STRUCT: The primary conclusion of this text is that stereotype and identity threat, rather than inherent characteristics of certain groups, explain the observed effects in women and Black individuals. This implies that similar impacts should be seen in various groups, tied to different stereotypes, and affecting a range of performances and behaviors.

UNFAM: "Vestiges" refers to small remnants or traces of something that once existed but is no longer present or fully intact. It's often used to describe signs or remains of something from the past that has faded or disappeared.

REACT: This idea is really interesting because it challenges the assumption that our sense of identity is fixed. It suggests that who we are and how we act can change depending on the context we’re in, like different social settings or environments. This means that we might be more adaptable or flexible in our identity than we realize. It makes me think about how much our behavior is shaped by the situations we find ourselves in, rather than being strictly determined by a consistent, unchanging sense of self.

UNFAM: "Pervade" means to spread through or be present throughout something. It often refers to an influence or quality that fills or dominates an area, atmosphere, or group, affecting everything within it.

SUMM:This concept highlights how people, even when identity is minimally defined (like being in the same "estimator" group), tend to favor others in their own group over outsiders. It shows that even small or seemingly insignificant distinctions can lead to bias and discrimination, as people tend to prioritize those they identify with, even when the group identity is not strongly defined.

UNFAM: "Ostensibly" basically means something that looks like it's true on the surface but might not be the case. It's used when something appears one way, but there might be another reason or truth behind it that isn't immediately obvious.

REACT: This question makes me think about whether identity really becomes a big part of how we act only when we face challenges or pressures tied to it. Like, do we only start to see our identity as central to who we are when there are external things—like stereotypes or social expectations—pushing us to be a certain way? It makes me wonder if without those kinds of pressures, our identity would still shape our behavior or if those contingencies are what really make it matter to us in certain situations.

REACT: This statement resonates because it highlights how low-income minority students face unique challenges due to societal stereotypes and biases. The idea of identity threat here suggests that these students might constantly worry about confirming negative stereotypes related to their race or socio-economic status, which can affect their confidence and performance. It’s a reminder that their struggles often go beyond academic ability—they’re dealing with additional psychological pressure that can hinder their success. It emphasizes the need to address both systemic inequality and the mental toll these identity threats take on students.

UNFAM: Contingencies are things that depend on certain conditions or situations. Like, if one thing happens, it can lead to or affect something else, depending on the circumstances. In terms of social identity, identity contingencies are how the expectations or challenges we face based on who we are—like our race, gender, or background—can impact how we think, feel, or act in different situations. It’s all about how these external factors shape our experiences.

REACT: This quote makes me think about how certain environments can shape or shift our sense of identity. It suggests that in some settings, like maybe a new place or a less familiar group, the usual aspects of identity that typically define us—like race, background, or even social roles—might not be as important. It’s kind of a reminder that our identity isn’t always fixed and can shift depending on where we are or who we’re with. In these situations, what we identify with or how we react might change, and our usual social labels might not matter as much in that context.

REACT: This quote makes me think about how powerful identity can be, and how it can sometimes drive people to commit harmful acts. When people feel like their identity—whether it’s tied to race, religion, or any other group—is threatened, they might resort to crime or violence to defend it. It shows how deeply tied our actions can be to our sense of belonging, and how dangerous it can be when that identity becomes a source of conflict. It makes me realize that understanding identity is key to understanding why some people might act out in these extreme ways.

UNFAM: Delphic refers to something ambiguous, unclear, or difficult to interpret. So, when something is described as Delphic, it means it is mysterious or has a hidden meaning that is not immediately obvious.

SUMM: The author is comparing identity threat to a snake loose in the house, meaning it’s unpredictable and hard to control. It’s not always obvious, but it can create widespread fear and discomfort. Identity threats can affect people in many ways, often without being directly noticed, and can have a significant impact on their well-being and performance.

SUMM: The author is pointing out that many aspects of social identity affect us by either creating a threat or limiting opportunities. They realized that these conditions, called identity contingencies, often influence our thoughts, feelings, and actions in ways that hold us back. The key idea is that the most powerful effects of social identity come from how society restricts or threatens individuals based on their identity, shaping their experiences and outcomes.

