Verified Test Bank Culture And Diversity Ch.6

Woolfolk et al., Educational Psychology, 7^th Canadian edition

Chapter 6: Culture and Diversity

Multiple Choice Questions

1. The rules and traditions that guide the behaviour of a group comprise its

A) culture.

B) ethnic heritage.

C) racial identity.

D) social status.

Page Ref: 196

Skill: Knowledge

1. Ayo’s parents are from Nigeria, but emigrated to Canada before Ayo was born. Ayo’s dad is a medical doctor in a Calgary suburb, and his mom has an art gallery in the city. Ayo attends an elite private high school and is one of the top players on his school’s basketball team. Based on this information, what is the best description of Ayo’s cultural ties

A) Culturally, Ayo is Nigerian.

B) Ayo’s cultural ties are African Canadian

C) Culturally, Ayo’s greatest influences are Canadian and Nigerian

D) Ayo’s cultural ties are Nigerian, Canadian, upper class, and basketball

Page Ref: 196-197

Skill: Understanding

1. A societal designation of upper, middle, working, or lower class based on income, power, background, and prestige is called

A) intersectionality.

B) comprehensive social status.

C) socioeconomic status.

D) cultural classification.

Page Ref: 201

Skill: Knowledge

1. Based on data from the National Shelter Study, approximately what percentage of shelter users in Canada are under the age of 16?

A) less than 1%

B) 6.5%

C) 22.5%

D) 25%

Page Ref: 202

Skill: Knowledge

1. Which student is most likely to succeed academically?
2. Susannah, an Italian-Canadian, who lives in an elite community in West Vancouver
3. Jill, a Caucasian, who lives in an urban low-income townhome in Sudbury
4. Charles, an Indigenous student, who lives on a middle-class farm in Manitoba
5. Thomas, a Greek Canadian, who lives in a middle-class suburban apartment building in Calgary

Page Ref: 202

Skill: Understanding

1. Mark decides that he doesn't want to be like the "rich kids who sell themselves out to the system." Accordingly, he prides himself on not learning what the school is trying to teach. Which of the following concepts best characterizes his behaviour?

A) Academic anti-socialization

B) Learned helplessness

C) Resistance culture

D) Tracking

Page Ref: 203

Skill: Understanding

1. Which one of the following student situations is predictive of tracking practices?

A) Andy, who continue to be a low achiever throughout grade school, remains in school after reaching the age of 16.

B) Marie, who was placed in the low reading group in the third grade, is counselled in the eighth grade into home economics instead of beginning algebra.

C) Sylvia, who experienced considerable academic success in elementary school, is admitted to a prestigious university on an athletic scholarship.

D) Vincent, who was accelerated from second to fourth grade because of his outstanding ability test score, had difficulty with social interaction in high school.

Page Ref: 204

Skill: Understanding

1. The best description of the use of tracking is that it occurs when

A) assigning students to low-ability or high-ability classes.

B) low-ability and high-ability groups are created based on socioeconomic classes.

C) low-ability students are matched with high-ability partners in a homogeneous class.

D) special education programs that monitor the progress of each student are developed and used.

Page Ref: 204-205

Skill: Knowledge

1. Over the past decade, an explanation offered for the growing gap between the reading of students in poverty versus students from wealthier homes is due to

A) increased television viewing among students with lower SES.

B) more attention paid to wealthier students by their teachers.

C) more positive role models available among students of higher SES.

D) children from poorer homes losing ground over the summer.

Page Ref: 204

Skill: Knowledge

1. Which of the following is a recommendation to improve the effectiveness of teaching to students who come from low-income or poverty level families?

A) Advise teachers to set low expectations and help students achieve success below their grade level.

B) Advise teachers to show understanding of students’ home lives, avoid giving homework, and excuse incomplete work.

C) Advise teachers to avoid correcting student work and focus on life skills such as interpersonal relationships.

D) Advise teachers to set high expectations and maintain high standards for all students in their classes.

Page Ref: 206

Skill: Knowledge

1. Which one of the following children of poverty is most likely to perform well in school?

A) Amy’s teacher understands that she is embarrassed about being poor. He seldom calls on her during class, but provides scaffolding if Amy asks for help.

