Understanding Human Differences Multicultural Education For A Diverse America 6th Edition By Kent L.

INSTRUCTORS MANUAL FOR UNDERSTANDING HUMAN DIFFERENCES Multicultural Education For A Diverse America 6TH EDITION KENT L KOPPELMAN TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Preface ................................................................................................................................ x Introduction for the Instructor Objective, Purpose, Outcome .................................................................................................................... xi

Instructor Guide to the Text .............................................................................................................. xi Structure of Text ......................................................................................................................... xi-xii Structure of Chapters ....................................................................................................................... xii Format of Activities ......................................................................................................................... xii Taxonomy for Student Learning Activities .............................................................................. xii-xiii Summary Exercises ......................................................................................................................... xiii Community Involvement Exercises ................................................................................................ xiii References ....................................................................................................................................... xiv Glossary .......................................................................................................................................... xiv Supplementary Materials ................................................................................................................ xiv Structure of the Instructor Manual .............................................................................................xiv-xv Uses for this Text

Overview .......................................................................................................................................... xv General Education............................................................................................................................ xv Multicultural Education .............................................................................................................xv-xvi

Graduate Programs ......................................................................................................................... xvi Corporate & Public Sector Training ............................................................................................... xvi

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

A Note to International Readers ..................................................................................................... xvi A Note to American Minority Readers ........................................................................................... xvi

Beginning the Course First Class Meeting ........................................................................................................................ xvii Reviewing the Preface ............................................................................................................................ xvii-xviii

Recognizing the Inquiry-Based Organization of this Text ............................................................. xix Using the Glossary of Terms and Definitions ................................................................................. xix Assessing Process & Product: Test Item Bank ............................................................................... xix Assessing Outcomes: Human Relations Attitude Inventory ........................................................... xix Assessing Quality: Course Evaluation Instrument .......................................................................... xx Classroom Management and Instructional Policy ........................................................................... xx Concluding the Course Plan the Final Course Meeting ............................................................................................................... xxi Summarize Content of Text Sections .......................................................................................... xxi-xxii Review Glossary Terms and Definitions ...........................................................................................xxii Administer Appraisal Instruments ......................................................................................................xxii Instructional Perspectives and Resources

Instructor Preparation..................................................................................................................... xxii Summary Activities .............................................................................................................. xxii-xxiii The Student-Focused Classroom .................................................................................................. xxiv

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Section 1: Individual Attitudes and Interpersonal Relations Chapter 1: Understanding Ourselves and Others Overview of Concepts ....................................................................................................................................... 1 Personal Clarification Exercises: Explanation ................................................................................ 1 Intergroup Exercise: Explanation ........................................................................................................ 2 Supplemental Student Activities .......................................................................................................... 2

Enrichment Activities ..................................................................................................................... 4 Chapter 2: Understanding Prejudice and Its Causes Overview of Concepts ......................................................................................................................................... 8 Personal Clarification Exercises: Explanation.................................................................................. 8 Intergroup Exercise: Explanation ........................................................................................................ 9

Supplemental Student Activities ................................................................................................... 11 Enrichment Activities .................................................................................................................... 13 Chapter 3: Communication, Conflict, and Conflict Resolution Overview of Concepts ................................................................................................................... 16 Personal Clarification Exercises: Explanation .............................................................................. 16 Intergroup Exercise: Explanation ......................................................................................................17

Supplemental Student Activities ................................................................................................... 19 Enrichment Activities .................................................................................................................... 21 Section 2: Cultural Foundations of Oppression in the United States Chapter 4: Immigration and Oppression: The Assault on Cultural and Language Diversity

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Overview of Concepts ...................................................................................................................................... 25

Personal Clarification Exercises: Explanation .............................................................................. 25 Intergroup Exercise: Explanation....................................................................................................... 25

Supplemental Student Activities ................................................................................................... 26 Enrichment Activities .................................................................................................................... 27 Chapter 5: Race and Oppression: The Experiences of People of Color in America Overview of Concepts ...................................................................................................................................... 30

Personal Clarification Exercises: Explanation .............................................................................. 30 Intergroup Exercise: Explanation....................................................................................................... 30

Supplemental Student Activities ................................................................................................... 30 Enrichment Activities ............................................................................................................................... 32

Chapter 6: Religion and Oppression: The Struggle for Religious Freedom Overview of Concepts ...................................................................................................................................... 35 Clarification Exercises: Explanation ................................................................................................... 35

Supplemental Student Activities ................................................................................................... 38 Enrichment Activities .................................................................................................................... 40 Chapter 7: Rejecting Oppressive Relationships: The Logic of Cultural Pluralism for a Diverse Society Overview of Concepts ...................................................................................................................................... 43

