Pratica di Shadowing: The Respect Effect: What Stereotype Threat Teaches Us About Communication - Impara a parlare inglese con i video
Creazione lezione...
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One of the benefits of communication is it allows us to demonstrate that we truly see other people.
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My name is Matt Abrahams, and I teach strategic communication at Stanford Graduate School of Business.
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Welcome to Think Fast, Talk Smart, the podcast.
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Today, I look forward to speaking with Claude Steele.
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Claude is the Lucy Stern Professor and Social Scientist Emeritus at Stanford University.
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He's held several academic leadership roles, including Dean of Stanford's Graduate School of Education and provost at both UC Berkeley and Columbia.
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He is widely recognized for his groundbreaking research on stereotype threat, and he is the author of Whistling Vivaldi and his latest book,
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Churn, The Tension That Divides Us and How to Overcome It.
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Well, welcome, Claude.
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I have been a long admirer of your work, and I'm so excited to have this conversation with you.
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I couldn't be happier to be here.
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It's been something I've been really looking forward to.
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Thank you.
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Are you ready to get started?
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I'm ready to go.
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All right.
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Well, I'd like to start with how I came to first know of you
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and your work as an undergraduate here at Stanford studying psychology.
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I learned about stereotype threat and found it really not only interesting but really important.
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I'd love for you to take a moment just to share with everybody what
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that is and the impact it can have on people.
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It's a kind of social predicament that one can find oneself in.
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You're in a situation where there are negative stereotypes about one or another of your identity, your age, your race, your religion,
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and the stereotypes apply to what you're doing in that situation,
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you know then that you could be judged or treated in terms of that negative stereotype.
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And if the situation is important to you, that prospect is threatening.
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And that's what stereotype threat is.
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It's just finding yourself in a circumstance where, boy, I'm the oldest guy hear
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and right are they going to think all my ideas are are dated and you know i have no
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technological competence at all and those are stereotypes i know out there about age
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and and when i'm in a situation where they're applicable and
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if it's an important situation i can worry about that and
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that that worry can affect my behavior right there in the immediate situation If I'm trying to perform something,
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a standardized test where a lot of the research has been done, or an athletic activity, or any kind of intellectual activity where the stereotype applies,
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it can have a pretty serious effect.
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It could motivate you to avoid that situation.
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So it can have real, really pretty profound effects on our choices as well as our behaviors, who our friends are, where we want to live,
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what schools we want our children to go to, where we feel comfortable, where we don't feel comfortable.
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A lot of that would take the form of stereotype threat.
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It can impact us in the moment, but also long term.
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I'm curious, how does social media impact and influence this kind of stereotype and stereotype threat?
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its effectiveness, its dramatic effectiveness at purveying stereotypes and images of groups and images of different identities,
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it can amplify the number of situations
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that people feel this kind of threat in because it's the currency is in big parts summary,
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quick images of identities, and people have no tolerance for any elaboration or exceptions,
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it can be very generative of this kind of threat.
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I do think, though, it can sometimes purvey things that would reduce the threat, images that would reduce the threat.
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So it can cut both ways,
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but so much of the tenor of social media seems to be more of a negative sort,
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And that makes us all the more, in a diverse society like the one in which we live,
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it makes us all the more conscious of our identities and what people might think of us.
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So the whole phenomenon can be amplified by social media.
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So it can absolutely amplify.
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And I think it necessitates that as we consume social media,
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that we at least think about what are the stereotypes being communicated and how does that have impact on us?
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And by bringing that to consciousness might impact how we feel about it.
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Which leads me to the next question.
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I'm very curious to know what are some of the most effective
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and lasting interventions that can help mitigate stereotype threat and the negative impact from it?
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There's been an important evolution over the last couple of decades of research on that.
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Probably for the most part in academic settings, but increasingly in business settings.
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In academic settings, you know, you have minority kids.
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Let's say African-American kid.
