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Chapter 5: Culture and Diversity
Multiple-Choice Questions
1) Educational practices in American schools during the twentieth century have tended to be based on
Answer: C
Explanation: C) During the 20th century, educational practices in American schools typically reflected middle class, sectarian values. The melting pot philosophy involved bringing students from different cultures into the mainstream of American society.
Page Ref: 168
Skill: Understanding
2) The cultural-deficit model suggests that immigrant students
Answer: C
Explanation: C) The traditional philosophy was that immigrant students come from an inferior culture that leaves them at a disadvantage. This philosophy engendered the cultural deficit model for educating these students.
Page Ref: 168
Skill: Knowledge
3) The rules and traditions that guide the behavior of a group comprise its
Answer: A
Explanation: A) Culture is defined as the rules and traditions that guide the behavior of a group. People are members of groups, not of cultures. The multicultural education movement strongly supports valuing diverse cultures in our society.
Page Ref: 158
Skill: Knowledge
P: .75
D: .20
4) Ivan is a male Caucasian of Russian heritage who is living in an upper-middle-class neighborhood. Knowing this information would give his teacher
Answer: D
Explanation: D) The description of Ivans characteristics is hardly conclusive for knowing him as a person or predicting how he will behave. Knowing Ivans cultural background does, however, provide some useful information about how he is likely to behave. This information needs to be viewed cautiously, but it is still useful for planning for Ivans needs.
Page Ref: 159-161
Skill: Understanding
P: .68
D: .37
5) Membership in what cultural group is the best predictor of cultural differences?
Answer: D
Explanation: D) No one variable is the single predictor of cultural differences, but social class is the variable that seems to have the strongest relationship with cultural differences. Ethnicity, gender, and level of intellectual functioning are variables that also contribute to cultural differences, depending on the specific situation, but social class remains the strongest predictor.
Page Ref: 162-163
Skill: Knowledge
6) Which one of the following students BEST illustrates the concept of learned helplessness as an explanation for failure by low socioeconomic status children?
Answer: B
Explanation: B) Learned helplessness is a condition characterized by accepting failure as inevitable. An example would be a student (Michael, in this instance) deciding that he has no chance of passing.
Page Ref: 163
Skill: Understanding P: .79 / D: .21
7) Mark decides that he doesnt 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 behavior?
Answer: C
Explanation: C) A resistance culture is represented by lower-class students rejection of middle-class values. This behavior is exemplified by Markos purposeful attempt to not learn what the school is trying to teach (to the rich kids).
Page Ref: 165
Skill: Understanding
P: .82
D: .35
8) Which one of the following student situations is predictive of tracking practices?
Answer: B
Explanation: B) Tracking is predictive of students success and academic choices in later grades. Accordingly, Marie, who was placed in the low reading group as a third grader, becomes identified five years later as being better served by a less academic program (home economics as opposed to algebra).
Page Ref: 165-166
Skill: Understanding
P: .75
D: .32
9) Which one of the following variables is MOST likely to correlate positively and highest with childrens school achievement?
Answer: C
Explanation: C) The strongest correlations between SES and school achievement occur when SES is measured in terms of family atmosphere variables such as parents attitudes toward education. Variables such as family income, parents education, and parents occupations correlate positively, but more weakly, with school achievement.
Page Ref: 167
Skill: Knowledge
P: .77
D: .20
10) Which one of the following statements is technically TRUE regarding the term minority group?
Answer: B
Explanation: B) The term minority group technically refers to a numerical minority in a population compared to the total population. Sociologists use the term to label a group of people who receive discriminatory treatment.
Page Ref: 168
Skill: Knowledge
11) Researchers generally believe that differences between ethnic groups in cognitive abilities occur primarily as a result of
Answer: B
Explanation: B) Researchers generally believe that differences between ethnic groups in cognitive abilities mainly occur as a result of different experiences in and out of school. For example, minority groups must contend with fewer resources and discriminating practices. These factors make it more difficult for them to be successful in school compared with white students.
Page Ref: 168
Skill: Knowledge
P: .69
D: .31
12) The outcomes of the Brown vs. Board of Education case relative to the original goals for the ruling are generally viewed today as
Answer: D
Explanation: D) The outcomes of the Brown vs. Board of Education case have been only slightly successful. The problem is that, despite segregation being declared illegal, many of todays students attend schools in which the student body is predominantly of one race. This is called de facto segregation.