Personal Clarification Exercises: Explanation .............................................................................. 43 Intergroup Exercise: Explanation....................................................................................................... 45

Supplemental Student Activities ................................................................................................... 47

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Enrichment Activities ............................................................................................................................... 48

Section 3: Contemporary Dilemmas for Intergroup Relations

Chapter 8: Racism: Confronting a Legacy of White Domination in America Overview of Concepts ...................................................................................................................................... 50

Personal Clarification Exercises: Explanation .............................................................................. 50 Intergroup Exercise: Explanation....................................................................................................... 52

Supplemental Student Activities ................................................................................................... 52 Enrichment Activities .................................................................................................................... 54 Chapter 9: Classism: Myths and Misperceptions About Income, Wealth, and Poverty Overview of Concepts ...................................................................................................................................... 57 Intergroup Exercise: Explanation....................................................................................................... 57

Supplemental Student Activities ................................................................................................... 58 Enrichment Activities .................................................................................................................... 62 Chapter 10: Sexism: Where the Personal Becomes Political Overview of Concepts ...................................................................................................................................... 65

Personal Clarification Exercises: Explanation .............................................................................. 65 Intergroup Exercise: Explanation....................................................................................................... 66

Supplemental Student Activities ................................................................................................... 68 Enrichment Activities .................................................................................................................... 70 Chapter 11: Heterosexism: Challenging the Heterosexual Assumption Overview of Concepts ...................................................................................................................................... 76

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Personal Clarification Exercises: Explanation .............................................................................. 76 Intergroup Exercise: Explanation....................................................................................................... 77

Supplemental Student Activities ................................................................................................... 77 Enrichment Activities .................................................................................................................... 80 Chapter 12: Ableism: Disability Does Not Mean Inability Overview of Concepts ...................................................................................................................................... 82

Personal Clarification Exercises: Explanation .............................................................................. 82 Intergroup Exercise: Explanation....................................................................................................... 84

Supplemental Student Activities ................................................................................................... 84 Enrichment Activities ............................................................................................................................... 86

Section 4: The Challenge of Diversity to American Institutions

Chapter 13: Pluralism in Schools: The Promise of Multicultural Education Overview of Concepts ...................................................................................................................................... 87

Personal Clarification Exercises: Explanation .............................................................................. 87 Intergroup Exercise: Explanation....................................................................................................... 89

Supplemental Student Activities ................................................................................................... 89 Enrichment Activities .................................................................................................................... 93 Chapter 14: Pluralism in Society: Creating Unity in a Diverse America Overview of Concepts ...................................................................................................................................... 96

Personal Clarification Exercises: Explanation .............................................................................. 96 Supplemental Student Activities ................................................................................................... 96

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Enrichment Activities .................................................................................................................. 100 Suggested Closure Activities ............................................................................................................... 103

Personal Clarification Exercise ................................................................................................... 100 Intergroup Exercise: Difficult Dialogues ........................................................................................ 104

Afterword...................................................................................................................................... 110

TABLE OF CONTENTS

TEST BANK Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language ... 110

Chapter 2: Understanding Prejudice and Its Causes ...................................................................... 122 Chapter 3: Communication, Conflict, and Conflict Resolution ..................................................... 135 Chapter 4: Immigration and Oppression: The Assault on Cultural and Language ........................ 150 Chapter 5: Race and Oppression: The Experiences of People of Color in America ..................... 164 Chapter 6: Religion and Oppression: The Struggle for Religious Freedom .................................. 180 Chapter 7: Rejecting Oppressive Relationships: The Logic of Cultural Pluralism for a Diverse Society ................................................................................................................... 195 Chapter 8: Racism: Confronting a Legacy of White Domination in America ..................... 209 Chapter 9: Classism: Misperceptions and Myths About Income, Wealth, and Poverty 223 Chapter 10: Sexism: Where the Personal Becomes Political .................................................... 240 Chapter 11: Heterosexism: Challenging the Heterosexual Assumption ............................. 255 Chapter 12: Ableism: Disability Does Not Mean Inability ......................................................... 268 Chapter 13: Pluralism in Schools: The Promise of Multicultural Education ..................... 283 Chapter 14: Pluralism in Society: Creating Unity in a Diverse America ............................ 298

APPENDICES Appendix A: Human Relations Attitude Inventory ....................................................................... 309 Appendix B: Course and Instructor Assessment, Feedback, and Evaluation ................... 314 Appendix C: Answers to Fourteen Questions about Diversity in America ......................... 315

Appendix D: Original Research Summary: Human Relations Attitude Inventory ........................ 317 Appendix E: Glossary .................................................................................................................... 319 PREFACE

Fourteen Questions About Diversity in America The questions below each represent a concept discussed in the corresponding chapter of Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition (2014). Each item represents an important component of the history of majority-minority relations in the United States. As a means of beginning your study of human differences, test yourself. Can you provide appropriate replies?* 1. What is the difference between race and ethnicity?

