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Your Last Name 1 Your Name English 1A Essay #1 1 March 2023 Your Creative Title For our first formal essay, I want you to unpack the concepts of growth mindset, fixed mindset, and stereotype threat. To do this, you will have to clearly define each concept and apply it to your own educational journey. To move past simple summary, consider how growth or fixed mindset is created in individuals and the effects of each mindset. Also, link the discussion to Steele's concept of stereotype threat and his assertion that his "goal is to show how, as an unrecognized factor in our lives, it [stereotype threat] can contribute to some of our most vexing personal and societal problems, but that doing quite feasible things to reduce this threat can lead to dramatic improvements in these problems" (Steele 545-546). Although our formal papers will be written in third person, you can choose to write this essay in the first person. You can also consider writing this essay as a letter to a particular person or group. Make sure your essay does the following: Clearly defines each concept >Apply the concepts to your own experiences > Discusses the effects of each concept (on the individual and on society) > Discusses some potential solution(s)545 546 They tested this idea in a simple way. They told new groups of black and white our most vexing personal and societal problems, but that doing quite feasible Princeton students that the golf task they were about to begin was a measure of "sports things to reduce this threat can lead to dramatic improvements in these strategic intelligence." This simple change of phrase had a powerful effect. It now put problems. black students at risk, through their golfing, of confirming or being seen to confirm the ancient and very bad stereotype of blacks as less intelligent. Now, as they tried to sink 4. their putts, any mistake could make them feel vulnerable to being judged and treated like a less intelligent black kid. That was a heavy contingency of identity in this situation Now suppose it wasn't miniature golf that you were asked to perform indeed, which might well cause enough distraction to interfere with their golfing when you arrived at a psychology experiment, and suppose it wasn't your Importantly, this same instruction freed white students of stereotype threat in this group's athletic ability that was negatively stereotyped in the larger society. situation, since whites aren't stereotyped as less intelligent. Suppose it was difficult math problems that you were asked to solve on a timed The results were dramatic. Now the black students, suffering their form of standardized test and suppose that it was your group's math ability that was stereotype threat during the golfing task, golfed dramatically worse than the white negatively stereotyped in the larger society. In other words, suppose you were an students, for whom this instruction had lifted stereotype threat. They took, on average, American woman showing up for an experiment involving difficult math. four strokes more to get through the course. Would the stereotype threat that is a contingency of your gender identity Neither whites, when the golfing task was represented as a test of natural athletic in math-related settings be enough to interfere with your performance on the ability, nor blacks, when it was represented as a test of sports strategic intelligence, test? Would you be able to just push through this threat of being seen confronted a directly interfering contingency of identity in these experiments-nothing that stereotypically and perform well anyway? Or would the very effort to push hard directly affected their behavior like a swimming pool restriction. The contingencies they on a timed test be distracting enough to impair your performance despite the faced were threats in the air-the threat that their golfing could confirm or be seen to extra effort? Would you experience this threat, this contingency of identity, confirm a bad group stereotype as a characterization of their group and of themselves. every time you tried difficult math in settings with males around? Would this Still, it was a threat with a big effect. On a course that typically took between twenty-two contingency of identity in math settings become frustrating enough to make you and twenty-four strokes to complete, it led whites to take three more strokes to complete avoid math-related college majors and careers? Would women living in a it, and blacks to take five more strokes to complete it. society where women's math ability is not negatively stereotyped experience At first glance, one might dismiss the importance of something "in the air" like this threat? Would their scores be better? stereotype threat. At second glance, however, it's clear that this threat can be a tenacious Or suppose the test you were asked to take wasn't the Michigan Athletic force in our lives. Staples had to contend with it every time he walked down the streets Aptitude Test but was the SAT and suppose the negative stereotype about your of his own neighborhood. White athletes have to contend with it in each competition, group wasn't about athletic ability, or even about math ability, alone, but about especially against black athletes. Think of the white athlete in a sport with heavy black scholastic ability in general. Again, would the stereotype threat you experience competition. To reach a high level of performance, say, to make it into the National as a contingency of your identity in scholastic settings be enough to interfere Basketball Association, which is dominated by black players, the white athlete would with your performance on this test? Does the threat cause this interference by have to survive and prosper against a lifelong gauntlet of performance situations loaded diverting mental resources away from the test and onto your worries? Would the with this extra race-linked threat. No single good athletic performance would put the stereotype threat you experience in scholastic settings affect other experiences stereotype to rest. The effort to disprove it would be Sisyphusn, reemergent at each as well, such as your classroom performance and your comfort interacting with important new performance. teachers, professors, teaching assistants, and even other students not in your The aim of this book is not to show that stereotype threat is so powerful and group? Would this contingency of identity make these settings so frustrating for persistent that it can't be overcome. Quite the contrary. Its goal is to show how, as an you that you might try to avoid them in choosing a walk of life? unrecognized factor in our lives, it can contribute to some of The purpose of this book is to describe the journey that my colleagues and I have taken in formulating these and related questions and then in gauntlet: an earlier military punishment where the soldier punished had to run between a row of soldiers who systematically trying to answer them over the past twenty years. The struck him from either side as he passed. Sisyphon: endless and futile; the term comes from Greek mythology, where Sisyphus, a king of Corinth who had repeatedly sought to outsmart the gods, was condemned in the afterlife to roll a large boulder up a steep hill, only to watch it roll to the bot- tom of the hill again, at which point Sisyphus had to begin the task again