B) Jeb’s teacher calls on him frequently and expresses high expectations of his academic performance.

C) Natalie’s teacher knows how difficult it is for Natalie to do school work at home, and he accepts incomplete homework from Natalie.

D) Ding’s teacher allows him to sleep during class, knowing that he helps his younger siblings at home and stays up late most nights.

Page Ref: 206

Skill: Understanding

1. Which of the following terms relates to shared cultural characteristics such as common history, religion, traditions, and language?

A) Race

B) Minority group

C) Socioeconomic status

D) Ethnicity

Page Ref: 206

Skill: Knowledge

1. Which of the following is TRUE of the definition of race?

A) Characterized by a common nationality

B) Used as a label for a group that receives unequal treatment

C) Used to capture a group considered a “minority” within the greater population

D) Describes a group with shared biological traits.

Page Ref: 207

Skill: Knowledge

1. Researchers generally believe that differences between ethnic groups in cognitive abilities occur primarily as a result of

A) biases inherent in most standardized tests.

B) different experiences in and out of school.

C) different levels of motivation among the groups.

D) natural abilities of the various groups.

Page Ref: 207

Skill: Knowledge

1. In distinction to the term prejudice, the term discrimination refers to

A) attitudes and feelings about others.

B) beliefs about others.

C) behaviour and actions towards others.

D) feelings and impressions about others.

Page Ref: 210

Skill: Knowledge

1. Mr. Kennedy, a middle-class Caucasian teacher, assigns lower grades when evaluating the work of two Indigenous students in his high-school physics class than he does for comparable work from other students. The most valid interpretation of Mr. Kennedy's behaviour is that he appears to

A) be conforming to conventional ethnic values.

B) be demonstrating a laissez-faire personality.

C) negatively stereotype Indigenous students.

D) mistrust people who are culturally inferior.

Page Ref: 211

Skill: Understanding

1. Which one of the following quotations MOST clearly represents the concept of stereotyping?

A) "Boys should line up to the right and girls to the left."

B) "If he's one of your friends, tell him not to apply."

C) "Matthew just doesn't seem interested in spelling."

D) "People from that region just aren't ambitious."

Page Ref: 211

Skill: Understanding

1. Dana is nervous about the upcoming physics exam. She is the only girl in the class and has achieved higher scores on the assignments than most of the boys in class. She knows the boys think they’re smarter and better at applying principles of physics. In this situation, Dana’s nervousness is an example of

A) learned helplessness.

B) a stereotype threat.

C) confirmation bias.

D) negative schema.

Page Ref: 212

Skill: Understanding

1. A good way to inoculate students against stereotype threat is to

A) instil a belief that intelligence can be improved.

B) foster cultural sensitivity.

C) expose students to new ways of learning.

D) expose students to students of different cultures.

Page Ref: 214

Skill: Knowledge

1. During the fourth week of school, Mrs. Brown noticed that Garrett, a student in her second-year French class, was being ostracized by the other students. She continued to observe nonverbal behaviours, making sure that she treated all students equally. Two weeks later, Garrett met with Mrs. Brown after school and told her that he felt uncomfortable in class, suspected the other students recognized his attraction to another male student, and feared being discovered. Which of the following responses from Mrs. Brown is likely to help Garrett in this situation?

A) Suggest that he tell other students about his true feelings.

B) Affirm Garrett and refer him to a trained counselor.

C) Give Garrett advice about changing his feelings for the other male student.

D) Offer to conduct a class discussion on sexual orientation.

Page Ref: 215-216

Skill: Knowledge

1. Mrs. Kahn’s science text includes numerous references to male scientists and their contributions to scientific knowledge, but very few female scientists. For each unit of study in her curriculum, Mrs. Kahn researches and identifies female scientists to highlight in her teaching. This illustration about Mrs. Kahn’s science text most directly demonstrates

A) gender bias.

B) female dominance in the field of teaching.

C) gender schema theory.

D) gender orientation.

Page Ref: 218

Skill: Understanding

1. According to research evidence, which of the following statements about gender bias in teaching is TRUE?

A) Females receive more instruction than males.

B) Gender differences in social and cognitive abilities are large.

C) Teachers tend to interact more with boys than with girls.