CONN_LIFE: This connects to real life by showing how social identity impacts both academic success and life opportunities. Stereotype threat can cause students to underperform due to the fear of confirming negative stereotypes, while Broyard’s story shows how changing racial identity provided access to better opportunities. Both examples highlight how identity contingencies shape people’s experiences and outcomes, often in ways that go unnoticed.

IMP: This text is important because it highlights how racial identity can affect a person's opportunities and social standing. By passing as white, he was able to form different relationships, access better education for his children, and advance in his career in ways that may not have been possible if he were seen as black. The contrast between walking the same streets as both a black and a white man shows how the way people are treated depends on how they are perceived rather than who they truly are. This passage reveals the deep inequalities that led some individuals to hide their racial background to gain a better life.

REACT: This joke about Michael Jackson is more than just humor—it reflects deeper issues about race, identity, and societal expectations. The phrase “Only in America” suggests that the U.S. is a place where transformation and reinvention are possible, but in this context, it implies that success is tied to distancing oneself from Black identity. The contrast between “poor little Black boy” and “rich white woman” highlights themes of racial mobility, societal beauty standards, and the pressure on Black celebrities to conform to Eurocentric ideals. This joke, while exaggerated, raises critical questions about how race and success are linked in American culture.

REACT: This text is important because it highlights how racial discrimination shaped economic opportunities. By “passing” as white, he was able to access jobs in the carpenter’s union that would have otherwise been denied to him due to segregation and racism. It illustrates the harsh reality that many Black individuals faced, where their ability to earn a living depended on hiding their true racial identity. This also reflects the broader systemic barriers that kept Black workers from fair employment, forcing some to make difficult choices to survive and support their families.

REACT: This text is striking because it highlights the complex and painful reality of racial identity and passing. The fact that he lived his entire adult life as white, even hiding his Black identity from his children, shows how deeply racial stigma shaped opportunities and personal choices. It makes me think about the immense pressure and fear that must have come with maintaining that secrecy, as well as the emotional weight of denying part of one's identity. The mention of the Great Migration adds historical context, reminding me that many Black families moved north seeking better opportunities. Still, for some, that also meant making difficult decisions about how they presented themselves in a society that discriminated against them.

UNFAM: Erudite means having or showing deep knowledge, learning, or intelligence, often gained through extensive study or education. It describes someone highly knowledgeable in a subject, often academically or intellectually.

REACT: This text makes me think about how the pressure of stereotypes could affect different groups of people. It connects the idea of stereotype threat for women in math with the possible similar effects on minority students. The question of whether fear of confirming negative stereotypes could also impact minority students' performance is really important. It makes me wonder how much of their underperformance in school might actually be linked to these social pressures, rather than their actual abilities. It’s a good reminder that societal expectations can have a big impact on people’s success, and it’s not always about who is “smarter” or more capable.

UNFAM: The term "threat of stigma confirmation" refers to the anxiety or fear someone feels about confirming negative stereotypes associated with their group. This fear can create stress and distract from performance, often leading to worse outcomes, even if the individual can do well.

REACT: In my perspective, this text challenges the stereotype that women perform worse than men on math tests by pointing out that, in this specific case, women perform just as well. It highlights the idea that gender differences in performance might not be as clear-cut as we think and suggests that external factors, not ability, could influence test results.

IMP: This text is important because it shows how societal stereotypes can affect performance through psychological mechanisms. It explains that the frustration women experience during a challenging math test triggers a fear of confirming the stereotype that women are bad at math. This fear creates anxiety, which then distracts them and disrupts their cognitive functioning, leading to poorer performance. It emphasizes that the issue isn’t a lack of ability but the negative psychological effects caused by external pressures and the fear of being judged based on stereotypes.

STRUCT: The piece is structured by presenting a hypothesis that lower performance in math among girls could be due to a biological difference in math ability. It then challenges this explanation by suggesting that the performance gap is likely caused by psychological factors, such as stereotype threat, rather than inherent biological differences. The primary conclusion is that social and psychological influences, not biology, are responsible for the performance differences.