Page Ref: 169-170
Skill: Knowledge
13) What is the major reason for the development of prejudice?
Answer: D
Explanation: D) Prejudice develops as a result of learning certain cultural values of a certain cultural group. Typically, prejudice produces negative views. Page Ref: 170-171 / Skill: Knowledge
14) Mr. Kennedy, a middle-class Caucasian teacher, assigns lower grades when evaluating the work of two Native American students in his high-school physics class than he does for comparable work from other students. The most valid interpretation of Mr. Kennedys behavior is that he appears to
Answer: C
Explanation: C) Mr. Kennedy appears to have a negative schema (stereotype) regarding Native Americans. As a result, he is discriminating against them (perhaps unknowingly) in his grading practices.
Page Ref: 171
Skill: Understanding
P: .86
D: .12
15) Which one of the following quotations MOST clearly represents the concept of stereotyping?
Answer: D
Explanation: D) Stereotyping is a schema for viewing a particular group. It does not necessarily invoke negative perceptions, as would be the case for prejudice. An example is thinking that people from a particular region are not ambitious. The other examples are descriptions of behavior or rules or of a prejudicial attitude (If hes one of those people).
Page Ref: 171
Skill: Understanding
P: .98
D: .03
16) Studies of educational discrimination against minority ethnic groups today show that
Answer: D
Explanation: D) Studies of educational discrimination show that there are still fewer opportunities for minority students to enter top-level professions. For example, minority students are selected less often for gifted classes and for programs that lead to careers in science, engineering, and medicine.
Page Ref: 172
Skill: Understanding
P: .61
D: .38
17) As opposed to the term prejudice, the term discrimination refers to
Answer: C
Explanation: C) As Woolfolk has pointed out, prejudice is based on an individuals attitudes, feelings, and beliefs concerning an entire category of people, not certain individuals. Discrimination involves behavior that is, treating particular categories of people unequally.
Page Ref: 170-171
Skill: Knowledge
18) One way of inoculating students against stereotype threats is to
Answer: B
Explanation: B) Although stereotypes are pervasive and difficult to change, the belief that intelligence can be changed might be able to protect students against stereotype threats. The other three response choices encourage stereotype threats.
Page Ref: 172-173
Skill: Knowledge
19) Barbara has a strong feminine identity, whereas Charles has a strong masculine identity. However, Alexs identity tends to be more androgynous. Based on research on gender-role identities, it would be predicted that Alex is likely to
Answer: B
Explanation: B) Research on gender-role identities suggests that self-esteem is highest for masculine and androgynous identities and lowest for a feminine identity. Accordingly, Alex is likely to have higher self-esteem than Barbara.
Page Ref: 180-181 / Skill: Understanding
P: .74
D: .33
20) The term gender is associated with judgments influenced by culture and
Answer: C
Explanation: C) Judgments influenced by culture and context are encompassed in the term gender. Biological differences refer to sex. Androgynous characteristics are related to gender identity, and gender schemas are organized networks of knowledge about what it means to be male or female.
Page Ref: 180 / Skill: Knowledge
21) What group of people have the most stereotyped notions of gender roles?
Answer: D
Explanation: D) The most stereotypical notions of gender-role identity are expressed by young children because of how they are treated by adults; girls are encouraged to be affectionate and tender while boys are encouraged to be more physically active than girls.
Page Ref: 180
Skill: Knowledge
22) According to research evidence, which of the following statements about gender differences is TRUE?
Answer: C
Explanation: C) Research on teacher behaviors shows a tendency for public-school teachers to interact more with boys than with girls. It is also the case that, although gender differences in cognition tend to be small, textbooks still reflect some gender biases, and men are more likely than women to initiate comments in college classes.
Page Ref: 180
Skill: Knowledge
P: .88
D: .24
23) Differences between males and females in cognitive abilities are
Answer: B
Explanation: B) Differences between males and females in cognitive abilities are considered to be small or nonexistent. When differences are found, they may be attributed primarily to environmental factors (e.g., boys receive more encouragement than girls do to take mathematics courses).
