Whistling Vivaldi (Extra book)

This one was recommended to me by one of my colleagues, Michael G (ACUHO-I Exec Board) for me to think about with our globalization/diversity inclusion, which it really did help.  The book, Whistling Vivaldi written by Claude Steele (faculty member at Stanford University), gives the readers a very helpful literature review and a review of his own research related to stereotypes, how they affect us, and what we can do about them. Steele begins the book by documenting data about gaps in achievement/intellectual achievement and identity (race/ethnicity).  Almost all of the work done in the book is focused on college level students (primarily African Americans, though some for other populations) and addressing how they might succeed in college (though some of the helpful hints could certainly be applied to high school students as well. He pulls from numerous studies to build his hypothesis and follows up with his research studies he conducted with colleagues to address his beliefs.  (This is great detail for any budding researchers who may need some “how to” approaches).  Steele interjects some brief stories on his own growing up as an African American in Chicago and how he was only allowed to swim at the local pool on Wednesdays and roller skate on Thursdays based on his color.  He notes he never knew he was different (based on his race) until he started to realize these distinct barriers shown to him by our society. Steele presents how the “cues” in our environment that signal stereotypes (for an individual’s identity) can have a negative effect on how a person functions and how these effects can explain gaps in performance.  Some of his suggestions for how we could respond to the challenges include: change the way in which we provide critical feedback to our under-represented populations (as this is a way we can improve student’s motivation and receptiveness) and do so in a straight-forward manner to explain why you are presenting this data to them; increase the critical mass of under-represented students on your campus (enhances comfort in the environment); foster intergroup conversation among students from different backgrounds; ask students to share their values to affirm their most valued sense of self (including them in sharing what matters most); and help students develop their own narrative about the settings of the college (let them share their frustrations) which can help them improve their sense of belonging and achievement.  Some simple, some not so simple ways to improve the climate and experience for the students who are most vulnerable in a majority Caucasian campus setting.  Steel’s work is pretty straight forward and valuable for educators to grapple with as educators.  A great read for a staff development in student affairs.  Thanks Michael!