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He's in an integrated classroom, which we think of as a very desirable thing.
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But he does know at some level, and his parents know, that there are these negative stereotypes about African-Americans' abilities and the like.
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It can nag at a person, and they can be particularly vigilant as to how they're being perceived.
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And that can, as we just mentioned, interfere with performance right there in the immediate situation.
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Or it can even, if they feel that pressure is kind of persistent, they can disidentify with the whole enterprise.
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You know, every time I raise my hand and if I have this extra worry that if I get it wrong, I'm going to be seen in terms of those stereotypes
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and confirm that pressure every day in an important situation like schooling can be very daunting.
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You could see in an analogous situation, a white guy who's really good at basketball,
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trying to make a career at that, he's going to be seen in terms of, or could be seen he doesn't know for sure if
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that decision by the coach had anything to do with stereotypes about his group's abilities
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and in basketball or not he doesn't know for sure
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so a lot of the work has looked at its impact in schooling and there is where i think
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progress has been made one thing
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that helps is even knowing about stereotypes yeah it's just
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that this is a social pressure coming from the social context that we're in and and let's understand it as such, that can lower its impact.
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That knowledge has been subject to considerable research and pretty well established.
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I think affirmations, I'll give you an example where students are asked in some of the early research,
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these were seventh graders in an integrated classroom again, and the teacher asked them to take,
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just take 15 minutes and write to me a little essay about the things
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that are most important to you and the people that are most important in your life.
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So students do that.
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And for the white students in the classroom, you know, it doesn't hurt, doesn't, doesn't particularly help them.
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But for the African American students in the classroom, it has a dramatic effect because it gives that student a chance to,
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to tell the teacher that they're more than that stereotype.
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It sounds like a funny, easy thing to do, but it has a very transformative effects on their grades.
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The student who gets to write this essay, their grades go up a bit.
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And then because their grades go up a bit, they feel a little less vulnerable to that stereotype.
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And feeling a little less vulnerable to that stereotype, their grades go up even more.
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So there's a kind of recursive chain of events,
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relief of this pressure, they come to understand themselves in relation to the setting they're in in a different way.
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It sets them on a different trajectory,
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which gives us both a sense of how powerful this thing can be and when it's unattended to how powerful it is.
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What's amazing about that intervention is that it is quite simple.
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It's simple.
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And that it has such a profound in the moment, but long tail impact.
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I wonder if the advice is, if you are somebody who feels different in some way, either based on who you are,
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your gender, your race, maybe you have an accent, maybe you're newer to the team, you're an older person.
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It might make sense to share in ways
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that you feel comfortable about yourself with those around you to help them see you outside of those stereotypes.
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Yeah, no, I think it is i think that's you know another strategy is building relationships
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and focusing on on on building personal connections with each other
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because once you get a bond like
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that the beginnings of a friendship bond right you feel less likely it's less likely
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that person is going to see you in terms of stereotypes it would not completely wipe out
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that concern altogether but it's going to substantially reduce it
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and enable the person in in a situation like schooling to
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allocate their attention a lot more to the work at hand than to these anxieties
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so it can start to have an effect i appreciate you sharing
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that and and i want to turn to to your new book
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and your work on churn can you define for us what you mean by churn
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and how can it help us better understand relationships
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and intergroup relationships churn is really that it's sort of
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that concern in a diverse setting where there are different kinds of people from different kinds of backgrounds different identities
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and the like the concern in that setting that somehow or another i could be
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devalued based on my identity devalued treated differently seen with different expectations
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that i could worry about those things whereas
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if i were in a situation that was more homogeneous identity-wise
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if it's just us old guys at pete's early in the
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morning talking about things i feel you know pretty comfortable the diversity itself
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when the situation is important if if you're just riding a bus
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or just watching you're just in a basketball game crowd
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or something no but it's not an issue but
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when you're in a situation where it's important to you
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and it's important to your life outcomes then diversity can have this by raising this possibility
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that you could be seen in terms of sort of out groups
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if i can call it
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that out group stereotypes about your group right it can be tense
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and so churn is just the the term i i came up with to capture
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that sort of psychological state of of anxiety
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and vigilance is to you know i have to stay alert it's a tension between remembering
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and forgetting should i remember how my group can be seen
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and use that to interpret what's happening to me in this situation
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or can i just forget that and relax and trust this situation
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I really like that definition of the tension between anxiety and forgetting.
