{"id":256512,"date":"2026-07-13T14:50:58","date_gmt":"2026-07-13T11:50:58","guid":{"rendered":"https:\/\/1kitap1.com\/en\/churn-claude-m-steele\/"},"modified":"2026-07-13T14:50:58","modified_gmt":"2026-07-13T11:50:58","slug":"churn-claude-m-steele","status":"publish","type":"post","link":"https:\/\/1kitap1.com\/en\/churn-claude-m-steele\/","title":{"rendered":"Churn – Claude M Steele"},"content":{"rendered":"
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And this pushing has consequences. Several social psychologists\u2014Victoria Plaut, Paul Davies, and I\u2014 joined Sapna Cheryan in an ingeniously simple experiment to examine these \u201cconsequences.\u201d The question: Could the incidental, material features of a setting be enough to affect something as important as a person\u2019s career interest? We had college students come to the lab one at a time to complete a survey of their \u201ccurrent feelings toward computer science.\u201d<\/p>\n

The experiment varied the clutter in the room where participants completed the survey. For half of them, the clutter consisted of objects that \u201cone might find in the office of a stereotypical computer scientist\u201d or \u201cin the dorm room of a typical computer science geek\u201d\u2014a Star Trek poster, comic books, video game boxes, electronics, soda cans, and junk food containers.<\/p>\n

For the other half, the clutter wasn\u2019t associated with computer science at all\u2014a nature poster, water bottles, poster art, healthy snack boxes, coffee mugs, general interest magazines and books. Sapna\u2019s reasoning was this: Computer science is a male-dominated field. Male-oriented clutter shouldn\u2019t deter men\u2019s interest in the field. But it could affect women. It could tell them they aren\u2019t part of that \u201cwe.\u201d If the incidental features of a setting can have such influence, if they can affect one\u2019s feeling about an entire field, then the male-oriented computer science clutter would depress women\u2019s interest in computer science yet have little effect on men\u2019s interest.<\/p>\n

This is precisely what happened. Male clutter depressed women\u2019s interest in computer science. It had no effect on men\u2019s. Again, the agency of a setting; its incidental features alone affecting something as important as women\u2019s interest in an entire field. 3. Imagine you are a high school senior from a working-class family. You just got admitted to an elite university. You\u2019re ecstatic. You hit the jackpot. It\u2019s a pathway to a secure, maybe economically better life.<\/p>\n

Your family is ecstatic too, and very proud. But soon worries emerge. Your mother frets that you\u2019re moving into a world she\u2019s not part of, that she\u2019s losing you. Your father frets too. He and your brothers have a gardening business. They always thought you\u2019d be part of it. They need you.<\/p>\n

You feel the pull of obligation, responsibility. And there are other worries. Will you have the funds to cover the costs of college, not to speak of the cash to socialize with fellow students?<\/p>\n

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chapter 1: What Is Churn? chapter 2: Where Does Churn Come From? chapter 3: Churn Has an Antidote chapter 4: Being Wise, Not Color-Blind: How Individuals Can Build Trust Across Identity Divides chapter 5: Trust in the Face of Power chapter 6: Making School and Work Settings Wise chapter 7: Making Institutions Wise chapter 8: Making Guiding Paradigms Wise: K\u201312 Schooling and Low-Income Students chapter 9: Going Forward: A Perspective and a Strategy coda: And Everyone Can Do It acknowledgments references index 1kitap1.com\/en PROLOGUE Imagine a regularly scheduled parent-teacher conference in an American middle school.<\/p>\n

The student in question is a seventh-grade boy. He and his parents are African American. His teacher is white. If you\u2019re an American, you may already sense a possible tension in the air. It\u2019s a meeting visited by American history, by the racial roles the parents and the teacher have been assigned by that history, and by the stereotypes that history has attached to those roles. For their part, the Black parents know how their group can be seen; they know this society\u2019s stereotypes about Blacks\u2019 intellectual potential and aggressiveness.<\/p>\n

They want desperately for their son not to be seen in these ways. They don\u2019t know that he is. But they know he could be. And schooling is so important. On the car ride over, they sort through their questions. Is this a good teacher? What\u2019s her style? Empathic? Tough love? Let\u2019s be sure not to jump the gun about race, they say to each other. But does she know anything about race? About bias? Does she push race under the rug\u2014asserting color-blindness? Or is she comfortable with its realities?<\/p>\n

They enter the conference room vigilant, friendly but tense, poised to confront the ghosts of history if they have to. Their heads are in churn. The white teacher has anxieties too as she prepares for this meeting. She knows the stereotypes about her group. She worries that saying anything that is less than totally positive about this student, even if it\u2019s intended to help his development, could get her seen as racist. She doesn\u2019t know that this will happen. But she knows it could happen.<\/p>\n

She would hate that. She tries to be fair to all her students\u2014and sensitive to the needs of minority students. But how could these parents know that? She can\u2019t just claim she\u2019s not a racist. Entering the conference room, she too is vigilant, friendly but tense, worried about imagined and real trip wires. Her head, too, is in churn.<\/p>\n

It\u2019s easy to imagine that this meeting might be a routine exchange\u2014 information given, resisted a bit, but largely received.<\/p>\n<\/blockquote>\n

This is a short excerpt from the opening of “” by Unknown, quoted for review and introduction purposes. All rights belong to the copyright holders.<\/em><\/p>\n

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