was he he was there trust I think this is the game that is played on the ground is who shows up is who listens it's who's responsive and who helps out and somebody who loses my own race nothing's black and doesn't do those things I can't trust that person either but the person who puts that much in I
• 102:00 - 102:30 trust and do I do I do I have to believe that they never had prejudices hey everybody that's how you go be better to talk here about how fundamental that is you cannot grow up in a society like ours and not have those associated just those Association woman housemaid work it's an association and when you're in a hurry that's gonna
• 102:30 - 103:00 come out affect how you judge things you hand out a sa a woman's they wanna say meh City gets lower grade under bananas and that happens and I could say my advice would never do that but he helped that's where I think our moment is that just as human beings we can we can respond to each other and invest in each
• 103:00 - 103:30 other's potential one morning everybody in psych department years voices I know that yes [Music]
• 103:30 - 104:00 [Music]
• 104:00 - 104:30 [Music] [Music]
• 104:30 - 105:00 well I couldn't read more I was saying I trusted all that was more important and presence the goal of producing individual presents and the idea that if we could take a magic wand and in morning wipe out all of the heart of the
• 105:00 - 105:30 prejudice everybody's hearts and minds but we left all these structures in place all the organization race all the inequalities we look all those things in place we would have prejudice backed by the entity by the afternoon and I think indeed saying a version of the same thing I interpret would be saying version of the same thing so that all this focus over here on getting rid of implicit bias explicit bias it's incredibly important because I
• 105:30 - 106:00 think it educates people to one of the mechanisms that sustains any part but the problem is in a problem structural inequality is housing segregation it's school funding it's the assignment of quality teachers it's it's our incarceration practices the criminal justice system this is the access to health care it's the access to food those concrete things are where the energy should be focus those
• 106:00 - 106:30 inequalities as well as those inequalities where stereotypes are born is is there a rationalization for the Equality the hope eugenics was produced by slavery I can't wake up in the morning and and and see these people in Chains over here and think of them just like me I have to have a story for why they are enslaved not hook up it's cold scientific stories suicide to be sorted their skulls contain you know
• 106:30 - 107:00 fuel babies in mind shouldn't be true but I legitimate that that's what stereotypes are born that's why that's what gives me their character that's why around race there elsewhere a human or violent argument that's where those stereotypes a comfortable I'm old enough to to have seen changes in stereotypes or the
• 107:00 - 107:30 changes in inequality when I was a kid it was kind of understood and blacks couldn't really play engagements because they didn't have ice in their veins they couldn't be more cool they weren't smart enough under pressure to be really blue first rate madness that's gone they were scared I was a all the character trees were big I it was scared a lot of shadows well most stereotypes are gone thanks those
• 107:30 - 108:00 inequalities are going to the need for that story is gone anyway I'm going on on here above this but I think kami and I think always Vegas is I hope this is talking bugs would move into an era of reckoning sexual assault and all of that that's another unit reckoning race is a big reckoning income inequality are
• 108:00 - 108:30 demanding some reckonings I think we're going to see it in our political life coming I'm going forward here that the the mature balanced perspective note we need some record about some of things that I think if the heart of remedy is an understanding that the problem is deeper than just individual preference that that's that makes sense within that colorblind paradigm where we could just ignore identity cuz still agreed to
• 108:30 - 109:00 ignoring that this is all Bank who would continue to be promoters who would continue to be principal to shoot a few people that contend that's the bad thing that's that's all that's not irrelevant but the main thing are these lingering [Music] organizations of society around identity and by organization says euphemism for inequality of opportunity resources a race has always been used in this design
• 109:00 - 109:30 from the beginning to allocate opportunity and resources to simple said that that's what I'm saying I think can you say the same thank you very much [Applause]