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Yeah.
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And, and the churn is really what's going on in your head.
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It's vigilance and it's rumination too.
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There's rumination.
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At the same time, it's all of
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that together i want to dive deeper onto uh ways to to reduce the stress
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that churn has and you you've alluded to the fact
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that trust building plays a factor in
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that can you give us an example a real world example
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that some of our listeners and their workplaces might uh encounter
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that that could help reduce some of the churn for for some of the people in those groups?
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Yeah, I can illustrate it best, but with an experimental finding led by Jeff Cohen
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and Lee Ross and I did this together and we were just interested in a basic question.
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How does a professor give critical feedback to say an African-American student and have that feedback be trusted?
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How do you do that?
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And so we had them write an essay about their favorite teacher.
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We brought Stanford students, black and white, into the laboratory and asked them to write this essay about their favorite teacher.
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And if it was good, we'd publish it in a new magazine we were starting on teaching.
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That was the ruse.
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And we told them if they come back in two days, we're gonna give them the feedback on that essay.
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And they do come back in two days and we give them the feedback.
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And our big question is how much do they trust this feedback?
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And what we vary is how we give the feedback.
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And what we found was expected, nonetheless unsettling in the first two conditions of this experiment
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when we gave the feedback straightforwardly here's feedback on your essay
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or we gave it with a real positive as bromide kind
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of compliment up front uh gee you bring a lot of great energy to my class
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and here's the feedback right white students trusted it and black students were very mistrusting of that
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and you'd wonder well look they're stanford students they're privileged why
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why wouldn't they trust this feedback in this institution that's seems
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so committed to their welfare and so on
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but from their standpoint this this ambiguity comes up again
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if you look
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if you put yourself in their shoes you don't know whether the feedback for sure is based on your essay
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or from your the the feedback givers opinions views stereotypes about your group's abilities you don't know for sure
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and you You have to have to remain a bit in churn.
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So the third condition gets to the question you ask, which is a demonstration of how you can get rid of it.
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In that condition, very heartening, the feedback giver says, look, we use high standards here because we only publish these essays.
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And I've looked at your essay and I think you can meet those standards.
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When it was put that way, black students' motivations just went off the charts three times more of them in
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that condition took the essay home to improve it used the
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feedback to improve the essay as as participants in any other condition of the experiment
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so they they trusted it wildly and you know
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when you think about it
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that kind of feedback from an authority who says uh you know we use high standards
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and i think you can meet them that
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that kind of feedback can be very powerful transformative to most of us can launch us on a career path
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if we get that at the right the right time
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but i think that illustrates uh uh one of the critical dimensions of cutting through this churn
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and this this sense of threat that diversity can pose to us uh it says basically
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there there may be a stereotype out there about your group's abilities okay it doesn't say this explicitly
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but the implication is that may be true
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but i respect your abilities i respect you and i respect your abilities
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and it's conveyed to you by me having high expectations for you having looked at your work
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and having you know see some promise some potential in it
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that is a central strategy is is the
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when we deal with people from different backgrounds
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and the like it's critical to to uh signal respect one
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phrase i i use in the book is to be able to see uh full humanity
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and full potential indifference if we can adjust our our perception
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if we can just give a a little signal uh then then it's it's very powerful
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and it can be transformative uh in the sense of enabling a relationship
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and reducing the pressure that person might feel the ability to to establish that there are criteria on which you are making,
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in this case, decisions, giving feedback, I think is good hygiene for any communication.