D) Textbooks today tend to be free of gender stereotypes.

Page Ref: 218

Skill: Knowledge

1. Which of the following teachers uses language that perpetuates gender bias?

A) Mr. Kotts invites two firefighters to discuss fire.

B) Ms. Arensen opens the floor for nominations for a committee chair.

C) Mr. Goodeau talks to his students about the role of mail carriers.

D) Mrs. Woodson asks her students if any of them know a policeman.

Page Ref: 219

Skill: Knowledge

1. In order to experience the positive effects of teaching in a single-sex classroom on student learning, which of the following demanding conditions must be met?

A) Reinforce positive gender stereotypes of the group you are teaching.

B) Realize that there are no boy- or girl-specific teaching strategies.

C) Create out of class opportunities for boys and girls to interact socially.

D) Bring in role models of the opposite sex as guest speakers to your class whenever possible.

Page Ref: 219

Skill: Knowledge

1. According to James Banks, to be successful, multicultural education must include all of the following EXCEPT
2. support of the existing culture.
3. creation of supportive learning environments.
4. reduction of prejudice.
5. content integration.

Page Ref: 220

Skill: Knowledge

1. According to the text, which of Banks’ dimensions of multicultural education are people most likely to be familiar with?
2. prejudice reduction
3. content integration
4. the knowledge construction process
5. an equity pedagogy

Page Ref: 213

Skill: Knowledge

1. Which of the following is NOT a proposition on which cultural relevant pedagogy rests?

A) Students must interact with cultural role models.

B) Students must develop/maintain their cultural competence.

C) Students must develop a critical consciousness to challenge the status quo.

D) Students must experience academic success.

Page Ref: 221

Skill: Knowledge

1. Which of the following is a research-based characteristic of schools that successfully serve diverse groups of students?

A) High expectations for student achievement

B) Emphasis on extra-curricular activities

C) Infrequent evaluations of student progress

D) Focus on formative assessment

Page Ref: 222

Skill: Knowledge

1. Kate is able to thrive in school in spite of challenging circumstances that might otherwise threaten her development. She would be considered

A) an exception.

B) a resilient child.

C) a member of a visible minority.

D) a survivor of the system.

Page Ref: 223

Skill: Knowledge

1. According to Doll and her colleagues (2005), teachers can do the following to create resilient classrooms:

A) increase class size so that students can build up a tolerance to challenging circumstances.

B) set the learning goals for the students.

C) promote self-agency and connect relationships.

D) focus mostly on test scores so that students can experience academic self-efficacy.

Page Ref: 223-224

Skill: Knowledge

1. Which of the following is NOT identified as an element of the self-agency strand in resilient classrooms?

A) Effective peer relations.

B) Academic self-efficacy.

C) Behavioural self-control.

D) Academic self-determination.

Page Ref: 223-224

Skill: Knowledge

1. Which of the following is NOT an aspect of the “relationship strand” in resilient classrooms?

A) caring teacher-student relationships

B) effective peer relations

C) effective home-school relationships

D) effective community supports

Page Ref: 223-224

Skill: Knowledge

1. Which of the following is NOT a recommendation for building stronger connection between families, communities, and schools?

A) Peer Partnerships

B) Decision-Marking Partnerships

C) Volunteering

D) Learning At Home

Page Ref: 224

Skill: Knowledge

1. Anderson and Gunderson’s research on cultural beliefs about learning to read and write among Chinese-, Iranian-, and Indo-Canadian parents showed that they

A) hold different views about literacy development than those favoured by many elementary teachers.

B) believe that adult standards should be significantly relaxed for young children.

C) believe that invented spellings are a useful step on the path to literacy.

D) understand that individual differences in learning are only moderate predictors of success in school.

Page Ref: 225

Skill: Knowledge

1. Which of the following is NOT a dimension of classrooms that reflect the diversity of the students?

A) Social Organization

B) Teaching Styles

C) Cultural Values

D) Sociolinguistics

Page Ref: 225

Skill: Knowledge

1. Which teacher is appropriately applying current advice regarding learning styles research and teaching?

A) Mr. Newell is sensitive to differences in learning preferences and provides alternative paths to learning.

B) Ms. Cardova consistently uses one teaching strategy and encourages students to adapt accordingly.

