Whistling Vivaldi: Book Summary

I was recommended to read 'Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us' by Claude M. Steele (ISBN13: 9780393062496). The book looks at how stereotypes affect our performance. After reading the book I put together the summary below. Thought it will be helpful if you want to have a quick idea about the content of the book but you don't necessary have the time to read the whole book.

Here is the summary:

Ch 1: Root of Identity

Our identity is complicated to define. Many things overlap (e.g. you are a daughter and a mother at the same time). Sometimes we don’t define our own identities, but the way people deal with us and the surrounding determines that. An example is the story of the author of this book. He didn’t realise that he is black until he was prevented from using the swimming pool on certain days of the week. You may have a certain identity without realizing, until that identity is projected by a situation.

Ch 2: A Mysterious link between identity and intellectual performance

When people are reminded about their belongings to a certain group (that is stereotyped as weak in a specific area) they perform weakly in that area. When they are not reminded (no pressure existing) people perform at their best ability.

Ch 3: Stereotype threat coming to light

When your identity is watched/judged, you feel threatened. e.g. being the only female in the room. Your actions at that moment will confirm or deny any previously held notion about the group that you belong too.

Ch 4: A broader view of identity

Scientifically it was proven that we have bias towards people who are in ‘our group’ even if that group is not formed on any bases. It is important in situations to make a distinction from one’s natural inclination to people who share an identity with him/her and from being biased towards someone for no reason just because he/she is different.

Ch 5: The many experiences of stereotype threats

The chapter talked about the differences of expatriation and passing. The first being changing your location/surrounding culture without changing your identity. The second being changing yourself/identity without changing your location.

Some cultures/countries may accept and take in a certain group of people more than other countries. For example, the book talks about a black person experience both in America and later in France. She felt like French and was able to blend in the society, while in America she faced rejection.

From a personal point of view, that reminds me of the stereotype imposed on Hijabi women as associated with terrorism. In some countries, they are having a normal free life, while in other places their external appearance and their freedom practising their religion is faced with rejection.

Ch 6: Identity threat and the efforting life

Working hard doesn’t always work. Some students studying habits were observed and they did work hard, but all by themselves which didn’t give them the results they expected. That led to their disappointment.

Also, subconsciously, part of the energy spent on a particular task went on trying to disprove the stereotype imposed upon a specific person. Which the researches interpreted as one of the causes that made women score less in Math tests. Research and experiments showed that once you are reminded of a negative stereotype of a group that you belong to, you will feel pressured, and try to put in more effort to prove that stereotype wrong, but most of the time you will end up performing lower than the usual.

Ch 7: The mind on stereotype threat

When subjected to a stereotype threat the mind starts defeating that idea, which leaves little mental capacity for other activities. That lead to the lower performance of those undertaking tests while being subjected to a stereotype.

The mind also confuses the feeling of anxiety. The body doesn’t want to admit its fear so translates the feelings to something else.

Ch 8: The strength of stereotype threat

The concept of critical mass was discussed. Critical mass is an unmeasured number that their presence cancels the fact that you are a minority. The number of people that make a critical mass depends on the situation.

The researchers studied the physiological effects one can suffer from if subjected to a stereotype threat. These included sweating, fastened heart rate, and an activity in parts of the brain that indicates fear.

Ch 9: Reducing identity of stereotype threat

Stereotype threat affects stronger students the most. As they are competitive they feel a larger pressure to prove themselves.

Experiments lead that having something as simple as a social group where they open up and speak about problems they face make them feel they are not the only ones facing those problems.

Ch 10: The role of identity threat (I didn't come up with a summary for that chapter)

Ch 11: Identity as a bridge between us

Ideally, people from different backgrounds and culture should celebrate their identity instead of hiding it. But that will only be possible in an environment that is acceptable and open to diversity and people having identities different than theirs.

The book ends by giving some recommendations that may reduce the effect of stereotype threats. Some of these include having conversation groups where people share similar experiences. Another suggestion is to give a group of people that experience a stereotype threat examples of successful people from the same group (to reduce the pressure they may have and the fear of failing).

Thoughts:

• It will be interesting to know the root from which ‘Women are weak at Math’ stereotype stemmed from.