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This has been a great conversation, Claude.
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Thank you so much.
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And before we end, as you well know, I asked three questions, what I'm going to make up just for you, and two I've been asking people for a long time.
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Are you up for that?
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I'm up for it.
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You have held several leadership positions in very large organizations.
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what are one or two skills
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that you have found have been most helpful for you in those leadership roles to be successful
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if we make a mistake in society maybe coming from our commitment to color blindness it's
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that we we think we don't have to deal with that
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that that we that that we can just assume that trust
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and i i think uh the realities of our society and life uh suggest the contrary that no,
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you have to respect that and you have to build
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that trust and understand that that's kind of what people need at some level, maybe guided a bit by, or more than just a little bit by this research um
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and just and just watching a really effective leaders they they had a knack at
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that and they and the beloved leader is a leader
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that uh people trust even though that you know they're going to disagree with
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that person or they're going to not like what they have to do as directed by
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that person but but uh if if they have a sense
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that that person respects their humanity and their potential uh they roll with things
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a lot of what you have shared with us is about demonstrating
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that we see other people yeah we're and
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that we're there for them yeah question number two who is a communicator
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that you admire
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and why i have to say a barack obama for a
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guy like uh named barack hussein obama to be elected president of the United States,
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he's got to have that ability to give people a sense that he respects them, that he's not going to be polarized against them in some way
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or reflexively against them or with resentment toward them and all the things that they could be churning about,
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his style and language is a remedy to.
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So as a figure, I wish we would take his style much more seriously
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and understand that the significance of it it has the capacity to to get to people
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and make them feel uh seen and
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and connected to each other in terms of their humanity first
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and their identity second and that that's a really nice knack
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that he has i like that humanity first identity second yeah our final question
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what are the first three ingredients
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that go into a successful communication recipe the first thing is is recognizing
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that all people have this need right in the book i talk about the power differences um is
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that the teacher is more powerful than the student
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so who should go first in terms of being wise well
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probably the teacher it's going to be harder for the students uh to to expose themselves like like
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that with trusting them without some evidence that it's safe to do
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that so i i do think that's a a
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that tone uh is is to me in communication uh as both as a within academic life
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but as an administrator
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that tone is important in a in a diverse society in
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a way a lot of people you know they need some evidence
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that you're going to be sensitive to that you're going to see them
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and see their needs that's why they need some as a first ingredient indication that you're aware of what's at stake here,
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and you care about that.
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I'm a big fanatic about clarity, or I try to be a big fanatic about clarity.
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I pay a lot of attention to the way sentences are written and so on and how things are conveyed, because when they're not or they're frustrating,
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it can really defeat a valuable message.
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So clarity, just simple clarity.
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Try to be really direct and clear about things.
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And then third, I personally appreciate some warmth and evidence of beneficence.
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Yeah.
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I think people need to know that you're a human being in order to trust you.
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And so I think of that as a really important thing to convey, too, that you can disappoint people with decisions that you have to make.
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And you have to do that if you're in an administrative position obviously all the time.
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They would like to have some evidence that you're a good person
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and that you in general would want to be as helpful as you possibly can under these circumstances.
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So evidence of beneficence and real beneficence, really being concerned about people, I think is a third thing I'd point to.
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Those listening know I like alliteration a lot.
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So I'm going to take a little liberty with what you said, but it's about connection, that tone, that recognizing there's a connection.
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It's about clarity.
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And then it's about caring and demonstrating concern.
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And when you do those things, you can really see somebody and you can demonstrate trust and respect.
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Claude, this was a wonderful conversation.
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Thank you.
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You shed light on some things that I think are really important for us to talk about and had some direct,
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very specific ways that we can address some of these issues around churn and stereotype threat.
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Thank you for your time.
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Well, thanks for the opportunity.
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I much enjoyed it.
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Thank you for joining us for another episode of Think Fast, Talk Smart, the podcast.