Page Ref: 180-181
Skill: Knowledge
P: .92
D: .18
24) What type(s) of learning approaches would be the most helpful in eliminating gender bias in the classroom?
Answer: A
Explanation: A) The potentially most helpful learning strategy for eliminating gender bias in classrooms is to balance both cooperative and competitive learning methods, so that students who learn best with one or the other method have equal opportunities to learn.
Page Ref: 181
Skill: Knowledge
25) In applying our knowledge of the differences in mathematical abilities between boys and girls, we should remember that
Answer: C
Explanation: C) In applying our knowledge of gender differences in mathematical abilities, it is important to remember that the differences are based on averages, not on individuals. Thus, teachers need to deal with the individual student, based on his or her needs, not based on a basic stereotype about a small overall group difference.
Page Ref: 180-181
Skill: Understanding
P: .91
D: .22
26) Which one of the following differences in test scores between males and females is most clearly documented in the current research literature?
Answer: D
Explanation: D) The scores of males on tests tend to be more variable than those of females. More males than females score very high and very low. Still, most studies of gender differences do not take into account such variables as race and socioeconomic status. Research shows that there is much overlap between the sexes in most ability areas, and everyone can improve in any area with practice and appropriate education.
Page Ref: 181
Skill: Knowledge
27) A language variation spoken by a particular ethnic, social, or regional group is called a
Answer: A
Explanation: A) A dialect is a variation of language spoken by a particular social, ethnic, or regional group that is an element of the groups collective identity. A dialect may sometimes cause a pronunciation problem in certain situations and could even be regarded as a language disorder in other situations, but a dialect is never regarded as an element of Standard English. Nevertheless, a dialect is always a language variation of a particular group.
Page Ref: 174 / Skill: Knowledge
28) Darnel, an African-American second grader who uses nonstandard English, complained about his partner in spelling practice. Fred not say nothin today. Which of the following would be the most relevant reply that the teacher could make?
Answer: A
Explanation: A) The teachers most relevant reply would be: If hes not saying anything today, do you think that something is bothering him? In this way, the teacher models good speaking without making the student feel inferior and shows respect for the students language while allowing him/her to communicate freely. When interacting with children who speak in a nonstandard dialect, teachers are encouraged to accept the dialect but teach Standard English. Learning Standard English also seems fairly easy for most of these students provided they have good models.
Page Ref: 174-175
Skill: Understanding
P: .54
D: .21
29) In order to reduce the possible negative stereotypes about students who speak a different dialect, teachers should
Answer: A
Explanation: A) Teachers should reduce the possible negative stereotypes about students who speak different dialects by accepting their dialects as a valid and correct language system, show respect for the students language variations, and strive to teach the standard form of English (or whatever the dominant language might be in the country of interest) as an alternative language that is necessary for effective communications in the world of work. It appears that learning the standard speech (Dimientieffs Formal English) is easy for most students whose original language is a dialect (or Heritage English, for example) provided that students have good role models, clear instruction, and opportunities for authentic practice (Woolfolk, p. 39).
Page Ref: 174
Skill: Knowledge
30) What is the primary reason why bilingualism has generated such heated debates in recent years?
Answer: A
Explanation: A) Because the number of non-native-speaking students is expected to double (to over five million) by the year 2000, the major reason for the heated debates over bilingualism is changing demographics. [Although the other response choices may also contribute to the debates, changing demographics is the primary reason.]
Page Ref: 176-177
Skill: Knowledge
31) Research on bilingualism suggests that
Answer: C
Explanation: C) Research on bilingualism suggests that the more skilled the individual is in the first language, the faster he/she will learn a second language. Although there are periods during which an individual may confuse the two languages, generally the progression is smooth and results in proficiency in both languages.
Page Ref: 177-178
Skill: Knowledge
P: .76
D: .05
32) According to Woolfolk, the most desirable approach to the language problem in todays bilingual schools is to
Answer: B
Explanation: B) Woolfolk suggests that the language problem should be approached by trying to make students proficient in both languages. This may be accomplished by creating classes that mix students who are learning a second language with students who are native speakers of that language. Having bilingual teachers also seems critical for this approach to be successful.
Page Ref: 177-179
Skill: Knowledge
33) Nikolas is an eleventh grader who came to America from Russia with his parents one year ago. He has gradually developed his fluency in the English language, but he continues to have some difficulty using English during classroom activities. What should Nikolas teacher do to help him with his English language acquisition?