CON_LIFE: Women often deal with stereotype threats when taking math tests, especially in places where there are negative ideas about their math skills. This worry about proving stereotypes can make them anxious and affect their performance, so even talented women might end up doing worse. The pressure of possibly being judged can mess with their thinking, showing how society's biases can keep women at a disadvantage, even when they’re just as capable as their male peers.

REACT: I feel like stigmatization can impair intellectual functioning by causing stress and anxiety, particularly through stereotype threat. When individuals are aware of negative stereotypes about their group, they worry about confirming those stereotypes, which can distract them, reduce cognitive resources like working memory, and lower performance. This anxiety can hinder focus, motivation, and overall cognitive function, preventing them from performing to their full potential.

IMP: This text is important because it highlights the concept of stereotype threat: the idea that when individuals are aware of a negative stereotype about their group, they may unconsciously conform to it, leading to underperformance.

REACT: I don't think there's a strong biological reason that would cause entire groups to underperform. While individual differences exist due to genetics, most performance gaps between groups are explained by social, environmental, and economic factors. Things like access to education, societal expectations, and systemic barriers play a much bigger role in shaping outcomes than biology does.

CONN_CLASS: I remember watching a video of this exact experiment during our lecture, and it’s shocking how quickly the students adapt the roles they’re assigned based on something as arbitrary as eye color. Seeing the "superior" group become more confident while the "inferior" group starts to struggle would drive home how much social conditioning influences self-perception and behavior.

REAL_WORLD: This idea connects to the real world because it shows how racism isn’t just something that happens in society, but also in places like college campuses. For example, when certain racial groups are left out of social networks, leadership roles, or even the curriculum, it’s like a reflection of the bigger issues we see in society. It’s not just about individual actions; these problems are built into systems, and they make it harder for people of color to have the same opportunities as others. It's a reminder that racism shows up in many different ways, even in places where we think everyone should have equal chances.

SUMM: This text refers to how various factors work together to disadvantage people living in ghettos, making it harder for them to improve their situations. The philosopher Charles Mills uses the term "downwardly constitute" to describe how these factors reduce their ability to act in their own best interest.

CONN_LIFE: As a South Asian first-generation college student, I can relate to this idea of campus culture being dominated by the values, norms, and preferences of the majority group, often white students. Growing up in a different cultural environment, I sometimes find myself feeling disconnected from the dominant social norms and practices on campus, whether it’s in terms of dress, music, or the ways people express themselves socially or religiously. Campus culture might not always reflect my background or values. It’s a reminder of how important it is to find spaces where my identity and cultural practices are understood and respected while also navigating the need to adapt to the mainstream campus culture.

CON_CLASS: In class, we discussed whether academic skills should be weighed more heavily in admissions, tying it to social psychology. We explored how social factors like motivation, self-esteem, and support systems can impact a student’s performance. The "observer's perspective" often overlooks these factors, leading to unfair judgments.

QUESTION: What are some of the explanations, from the observer's perspective, for why these students may underperform in more difficult coursework?

UNFAM: In this context, "triangulates" likely means that the person is using multiple sources or perspectives to form a well-rounded understanding of something. In this case, the person might be gathering different pieces of information, viewpoints, or evidence to get a clearer, more accurate understanding of a situation or concept.

REACT: Reading this text, I feel a mix of frustration and concern. It highlights a key issue: academic struggles for Black students aren't just about ability, but also about the social and psychological challenges they face. It makes me think about how often systemic factors are overlooked when discussing academic performance. There’s also a sense of urgency for addressing these deeper issues so that students aren't held back by factors outside of their control. It's a reminder that educational success isn't just about skill. It's about creating an environment where all students feel supported.

CONN_TEXT: This text relates to SAT scores mentioned in the next paragraph because it highlights how Black students may feel stressed or isolated by their minority status, which can impact their performance. If students feel more comfortable and supported, they may perform better, while feeling singled out could negatively affect their GPA.