2. Can discrimination occur if there is no prejudice?

3. How does communication break down?

4. What was required for United States citizenship in 1790?

5. How was the first form of United States government influenced by Native Americans?

6. Where does the word “God” appear in the United States Constitution?

7. What is the difference between diversity and pluralism?

8. Is the United States today more–or less–segregated than it was in 1954? Why? 9. Compared with the wages of men in comparable jobs, what is the estimated financial loss of lifetime wages for women in the United States who have high school or college educations?

10. What has been the result of the “Don’t Ask, Don’t Tell” policy of the United States military?

11. How is middle class defined?

12. When people with mental illness were first institutionalized in Europe, where were they taken?

13. What is the impetus for teachers in America today to be skilled in multicultural education?

14. How is the United States business community today responding to America’s increasing diversity?

*The answers are found in Appendix C of this Instructor’s Resource Manual and Test Bank.

Introduction for the Instructor

Objective, Purpose and Outcome

Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition, provides instruction about the issues regarding how humans are different from one another, including the history, effects upon American culture, and backgrounds of current majority and minority populations in the United States.

The text is meant to be a first in-depth study for students at any level – community or technical college, university, or on-the-job training in a business or non-profit agency – and regardless of any plans to further study issues of human difference by race, class, gender, or economic inequity in the United States.

Objective: The objective of this Instructor Manual is to enhance instructional effectiveness.

Purpose: Three purposes for developing this Instructor Manual are: 1. to provide chapter-by-chapter explanations of text-based review and discussion activities; 2. to include answer keys to activities in the review and discussion sections at the end of each chapter; and 3. to recommend a broad variety of additional learner-centered activities that can be used to enhance depth and breadth of understanding, as time permits.

Outcome: The desired result of a study of human differences is that readers will become more circumspect in their comments, increasingly aware of the sentiments of others, wiser in decisionmaking, and more readily able to recognize the needs and circumstances of others.

Instructor Guide to the Text

Comments in the following pages will acquaint instructors with the text, its structure, format, and individual sections. Another section will describe formal, informal, and ongoing means for assessing student progress in discovering, enhancing, and verbalizing their personal values related to human differences. This manual is intended to assist instructor preparation for teaching a course about race, class, gender, and other human differences.

The concluding comments will explain how this text can be used in community colleges, universities, and in public and private American institutions to build skills necessary for good communication, for effective interpersonal and intergroup relations, and for other contemporary daily purposes. Recommendations that appear represent practical advice for beginning a study of how humans are different. In addition, occasional items will appear in text or in boxes headed with the term “Suggestion” as a means of making strong recommendations for teaching practice.

Structure of Text

The Preface to Understanding Human Differences, Fifth Edition, explains the structural framework for the text. The text itself is divided into four sections with accompanying chapters related to each: 1. Individual Attitudes and Interpersonal Relations .............................. Chapters 1–3 2. Cultural Foundations of Oppression in the United States. ............ Chapters 4–7

3. Contemporary Dilemmas for Intergroup Relations ................................. Chapters 8–12 4. The Challenge of Diversity to American Institutions ............................. Chapters 13-14

Each section is introduced with an illustration and explanation representing a component of the conceptual framework (interlocking circles) used to organize the content of the text: Section 1 – Examines intergroup relations from the perspective of the Individual Section 2 – Considers American cultural influences upon individuals and institutions Section 3 – Illustrates the influence of both individuals and culture upon American Institution Section 4 – Describes the present status of diversity within American Institutions such as schools and the military Structure of Chapters

Major headings guide readers through each chapter; subsequent secondary headings appear as questions, presenting an inquiry approach to content; information provided in response to these questions leads to further questions within each chapter.

Format of Activities

A hallmark of the Understanding Human Differences text is the provision for extensive participant involvement in exercises that involve group dynamics of questioning, team, triad, and group discussion, interviews, role-plays and situational responses. Provide adequate time in class for students to participate in chapter exercises. Classroom discussion activities are presented at the end of chapters in the text itself. Directions for each activity in the text recommend how students can participate and how each activity might best be conducted. This Instructor Manual provides further personal insight concerning the implementation of these activities, explains their relevance to each chapter, and suggests successful implementation strategies. Instructors will profit from using this manual in their course and lesson planning.

Suggestion: Encourage interaction among participants; it is the activities and the time provided for interpersonal discussion that create high degrees of interest and participant motivation in studying the ways in which humans are different.