Answer: B
Explanation: B) Research on bilingualism (e.g., Garcia, 1992) supports the idea that children benefit from becoming proficient speakers of both their native language and the dominant language of the country. Therefore, Nikolas teacher should promote his bilingualism in both Russian and English.
Page Ref: 176-178
Skill: Understanding
P: .69
D: .45
34) Which of the following illustrations is characteristic of a culturally compatible classroom?
Answer: A
Explanation: A) Homogeneous groupings or tracks are clearly not recommended for creating culturally compatible classrooms. Such groupings create segregated classrooms in which high-achieving students from the same ethnic or cultural groups are clustered together. Positive strategies are cross-cultural group study buddies, explicit teaching of participation structures, and use of a wide range of teaching methods to accommodate cultural differences and learning styles. An example of teaching participation structures is Ms. Buhrs demonstration of the proper procedures for borrowing school materials.
Page Ref: 181-182
Skill: Understanding
P: .55
D: .24
35) Resilience children not only survive in difficult times, they also
Answer: D
Explanation: D) Resilient individuals thrive in difficult times and can adapt even though there may be events that threaten their development.
Page Ref: 185
Skill: Understanding
36) According to Borman and Overman (2004), teachers can do the following to create resilient classrooms:
Answer: C
Explanation: C) The two characteristics of schools associated with academic resilience are safe and orderly classrooms and positive teacher-student relationships.
Page Ref: 185-186
Skill: Knowledge
37) Research on African-American students suggests that the typical learning style of this group is
Answer: D
Explanation: D) Research on African-American students suggests that a common learning style is visual/global rather than verbal/analytic. Hale-Benson (1986) recommended teaching young black children using methods that emphasize nonverbal cues, equal talking time, and small-group learning strategies.
Page Ref: 188
Skill: Knowledge
38) The learning style of Native Americans appears to be
Answer: C
Explanation: C) The learning style favored by many Native Americans appears to be a global and visual style. The style of African Americans tends to be visual and global. Research suggests that Mexican Americans tend to be field-dependent and oriented toward family and group loyalty rather than being individualistic. The learning styles of Asian Americans are unclear due to few research studies.
Page Ref: 188
Skill: Knowledge
39) The prevailing view regarding the use of learning styles research for identifying ethnic group differences is that such information
Answer: C
Explanation: C) A current concern regarding the use of learning styles research is that such information needs to be considered cautiously as it may promote stereotyping. The evidence that associates ethnic group membership with different learning styles is correlational and indicative, at best, of tendencies of an overall group and NOT an individuals needs.
Page Ref: 188-189
Skill: Knowledge
P: .64
D: .22
40) Participation structures in a classroom would generally dictate
Answer: C
Explanation: C) The activity rules for a classroom are dictated by participation structures. A example of such structure is when it is appropriate to talk to other students. Most classrooms have many different participation structures that vary for subjects and tasks.
Page Ref: 189
Skill: Knowledge
Completion Questions
1) The assumption that students home culture is inferior because it has not prepared them to fit well into schools is called the ________ model.
Answer: cultural deficit
Page Ref: 168
2) According to James Banks, the notion that all students, regardless of race or background, should have equal opportunities to learn in school is directly supported by the ________ education movement.
Answer: multicultural
Page Ref: 181
3) The knowledge, rules, traditions, and attitudes that guide behavior in a particular group of people represent the ________ of that group.
Answer: culture
Page Ref: 158
4) The commonly used index of wealth, power, and influence is ________.
Answer: socioeconomic status (SES)
Page Ref: 163
5) Both low socioeconomic status students and others who fail continually may be the victims of learned ________.
Answer: helplessness
Page Ref: 165
6) A group of people who are discriminated against by the dominant culture is called a(n) ________ group by sociologists.
Answer: minority
Page Ref: 168
7) Joyce Epstein described six types of family/school/community ________ designed to reduce the impact of cultural conflicts and discrimination on school achievement.
Answer: partnerships
Page Ref: 186
8) Differences among ethnic groups on tests of cognitive abilities are primarily the product of cultural mismatches, growing up in a low SES environment, or the legacy of ________.