IMP: This text is important because it shows that people see things differently depending on whether they’re just watching something happen (the observer’s perspective) or doing it (the actor’s perspective). This difference can explain why people might interpret the same situation in different ways. It helps us understand how perspectives shape how we view behavior.

UNFAM: In this context, large bureaucracy refers to the university having a big, structured system of rules, departments, and processes that help keep everything running smoothly. With a huge student body of 36,000 people, there needs to be a lot of organization to manage things like advising, tutoring, and financial help. So, it’s kind of like a big, complex machine made up of different parts working together to handle all the details.

UNFAM: In this context, "contingencies" refers to the specific situations, expectations, or conditions that are tied to a person's identity. These are the circumstances in which certain aspects of a person's identity like race, gender, or background become particularly relevant or significant. For example, if someone feels that their performance in a situation (like a test or social setting) is judged through the lens of a stereotype about their identity, that situation becomes an "identity contingency." Essentially, it’s how one's identity influences how they are treated or perceived in specific contexts.

IMP: This piece of text is important is that the author’s research has revealed how significant identity contingencies (the situations or expectations tied to one's identity) and identity threats (the fear or pressure of being judged based on one's identity) are in shaping our lives. These factors can have a powerful impact on behavior, performance, and overall well-being, far beyond initial assumptions or hunches the researcher had. It emphasizes the need to recognize how identity-related pressures influence people's experiences and outcomes in various contexts.

REACT: When I read this, I thought it oversimplifies the impact of stereotype threat. Just because Black students aren’t stereotyped for golfing ability doesn’t mean they aren’t affected by stereotypes in other ways. I can relate to how stereotypes or the awareness of being judged can affect my performance, even if the stereotype isn’t directly tied to what I’m doing. The idea that Black students wouldn’t feel distracted or impacted by the risk of being stereotyped seems unrealistic. It ignores how constant societal pressures and biases can make anyone, regardless of the stereotype, feel anxious or self-conscious. I think the whole concept of stereotype threat is more complex and can affect people in different ways, depending on their experiences.

CONN_LIFE: This question resonates with my own experience in choosing a career path like law over something math-related. Growing up, I might have felt a sense of frustration or discomfort in environments where I didn’t feel fully confident or capable in math, especially if I felt stereotyped or judged based on my abilities. The pressure of being expected to perform in math settings could have made me question my own worth or potential in that field. So, instead of pursuing a math-related career, I chose law, where I could focus on skills I felt more comfortable with and where I could express myself without the constant pressure of living up to expectations tied to my identity or abilities. This shift allowed me to avoid the stress of potentially facing those identity-based challenges in a math-heavy field.

SUMM: This concept emphasizes that identity threats—such as those arising from discrimination or stereotypes—can deeply affect an individual’s ability to perform or function in various situations. These threats can damage self-confidence, create anxiety, and hinder success. Over time, these effects contribute to larger social problems, like inequality and systemic discrimination, by reinforcing divisions between different social groups. Understanding how identity threats impact behavior is crucial for addressing these social challenges and promoting fairness and equality in society.

CONN_LIFE: This connects to real life in the way we often see biases influencing our decisions and perceptions, even without realizing it. For example, in hiring processes, people may unintentionally favor candidates who are similar to themselves, reflecting unconscious bias. While science and research can't completely eliminate bias, they help by providing structured methods, data, and peer review to challenge and limit those biases, giving us a more accurate and objective understanding. This concept is important because it reminds us that everyone carries biases, but through science and critical thinking, we can strive for more fairness and clarity in our judgments, whether in the workplace, education, or everyday interactions.

QUESTION: How does the added "race-linked threat" impact the performance and opportunities of white athletes in spaces traditionally dominated by Black players, like the NBA?

REACT: This is a thought-provoking question. I can see how constantly dealing with the pressure of being judged based on your identity could make certain environments feel exhausting. If every time you enter a setting, you're worrying about how you're perceived because of your race, gender, or background, it could become emotionally draining. Over time, that pressure might make you want to avoid certain paths or settings altogether, just to avoid the stress of constantly fighting against those stereotypes. It’s a reminder of how deeply identity and social expectations can shape our choices and opportunities, sometimes in ways we don’t even realize.