C) Ms. Studdard focuses on auditory presentation of information to help her students learn.

D) Mr. Delgado uses a highly structured competitive approach in teaching to prepare his students for the workplace.

Page Ref: 225-226

Skill: Understanding

1. Employing communication rules such as raising your hand if you have a question when the teacher is speaking displays an understanding of

A) cultural awareness.

B) pragmatics.

C) self-agency.

D) culturally relevant pedagogy.

Page Ref: 226

Skill: Understanding

1. An important cultural difference regarding Indigenous learners suggests which of these teaching practices is most appropriate?

A) Focus on motivation first.

B) Try to have learning activities where visual-motor and spatial skills are used.

C) Employ monolingual educational strategies.

D) Try to make students at least semi-lingual in their second language.

Page Ref: 226

Skill: Knowledge

1. Results of research on approaches to learning have suggested that Indigenous Canadians favour skills in

A) reading.

B) mathematics.

C) analytic reasoning.

D) spatial tasks.

Page Ref: 226

Skill: Knowledge

1. Participation structures in the classroom would generally dictate

A) grading policies, including alternative assessments as well as paper-pencil tests.

B) the student-teacher ratio in classrooms as well as extra-curricular activities.

C) whether the primary teaching method is lecture-recitation or discussion.

D) when it is appropriate to talk to another student as well as in response to the teacher.

Page Ref: 226-227

Skill: Knowledge

True/False Questions

1. Intelligence can be defined differently in different cultures.

Page Ref: 198

1. Socioeconomic status (SES) is positively correlated with school achievement.

Page Ref: 202

1. Children who are poor are no more likely than children who are not poor to be kept back in school.

Page Ref: 202

1. Access to educational resources at home and in neighbourhoods has a significant impact on achievement when schools are not in session.

Page Ref: 204

1. One effective orientation for improving the school achievement of low-income students is tracking.

Page Ref: 205

1. A “minority group” is not always a minority in actual numbers.

Page Ref: 207

1. Segregation was declared illegal by the Brown vs. Board of Education of Topeka ruling.

Page Ref: 208

1. The last residential school in Canada was closed in 1965.

Page Ref: 208

1. Believing that all people from a particular country are friendly would be an example of prejudice that could be considered positive.

Page Ref: 210

1. Prejudice is exclusively a personality trait.

Page Ref: 210

1. Discrimination implies treating some groups of people unfairly.

Page Ref: 211

1. Among Banks’ dimensions of multicultural education, prejudice reduction is the dimension most people are familiar with.

Page Ref: 220

1. Culturally relevant pedagogy involves the use of culturally based materials as a means to develop and maintain students’ cultural competence.

Page Ref: 221

1. Resilient children typically have parents who are supportive but have low expectations of their success.

Page Ref: 223

1. The pragmatics of a classroom are the rules for being an effective communicator by knowing when and how to communicate in a particular context.

Page Ref: 226

1. David knows exactly when he should take part in a certain classroom activity. David has an understanding of the classroom's participation structures.

Page Ref: 226

Completion Questions

1. The knowledge, rules, traditions, and attitudes that guide behaviour in a particular group of people represent the ________ of that group.

Page Ref: 196

1. The commonly used index that combine variations in wealth, power, control over resources, and prestige is _________.

Page Ref: 202

1. The overt rejection of middle-class values by low-SES students is referred to as a ________ culture.

Page Ref: 203

1. One explanation for the lower achievement of low-SES students is that they experience _______ in which they are assigned to “low-ability” or “general” classes.

Page Ref: 204-205

1. The term __________ refers to a group’s common cultural heritage such as history, language, or religion.

Page Ref: 206

1. A group of people who share common biological traits that are seen as self-defining is referred to as _________.

Page Ref: 207

1. A group of people who are discriminated against by the dominant culture is called a(n) ________ group by sociologists.

Page Ref: 207

1. A rigid and irrational generalization about a category of people is called _______.

Page Ref: 210

1. A schema that organizes what you know about a group of people is called a ________.

Page Ref: 211

1. A teaching approach used for students from visible minorities that includes academic success, developing/maintaining cultural competence and critical consciousness to challenge the status quo is known as ________.