Answer: discrimination
Page Ref: 169
9) Discrimination is the behavior that often accompanies the affective component (feelings, attitudes, etc.) called ________.
Answer: prejudice
Page Ref: 170
10) Organized bodies of knowledge about groups of people that affect how we react to them are called ________.
Answer: stereotypes
Page Ref: 171
11) Aronson and Fried identified a social predicament rooted in the prevailing American image of African-Americans as intellectually inferior as being a ________.
Answer: stereotype threat
Page Ref: 172
12) Individuals who speak two languages are said to be ________.
Answer: bilingual
Page Ref: 175-176
13) Most bilingual programs in the United States use the ________ approach for learning standard English.
Answer: transition
Page Ref: 177
14) People who are inadequate speakers of both their native language and their second language are called ________.
Answer: semilingual
Page Ref: 178
15) Dialets can influence pronunciation, which can lead to
Answer: spelling problems
Page Ref: 174
16) The practice of assigning students to different classes based on their achievement is referred to as
Answer: tracking
Page Ref: 165
True/False Questions
1) The number of minority group students in the United States has been increasing steadily over the years.
Answer: TRUE
Page Ref: 158-159
2) The assumption underlying the cultural deficit model was that many ethnic groups did not want to assimilate completely into mainstream American society.
Answer: FALSE
Page Ref: 168
3) Both traditional and ethnocentric approaches should be emphasized in multicultural education.
Answer: TRUE
Page Ref: 181-183
4) Membership in a particular group determines behavior as well as increases the probability of certain types of behavior.
Answer: TRUE
Page Ref: 168
5) Socioeconomic status (SES) is positively correlated with school achievement.
Answer: TRUE
Page Ref: 163
6) The majority of poor children in the schools of the United States are African-American.
Answer: FALSE
Page Ref: 163
7) Differences in cultural values as well as the dangers of neighborhoods may make the strategy of less parental control both appropriate and useful for childrens learning.
Answer: FALSE
Page Ref: 164-165
8) The purposes of creating culturally compatible classrooms are to lessen ethnic prejudice, racism, and sexism and, at the same time, provide equal opportunities for all students.
Answer: TRUE
Page Ref: 181
9) Segregation was declared illegal by the Brown vs. Board of Education of Topeka ruling.
Answer: TRUE
Page Ref: 169-170
10) Discrimination and prejudice are the same negative behaviors.
Answer: FALSE
Page Ref: 170-171
11) In a study of the effects of a negative stereotype on college students standardized test performances, similar results were found for both African-American and Caucasian students.
Answer: FALSE
Page Ref: 173
12) Comparisons between males and females on mental ability tests generally show small or no differences.
Answer: TRUE
Page Ref: 180
13) Gender differences in mathematics achievement are generally the same for all racial groups.
Answer: FALSE
Page Ref: 181
14) It is difficult for most students whose original language is a dialect to learn the standard speech of their country.
Answer: FALSE
Page Ref: 174
15) Recent studies show that speaking two languages is detrimental to cognitive development.
Answer: FALSE
Page Ref: 177-179
16) Proponents of the native language maintenance approach for bilingual education believe that valuable learning time is lost when students are taught in their native language.
Answer: FALSE
Page Ref: 177-178
17) Resilient children typically have parents who are supportive but have low expectations of their success.
Answer: FALSE
Explanation: Parents of resilient students tend to support learning and place high expectations on their children.
Page Ref: 184-185
18) According to Woolfolk, results from learning styles research are generally considered highly valid for adapting instruction to culturally diverse groups.
Answer: FALSE
Explanation: Woolfolk cautions people about the lack of rigorous research in support of the existence of learning styles. She further claims the idea of deficits can be especially problematic for labeling minority students.
Page Ref: 188-189
19) The pragmatics of a classroom involve differentiative activity rules that are called participation structures.
Answer: FALSE
Explanation: Pragmatics refer to the rules for how and when to use language to be an effective communicator in a particular culture.
Page Ref: 189
20) David knows exactly when he should take part in a certain classroom activity. David has an understanding of the classrooms participation structures.
Answer: TRUE
Explanation: Participation structures are the informal and formal rules for how one should take part in a given activity.
Page Ref: 189
21) Culturally relevant pedagogy is a method that has been used successfully with students of color and students in poverty.
