Whistling Vivaldi
question
Chaps 4 and 5
Kristin
Dec 11, 2019 05:32PM
Chap 4:
1) On page 69, Steele claims all identities are local. What does that mean for students in a K-8 school? Can a student escape or change the contingencies of their identity when they move from elementary to 8th grade? How do we teachers help or hurt that effort?
2) There is a lot of good insights in this chapter. What stood out to you the most and why?
Chap 5:
1) Have you ever had an experience like that of Ted MacDougal? If so, tell us about it. How did it change you? If not, why not?
2) Stereotype threat appears to be influenced by the presence of certain triggers, which can be negative, positive or neutral. For example, one study found that when women were reminded of positive traits (ie, being Stanford students) they performed dramatically better on math tests. How can we use this idea in school to help struggling students, both in our classrooms and school-wide?
1) On page 69, Steele claims all identities are local. What does that mean for students in a K-8 school? Can a student escape or change the contingencies of their identity when they move from elementary to 8th grade? How do we teachers help or hurt that effort?
2) There is a lot of good insights in this chapter. What stood out to you the most and why?
Chap 5:
1) Have you ever had an experience like that of Ted MacDougal? If so, tell us about it. How did it change you? If not, why not?
2) Stereotype threat appears to be influenced by the presence of certain triggers, which can be negative, positive or neutral. For example, one study found that when women were reminded of positive traits (ie, being Stanford students) they performed dramatically better on math tests. How can we use this idea in school to help struggling students, both in our classrooms and school-wide?
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