Page Ref: 221

1. The discipline that studies the formal and informal rules of communication within cultural groups is called ___________.

Page Ref: 226

Short Answer Questions

1. The greatest gaps in academic achievement in Canada are between students from low-income families and students of wealthier families. In the first part of this essay question, describe at least three factors that may explain the lower academic achievement of many students living in poverty. In the second part of this essay question, explain what teachers can do to help children from poor families succeed and narrow the gap.

• Poor children often attend lower quality schools, giving them less access to high quality programs and other educational resources.
• Children from low-income families generally have less access to good prenatal and infant health care and nutrition. The children are more likely to be exposed to toxins and harmful environmental conditions that increase their risk for cognitive delays.
• Low-income families are more likely to be mobile and experience evictions. Their children are more likely to experience stress from mobility, overcrowded living conditions, poor nutrition, inadequate clothing, inadequate health care, more school absences, and failure in their academic work.
• Teachers may have lower expectations of poor children. The lower expectations are likely to result in lack of effort and children’s assessment of themselves as dummies.
• Summer setbacks are greater for poor children. With fewer financial resources, poor families are less likely to take vacations and visit museums and national monuments. They are less likely to have access to educational toys, games, and tools for learning.

Part 2:

• Teachers can educate themselves about the effects of poverty and develop a caring relationship with each child. Use inclusive language to help them feel as much a part of the school and the class as any other student. Treat students as individuals, building upon a child’s interests and strengths and providing support for areas of weakness.
• Teachers can help poor students by maintaining high expectations of them, calling on them as often as other children, and scaffolding learning to help them succeed. Assess the student’s skill level and provide remediation as needed to help the child catch up, but do not keep the child at a lower level.
• Teachers can help these children develop basic organization and self-regulation skills. These children are more likely to succeed if they are able to regulate their own behaviours and organize their approach to learning tasks. Helping them develop the ability to focus, for example, helps them complete their academic work rather than being distracted by the daily stressors of life.
• Teachers can observe and respond to health issues such as fatigue and unmet medical needs.
• Teachers can observe a child’s eating habits and level of activity and model healthy eating and physical activity

Page Ref: 202-206

1. Adrian is an African Canadian grade 10 student. He likes his environmental science course, but is one of only two African Canadian students in the class. He makes good grades on homework and in-class activities, but seldom volunteers answers. Mr. Cooke, his teacher, notices that Adrian uses spare time to read about environmental issues, and Adrian told Mr. Cooke about conducting his own small projects out of class. Mr. Cooke concludes that Adrian has a passion for this area of study, though African Canadian students seldom take the class or succeed in science classes at this high school. Today the class takes the mid-term exam, and Mr. Cooke notices that Adrian acts anxious. He asks Adrian if he’s ready, and Adrian says he’s not sure. During the exam, Adrian continues to act nervous and unsure. He is the last student to turn in his paper. How would you explain Adrian’s behaviour? What might the teacher do to help him overcome this behaviour?

Mr. Cooke might look for self-affirmation tasks for such a student. Adrian has conducted his own out-of-class projects, and Mr. Cooke might look for opportunities for Adrian to talk about one of his projects.

Mr. Cooke might help Adrian develop a positive mindset of growth and improvement. Mr. Cooke might provide opportunities for Adrian to challenge himself, dig deeper, and develop a sense of expertise about areas of particular interest to him. This strategy should help Adrian realize that he is capable of learning and affirm his independent efforts.

Mr. Cooke might help Adrian reframe his view of exams. If Adrian looks at an exam as an opportunity to see how much he knows rather than how his score compares to the scores of other students, he may view the exam as a personal challenge rather than a threat.

In his teaching, Mr. Cooke might also introduce role models that are African Canadians. This strategy may help all students recognize that anyone can succeed in the field, not just a specific strata or profile. It may validate Adrian’s interest and ability and help him feel confident about excelling in environmental science.

Page Ref: 202-206

1. What are some things schools and teachers can do to accommodate cultural diversity?

Page Ref: 213-214, 217, 221

1. Define gender bias and describe how it has been expressed in school.

Page Ref: 218

1. Discuss the assumptions and goals of multicultural education.

Page Ref: 220-221