REACT: I think this is a really interesting question because it makes sense that when you're worried about being judged based on a stereotype, your mind gets distracted. It's like you're not fully focused on the task at hand because you're thinking about how others might perceive you, which just adds unnecessary stress. I’ve definitely felt that kind of pressure before, especially in situations where I feel like I’m representing my whole group. It's hard to perform your best when you're constantly worried about how one mistake could confirm a stereotype. It kind of feels like you're fighting two battles at once, trying to do well and trying to prove people wrong about their assumptions.

STRUCT: The piece is structured in a way that the primary conclusion is presented at the end, summarizing the importance of understanding identity threats. The hypothesis or argument leading up to this conclusion is likely found in the findings and analysis earlier in the piece. The conclusion emphasizes the need to recognize and address identity threats to promote personal and societal progress, specifically in terms of achievement, group relations, and equal opportunity, which aligns with the founding ideals of equality and civil life in society.

REAL_WORLD: This can be connected to real-world events like the experiences of Black students in academic or professional settings, where a single mistake may lead to them being unfairly judged or stereotyped as less capable. For example, in a workplace or classroom, a Black individual might feel extra pressure to perform perfectly because any error could reinforce negative stereotypes about their intelligence or abilities, similar to how the golfers felt vulnerable to being judged as "less intelligent" due to their race. This highlights the constant psychological burden of stereotype threat that can affect performance and confidence.

SUMM: This concept means that the stereotype about a group and the way it’s interpreted can create pressure or anxiety, but it doesn’t always directly change behavior, like how the swimming pool restriction did in the speaker’s youth. Instead, the stereotype creates a subtle threat that affects individuals’ feelings or thoughts without always leading to visible actions.

CONN_LIFE: People don’t know who I am, but they often make assumptions about me because of my appearance or background. They might not fear me, but they might still view me as different or "other," based on stereotypes or what they think they know about South Asian women. It’s exhausting to navigate this because, while they don’t know me, I’m often judged based on something I can’t change, which is my identity.

CONN_CLASS: This connects to stereotype threat as discussed in our lecture slides on 'The Experience of Prejudice and Stereotype', which occurs when individuals fear confirming negative stereotypes about their social group, leading to stress and underperformance. The examples of being stereotyped for having poor memory or being "cold" highlight how such assumptions can impact daily interactions, causing people to act in ways that confirm the stereotypes, ultimately reinforcing discrimination and bias.

QUESTION: Why is it difficult for people to acknowledge how much their social identities influence their lives, especially when they don't want it to? And how do social identities shape our lives in ways we may not want to acknowledge?

REACT: This passage paints a picture of how systemic racism affected everyday life, especially in the 1950s and 1960s. It makes me feel a mixture of sadness and frustration for the unfairness, and the impact this had on the joy and freedom of youth and frustration at how deeply ingrained these prejudices were in every aspect of society. The effect of all these restrictions, no matter how small each one might seem, must have been incredibly dehumanizing.

1. CONN_TEXT: The speaker feels restricted by being black, while the college student becomes acutely aware of his whiteness in a predominantly African American class. In both cases, their racial identity is highlighted, making them feel out of place or scrutinized in ways they hadn’t before.

1. CONN_TEXT: In the first part of this connection annotation, both the text and the study highlight how racial identity becomes a focal point in certain situations.

IMP: It is important to note that this took place during the 1950s and 1960s when segregation was a relevant thing. However, the fact that the author was made aware of his race through discrimination says a lot about society during that decade and how over time this translates to modern/contemporary racism that is still prevalent today.

UNFAM: In this context, pilgrimage refers to a regular, purposeful journey or routine that the person follows, though it may not be a literal journey to a place. It suggests that the activity is somewhat ritualistic or obligatory, perhaps with a sense of effort or reverence, but "strange" implies that it might feel unusual, difficult, or out of the ordinary. So, the phrase could describe a weekly activity that feels important but peculiar or uncomfortable.