Answer: TRUE
Page Ref: 182
Short Answer Questions
1) Define culture and discuss the issues that prompted belief in the cultural deficit model. What are the prevailing beliefs of educational researchers and theorists today about this issue?
Answer: Culture refers to the knowledge, rules, traditions, and attitudes that guide behavior in a particular group of people. The assumption of the cultural deficit model, supported by some educators in the 1960s and 1970s, was that minority students and others from different backgrounds than white students were culturally disadvantaged. Today, this idea is rejected in favor of the belief that no culture is deficient. Rather, there may be some incompatibility between the students culture and the dominant culture of the school.
Page Ref: 158,168
2) Discuss the assumptions and goals of multicultural education.
Answer: The idea of multicultural education is that all students should have an equal opportunity to learn in school and be respected. Multicultural education is also a reform movement that attempts to promote acceptance of all cultures in what is taught in schools. Recently, Banks (1994) has proposed that multicultural education is more than a change in the curriculum. It must involve content integration, the knowledge construction process, an equity pedagogy, prejudice reduction, and an empowering school culture and social culture.
Page Ref: 181-182
3) Identify some of the factors that may lead low-income students to perform less well in school than middle-income students with the same abilities.
Answer: Factors that may lead low-income students to perform less successfully in school than middle-income children of the same abilities are: (a) poor health; (b) limited resources; (c) low self-esteem; (d) learned helplessness; (e) resistance cultures; (f) tracking practices; (g) child rearing practices that do not promote independent thinking; and (h) low expectations.
Page Ref: 163-165
4) Define gender bias and describe how it has been expressed in school.
Answer: Gender bias occurs when males and females are treated differently, mainly due to stereotypes ascribed to each sex. For example, male infants are treated more physically by parents whereas female infants are protected more. In general, males are encouraged to become more independent, females to become more dependent. At school, textbooks frequently portray females in roles that depict them as passive or domestic. Teachers are more likely to verbally interact with males and assign them more active classroom responsibilities. Expectancies to do well in math and science are more likely to be conveyed to males than to females.
Page Ref: 180
5) Compare alternative approaches to teaching bilingual children. Should a childs use of his/her non-English language in classroom learning be discouraged or directly integrated with learning in Standard English?
Answer: Most bilingual programs today attempt to introduce the use of English as early a possible. However, there are concerns that forcing children to learn a difficult subject in an unfamiliar language may be detrimental. Students may also feel that their language is not valued if they are not permitted to use it. The best approach, it appears, is to integrate the use of both the natural language and Standard English. If possible, classes might be created that mix students who are trying to learn a second language with native speakers of that language. The goal would be to produce fluent speakers of both languages.
Page Ref: 177-179
6) Discuss major findings from learning styles research regarding Hispanic, African-American, and Native American students. Specifically, what types of learning styles appear dominant or more common for each of these groups?
Answer: The major findings of learning styles research are as follows:
Cautions are suggested regarding the use of learning styles results to adapt instruction. First, the research is not highly conclusive. Second, there is the danger of stereotyping. Third, individual differences may be greater than cultural differences.
Page Ref: 188
Case Studies
Two Cambodian students who speak very little English move to your school district three weeks after school begins and are assigned to your sixth-grade class. Because a small Cambodian community has been established in the area, you already have five bilingual students in class who speak both Cambodian and English. You are having difficulty communicating with the new students and suspect that they are following very little of what is being taught in your class.
1) What are the likely outcomes (academic, social, personal) for the new students if no additional interventions or strategies are employed?
Answer: If the Cambodian students in this class receive no additional interventions or support
they are likely to have short and long-term academic problems. Students who receive good quality intervention(s) will need about two to three years to be able to effectively communicate face-to-face in a second language (i.e., contextualized language skills). Becoming proficient in academic language skills in a second language (i.e., decontextualized language skills) can take five to seven years. It would certainly take a much longer amount of time for students to master decontextualized language skills if they were not participating in a high quality language program. Some educators caution students who do not receive adequate bilingual education may be at risk to become semilingual, which means they cannot speak proficiently in any language. There are also social affects for students who cannot adequately speak English due in part because they may be placed in special classes away from their peers. Woolfolk suggests all students benefit when classes mix students who are learning a second language with students who are native speakers. For example, English speakers who want to learn Spanish could be placed with Spanish speaking students. In regards to personal implications, researchers claim some students may come to believe that their home language is second class, which can lead to a sense of shame. There is some research to support the finding that students who were taught in their native language had increased levels of self-esteem.
