Claude Steele is the Dean of Stanford’s Graduate School of Education. Previously, he served as Provost for Columbia University, Lucie Stern Professor in the Social Sciences at Stanford University, Director of the Center for Comparative Studies in Race and Ethnicity at Stanford, and Director of the Center for Advanced Study in the Behavioral Sciences at Stanford. He has been elected to the National Academy of Sciences, the National Academy of Education, the American Academy of Arts and Sciences, and the American Philosophical Society. He is a member of the Board of the Social Science Research Council and the MacArthur Foundation Board of Directors. He received his Ph.D. in Psychology at Ohio State University. Steele studies stereotype threat and its application to minority student academic performance. His work focuses on the psychological experience of the individual and the experience of threats to the self and the consequences of those threats. His early work considered the self-image threat, self-affirmation and its role in self-regulation, the academic under-achievement of minority students, and the role of alcohol and drug use in self-regulation processes and social behavior. While at Stanford University, he further developed the theory of stereotype threat, designating a common process through which people from different groups, being threatened by different stereotypes, can have quite different experiences in the same situation. In 2010 he published a book titled Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us and What We Can Do.
Geoff Cohen is Professor of Organizational Studies in Education and Business at Stanford University. He received his Ph.D. in Psychology from Stanford. Cohen studies processes related to identity maintenance and their implications for social problems. Specifically, he studies how people protect and maintain their identity; how they form and change their beliefs; underperformance, social conflict, and inequality; and stigma, discrimination, and health. His work aims to develop intervention strategies that both illuminate and alleviate the processes underpinning social problems. He is particularly interested in how and when seemingly brief interventions can produce large and long-lasting psychological and behavioral change.
Carol Dweck is Lewis and Virginia Eaton Professor of Psychology at Stanford University. She received her Ph.D. in Psychology from Yale. Her research highlights the critical role of mindsets in students’ achievement, and shows how praise for intelligence or talent can undermine motivation and learning. The work also shows how a "growth mindset" can reduce stereotype threat and how teaching a growth mindset can enhance student achievement. She has won many awards for her research and its applications, and has been elected to the American Academy of Arts and Sciences and the National Academy of Sciences.
Moderated by Deborah Stipek, Professor of Education at Stanford University. She received her Ph.D. in Developmental Psychology from Yale. Stipek served for five years on the Board on Children, Youth and Families at the National Research Council; she was the Chair of National Research Council Committee for Increasing High School Students' Engagement and Motivation to Learn, and she directed the MacArthur Foundation Network on Teaching and Learning. While a professor at UCLA, Dr. Stipek served as Director of the Corinne Seeds University Elementary School and the Urban Education Studies Center. Stipek studies instructional effects on children's achievement motivation, early childhood education, elementary education, charter schools, grading policy, and school reform. She is also particularly interested in policies affecting children and education.