The acclaimed social psychologist offers an insider’s look at his research and groundbreaking findings on stereotypes and identity. Claude M. Steele, who has been called “one of the few great social psychologists,” offers a vivid first-person account of the research that supports his groundbreaking conclusions on stereotypes and identity. He sheds new light on American social phenomena from racial and gender gaps in test scores to the belief in the superior athletic prowess of black men, and lays out a plan for mitigating these “stereotype threats” and reshaping American identities.

A fresh, engaging account of a young woman's journey, first to find a cure for a lifelong struggle with stuttering, and ultimately to embrace the voice that has defined her character. It offers a fresh perspective on the obsession with physical perfection.

This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices: Child-centered teaching ; Classroom relationships ; Caring environments ; Cultivating diversity. The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.

Discusses the decision making process and how it is influenced by the environment.

“Accessible and authoritative . . . While we may not have much power to eradicate our own prejudices, we can counteract them. The first step is to turn a hidden bias into a visible one. . . . What if we’re not the magnanimous people we think we are?”—The Washington Post I know my own mind. I am able to assess others in a fair and accurate way. These self-perceptions are challenged by leading psychologists Mahzarin R. Banaji and Anthony G. Greenwald as they explore the hidden biases we all carry from a lifetime of exposure to cultural attitudes about age, gender, race, ethnicity, religion, social class, sexuality, disability status, and nationality. “Blindspot” is the authors’ metaphor for the portion of the mind that houses hidden biases. Writing with simplicity and verve, Banaji and Greenwald question the extent to which our perceptions of social groups—without our awareness or conscious control—shape our likes and dislikes and our judgments about people’s character, abilities, and potential. In Blindspot, the authors reveal hidden biases based on their experience with the Implicit Association Test, a method that has revolutionized the way scientists learn about the human mind and that gives us a glimpse into what lies within the metaphoric blindspot. The title’s “good people” are those of us who strive to align our behavior with our intentions. The aim of Blindspot is to explain the science in plain enough language to help well-intentioned people achieve that alignment. By gaining awareness, we can adapt beliefs and behavior and “outsmart the machine” in our heads so we can be fairer to those around us. Venturing into this book is an invitation to understand our own minds. Brilliant, authoritative, and utterly accessible, Blindspot is a book that will challenge and change readers for years to come. Praise for Blindspot “Conversational . . . easy to read, and best of all, it has the potential, at least, to change the way you think about yourself.”—Leonard Mlodinow, The New York Review of Books “Banaji and Greenwald deserve a major award for writing such a lively and engaging book that conveys an important message: Mental processes that we are not aware of can affect what we think and what we do. Blindspot is one of the most illuminating books ever written on this topic.”—Elizabeth F. Loftus, Ph.D., distinguished professor, University of California, Irvine; past president, Association for Psychological Science; author of Eyewitness Testimony

______________________ 'Too much to do? Stop and read this' - Guardian 'For a fresh take on an eternal dilemma, Overwhelmed is worth a few hours of any busy woman's life – if only to ensure that she doesn't drop off the bottom of her own “To Do” list' - Mail on Sunday ______________________ In her attempts to juggle work and family life, Brigid Schulte has baked cakes until 2 a.m., frantically (but surreptitiously) sent important emails during school trips and then worked long into the night after her children were in bed. Realising she had become someone who constantly burst in late, trailing shoes and schoolbooks and biscuit crumbs, she began to question, like so many of us, whether it is possible to be anything you want to be, have a family and still have time to breathe. So when Schulte met an eminent sociologist who studies time and he told her she enjoyed thirty hours of leisure each week, she thought her head was going to pop off. What followed was a trip down the rabbit hole of busy-ness, a journey to discover why so many of us find it near-impossible to press the 'pause' button on life and what got us here in the first place. Overwhelmed maps the individual, historical, biological and societal stresses that have ripped working mothers' and fathers' leisure to shreds, and asks how it might be possible for us to put the pieces back together. Seeking insights, answers and inspiration, Schulte explores everything from the wiring of the brain and why workplaces are becoming increasingly demanding, to worldwide differences in family policy, how cultural norms shape our experiences at work, our unequal division of labour at home and why it's so hard for everyone – but women especially – to feel they deserve an elusive moment of peace. ______________________ 'Every parent, every caregiver, every person who feels besieged by permanent busyness, must read this book' - Anne-Marie Slaughter, author of Why Women Still Can't Have It All

The 21st century has brought with it unparalleled levels of diversity in the classroom and the workforce. It is now common to see in elementary school, high school, and university classrooms, not to mention boardrooms and factory floors, a mixture of ethnicities, races, genders, and religious affiliations. But these changes in academic and economic opportunities have not directly translated into an elimination of group disparities in academic performance, career opportunities, and levels of advancement. Standard explanations for these disparities, which are vehemently debated in the scientific community and popular press, range from the view that women and minorities are genetically endowed with inferior abilities to the view that members of these demographic groups are products of environments that frustrate the development of the skills needed for success. Although these explanations differ along a continuum of nature vs. nurture, they share in common a presumption that a large chunk of our population lacks the potential to achieve academic and career success.In contrast to intractable factors like biology or upbringing, the research summarized in this book suggests that factors in one's immediate situation play a critical yet underappreciated role in temporarily suppressing the intellectual performance of women and minorities, creating an illusion of group differences in ability. Research conducted over the course of the last fifteen years suggests the mere existence of cultural stereotypes that assert the intellectual inferiority of these groups creates a threatening intellectual environment for stigmatized individuals - a climate where anything they say or do is interpreted through the lens of low expectations. This stereotype threat can ultimately interfere with intellectual functioning and academic engagement, setting the stage for later differences in educational attainment, career choice, and job advancement.