Page Ref: 177-179
2) What strategy or strategies might you use to help the new students succeed in your class?
Answer: In order to help the next students be successful it is important to take a broad multicultural education approach rather than simply addressing language issues. In particular, James Banks argues a comprehensive multicultural education includes the following: integrating content for a variety of cultures and groups; helping students understand how the discipline-specific implicit cultural assumptions influence knowledge constructed within the discipline; reducing prejudice by identifying and modifying students racial attitudes; examining school culture and social structure and creating a school culture that empowers students from all groups; and providing an equity pedagogy that matches teaching styles to students learning styles and individual differences. In regards to specific classrooms, Banks suggests teachers use examples and content from many cultures and groups to illustrate key concepts, principles, and general theories in their subject area. Researchers also recommend teachers become familiar with stereotype threat, which is the extra emotional and cognitive burden that that a student of a minority group may experience when feeling apprehensive about confirming a stereotype. This burden can induce a students test anxiety and undermine their academic performance. Woolfolk suggests the strategies teachers use for decreasing test anxiety (e.g., no time limit for exams) can also be useful for helping students resist stereotype threat. A final strategy for a teacher in this situation is to ensure the Cambodian students in this case study have access to good models, are given clear instructions for all learning tasks, and have opportunities for practicing their English skills.
Page Ref: 171,181-183
3) In your opinion, whose responsibility is it to teach the children to communicate fluently in English (the schools, the families, or both)? Explain.
Answer: It is very important for teachers to involve family members in language instructional strategies. In this example, as the Cambodian children learn English they are likely to adopt standard speech and may rely less upon their dialect. Standard speech is the most generally accepted and used form of language. A dialect is the language variation, which may be spoken in the childs home and is an important part of the groups collective identity. While it is the teachers and schools responsibility to deal with linguistic diversity in their classroom, it is also their responsibility to work collaboratively with students family members. During parent-teacher conferences, the teacher can validate that he or she accepts others who speak a different dialect. It is also crucial for teachers to communicate with family members in order to encourage parents to provide a sufficient amount of practice for the child learning English. Also, the teacher can discuss with the family members the importance of supporting the student, who is often required to engage in code-switching. Code-switching is when the child successfully switches from one language, dialect, or non-verbal behavior to another depending on the situation. Language is also influenced by culture. Therefore, in addition to focusing on increasing the English skills of all students, teachers and school personnel are responsible for creating culturally compatible classrooms. Culturally compatible classrooms are based on rules, procedures, and grouping strategies that do not cause conflicts with students cultural differences.
Page Ref: 174-177
Cannon Elementary School has always held a school-wide Christmas show. The school is in a suburb of a large city and draws from a diverse, multicultural student population. While the Christmas show has always been presented without incident, this year four sets of parents of different religious orientations complain that they feel it is inappropriate for their children to be singing songs that celebrate a particular faith (Christianity). All indicate that they enjoy the holiday season; their objection is with the religious aspect.
4) What would you say to these parents? Explain why you would give these answers.
Answer: The first thing to do would be to thank the parents for coming to see you and sharing their concerns. You will want to explicitly state to the parents that it is your goal to engage in culturally relevant teaching. In regards to the celebration of holidays and special events, it may be necessary to evaluate the extent to which you have relied on the celebration of a particular faith (Christianity in this example) at the potential neglect of other faiths. If you believe you have not included other faiths, you may want to ask the parents who came to see you if they would be willing to assist you in using holidays as a chance to discuss the origins and meanings of traditions. Let the parents know you are genuinely interested in learning about the customs, traditions, and values of all of your students. One strategy might be to design a curriculum unit that analyzes different traditions for common themes.
Page Ref: 181-183
5) What are some things schools and teachers can do in this instance to accommodate cultural diversity?