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It was great learning from Claude.
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Really understanding the stereotype threat implications and about churn can help all of us to trust and respect others.
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And this can really help us
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if we take the time to think about how we give feedback and how we orient people to our organizations
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and to our teens.
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To learn more about how to set expectations and how they shape our world, check out episode 40 with Aaliyah Crump.
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This episode was produced by Catherine Reed, Alex McCarthy, Ryan Campos, and me, Matt Abrahams.
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Our music is from Floyd Wonder, with special thanks to Podium Podcast Company.
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Please check out our monthly newsletter to gain additional useful knowledge.
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You can subscribe at fastersmarter.io under resources, or you can subscribe on LinkedIn.
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Vocabolario e note di pronuncia per questa lezione
Questo video contiene 287 frasi e 3738 parole da ripetere con lo shadowing. Il parlato dura 22:28. Chi parla ha un ritmo naturale di circa 166 parole al minuto, vicino a una conversazione quotidiana. Il 84% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| feedback sostantivo | /ˈfiːdˌbæk/ | valutazione, riscontro |
| essay sostantivo | /ˈɛs.eɪ/ | saggio, ricerca |
| clarity sostantivo | /ˈklæɹ.ɪ.ti/ | chiarezza |
| humanity sostantivo | /hjuˈmænɪti/ | umanità |
| demonstrate verbo | /ˈdɛm.ənˌstɹeɪt/ | dimostrare |
| classroom sostantivo | /ˈklɑːsɹʊm/ | classe, aula |
| tone sostantivo | /ˈtəʊn/ | tono |
| anxiety sostantivo | /æŋˈzaɪ.əti/ | ansia, ansietà |
| diversity sostantivo | /daɪˈvɜː(ɹ)sɪti/ | diversità |
| diverse aggettivo | /daɪˈvɜːs/ | vario, diverso |
| tension sostantivo | /ˈtɛnʃən/ | tensione |
| podcast sostantivo | /ˈpɑdˌkæst/ | podcast, audioprogramma |
| expectation sostantivo | /ˌɛk.spɛkˈteɪ.ʃən/ | attesa |
| convey verbo | /kənˈveɪ/ | trasportare, condurre |
| curious aggettivo | /ˈkjʊɹ.i.əs/ | curioso, interessato |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| go up verbo | salire | |
| check out verbo | investigare | |
| look forward to verbo | non vedere l'ora | |
| come up verbo | venire fuori, emergere | |
| come up with verbo | ideare, escogitare | |
| go off verbo | esplodere | |
| make up verbo | /ˌmeɪk ˈʌp/ | comporsi |
| wipe out verbo | obliterare, spazzare via |
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | have been · I've been · has been done |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | could be judged · are dated · has been done |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | student who gets · somebody who feels · ask, which is |
Pronuncia a cui fare attenzione
Chi parla usa 62 contrazioni e forme ridotte, come you're, I'm, they're. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: seventh /ˈsɛvənθ/, athletic /æθˈlɛt.ɪk/, altogether /ɔl.tuˈɡɛð.ɚ/, nonetheless /ˌnʌnðəˈlɛs/, threaten /ˈθɹɛt.n̩/
- I suoni “sh” e “zh”: tension /ˈtɛnʃən/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, intervention /ɪntɚˈvɛnʃən/, publish /ˈpʌblɪʃ/, implication /ˌɪmpləˈkeɪʃən/
- Parole lunghe — attenzione all’accento: humanity /hjuˈmænɪti/, anxiety /æŋˈzaɪ.əti/, diversity /daɪˈvɜː(ɹ)sɪti/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, experiment /ɪkˈspɛɹ.ə.mənt/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Inizia a velocità 0,75×, fai shadowing frase per frase e torna alla velocità normale quando diventa facile.
- Registrati e confronta con l’originale, facendo attenzione a parole come feedback, essay, clarity.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.