Answer: In addition to evaluating your holiday celebrations, you will also want to reflect upon your curriculum and grouping arrangements to ensure you are engaging in culturally relevant teaching. You will want to analyze your curriculum for any potential cultural biases. Woolfolk suggests teachers can also encourage their students to become bias detectors, especially for critiquing information from the media. In regards to grouping arrangements, you could try study buddies or pairs, which will encourage students to interact with others who may be culturally different from them selves. Another strategy recommended by Woolfolk for dealing with cultural diversity is for teachers to attend community fairs and cultural festivals. Cultural diversity requires teachers to know their own biases, stereotypes, traditions, and values. It is also important for teachers to know the cultural beliefs, values, and norms of their students. According to Ladson-Billings research, the best teachers are those who provide culturally relevant pedagogy for students of color. Culturally relevant pedagogy includes the following components: student experience authentic academic success; student develop and maintain their cultural competence; students develop a critical consciousness to challenge the status quo and social inequities.
Page Ref: 181-183
Chapter 13: Teaching Every Student
Multiple-Choice Questions
1) Woolfolk suggests that advanced planning is important primarily because such planning
Answer: D
Explanation: D) The key factor of advance planning is to influence what students will learn. This influence occurs as a result of determining how available time and resources will be transformed into activities and assignments for students. Planning also eliminates some uncertainty in teaching, but that is a secondary benefit relative to influencing student learning.
Page Ref: 458
Skill: Knowledge
2) Which one of the following statements is TRUE with regard to instructional planning?
Answer: B
Explanation: B) Planning appears to be more critical at the beginning of the year than at any other time, because many procedures, rules, and routines are established early. Plans should be flexible and initially concentrate on the unit level, followed by weekly and then daily planning.
Page Ref: 458
Skill: Knowledge
3) Which one of the following is likely to be an objective written by a teacher from the cognitive viewpoint?
Answer: D
Explanation: D) Cognitive objectives refer to internal changes, unlike behavioral objectives that stress observable or external changes. An example of a cognitive objective would be the students will understand aesthetic distance in drama. Note that this type of outcome is difficult to measure (what does understand mean?).
Page Ref: 460
Skill: Understanding
4) Which one of the following objectives illustrates an appropriate behavioral example of the cognitive objective, Students will be able to understand the concept of correlation?
Answer: D
Explanation: D) An appropriate behavioral example of the objective, The student must understand correlation, is can identify instances of positive and negative correlation. The verb identify describes a more observable and measurable outcome than do verbs such as appreciate or comprehend. Further, in alternative a, simply saying achieve mastery is ambiguous (what is meant by mastery?).
Page Ref: 459
Skill: Understanding
P: .29
D: .21
5) In order to measure the outcomes of cognitive objectives more easily, the objectives should be
Answer: B
Explanation: B) Cognitive objectives are easier to measure when they are clarified with specific examples. This process involves trying to specify the particular behaviors that would be demonstrated if the objective were achieved.
Page Ref: 460
Skill: Knowledge
P: .40
D: .10
6) An advantage of Gronlunds approach to writing objectives over Magers is
Answer: C
Explanation: C) Gronlunds system is advantageous relative to Magers for allowing greater flexibility in expressing cognitive objectives. Cognitive objectives are difficult to operationalize because they emphasize internal outcomes such as comprehend, assimilate, and understand. Gronlunds system allows the teacher to use these types of verbs supported by a listing of exemplary behaviors. Magers system is more specific and uses knowledge-level verbs primarily, such as define, list, and identify.
Page Ref: 459-460
Skill: Knowledge
P: .62
D: .32
7) Which one of the following objectives is complete according to Magers guidelines?
Answer: B
Explanation: B) A complete Mager-type objective is the student will correctly identify the functions of four major organs in the digestive system without using notes. This objective includes a condition (no notes), behavior (identify), and performance criteria (must correctly identify four organs).
Page Ref: 459-460
Skill: Understanding
P: .55
D: .23
8) Given the objective students will be able to write complete sentences using words from a new vocabulary list, identify whether Magers three criteria for a correctly stated behavioral objective are present or absent in this objective.
Behavior Condition Criterion
Answer: C
Explanation: C) In the objective presented, only the behavior and condition elements of Magers system are present. The criterion is missing: students will be able to write complete sentences (behavior) using words from a new vocabulary list (condition).
Page Ref: 460
Skill: Understanding
P: .54
D: .45
9) The primary value of Blooms taxonomy of cognitive objectives is that it can
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