Taxonomy for Student Learning Activities The discussion activities provided at the end of every chapter in this text prompt students to formulate, expand, challenge and/or demonstrate their beliefs, attitudes, and values. Each taxonomic category fulfills a developmental function and relates to specific skill-building tasks as described below: 1. Develop Comprehension and Application Skills: Personal Clarification Exercises are designed for individuals to analyze their own beliefs, attitudes, and opinions.

As in the study of any new body of information, individuals profit from examining implications or cases representing chapter concepts in order to improve their personal

conceptual frameworks. The intent of personal clarification exercises is to help individual participants relate to information presented in the chapter.

2. Develop Application and Analysis Skills: Interpersonal or Intergroup Exercises are designed to reveal and compare personal perspectives on societal issues; these exercises provide readers with opportunity to discuss, question, or react to facts, events, and phenomena.

In interpersonal and intergroup activity, participants are encouraged to express themselves and to listen for perspectives and critiques from others. Beyond personal comprehension, greater cognitive understanding and affective appreciation derive from action and reaction in conversation provided by pairs, teams, and groups.

Suggestion: Require course or workshop participants to bring their text to class in order to consult references and to have personal access to end-of-chapter exercises. Develop the habit of referencing the text directly to discourage ill-informed comments or misinterpretations.

Since discussion exercises are designed to lead to self-discovery and tend to stimulate follow-up learning, instructors are encouraged to utilize as many of these exercises as possible.

Summary Exercises

In the Supplemental Activities section for each chapter we suggest that instructors consider providing time to have a chapter focus review and a term and concept review in order to summarize the information from each chapter and to emphasize significant concepts presented.

Although this activity is not required, we highly recommend it as a way to ensure that participants fully comprehend the message, terms and concepts.

Community Involvement Exercises

Community involvement is the most effective means of student learning. This unique form of learning involves actual investigation of policies or procedures within institutional organizations – governmental, not-for-profit or service programs are notable examples. Action Research in the field requires permissions and carefully designed studies that may be beyond the experience and/or purview of notice instructors. Instructors must be particularly vigilant that students performing either descriptive or inferential research studies have all appropriate approvals, possibly including IRB approval. Service Learning activities presented in this manual are intended to be unpaid volunteer field experiences; instructors take responsibility for leadership and site-specific development of permissions and task specific designs. Instructors check with field learning and/or cooperative internship offices for coordination and clearances.

References

Works cited within chapters are referenced at the end of each chapter. Authors and titles may be valuable sources of information for students when they subsequently engage in further reading or research on individual topics.

Glossary

A comprehensive glossary of all terms defined at the end of each chapter appears in an Appendix in this Instructor Manual. Encourage readers to maintain a terms and definitions listing in their note-taking journals rather than to rely upon the lists provided. In the text, glossary terms are identified in boldface type.

Supplementary Materials

PowerPoint Presentations – Visual supplements are available for instructor use in lectures or discussions. With adequate preparation, instructors will find that the use of visuals greatly enhances student comprehension.

Research Instrument – An assessment instrument appears in this Instructor Manual – a standard split-half inventory with 70 attitude measurement items. Unique to this college-level textbook, the instrument has been designed to survey pre-and post-assessments of student responses toward issues regarding human differences. In addition, an open-ended course and instructor assessment, feedback, and evaluation instrument is provided in this manual.

Test Items: My Test Bank – A unique, new, online test bank supplements this Instructor Manual.

Instructors are provided an accessible assortment of exam items from which to develop their own assessment programs. For each chapter there are multiple choice, true/false, matching, and essay questions available.

The test bank was developed in two categories:

 

Internal items pertain directly to text materials and External items challenge participants to apply, analyze or synthesize knowledge to life-like situations.

Exam items for this edition are greatly expanded from the original edition; instructors will find items to be effective means for assessing participant learning, regardless of instructor style and/or preference.

Structure of the Instructor Manual

This Instructor Manual has been designed to support Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition.

Each chapter following this Preface explains a related text chapter; within each, entries contain: Overview of Concepts: Generally a brief paragraph describing content presented and the need or purpose for which the chapter was intended in developing an understanding of human differences.

Explanation of Exercises: Exercises that appear in the text itself are explained, and, where appropriate, answer keys are provided in the manual; these sections are identified with the bracketed word [TEXT] before the heading. Further, the Instructor Manual includes remarks regarding background, purpose, and recommended means of conducting each exercise along with the anticipated outcome. If answer keys or follow-up information is provided, they are labeled with the boldface [TEXT/KEY] and are located at the end of each manual chapter.

Supplemental Student Activities: Follow-up activities aid in the development of specific understanding; the activities presented in this section serve to provide students with experience in developing that understanding. Answer keys and/or explanations to these exercises will be labeled [KEY] similarly at the end of each manual chapter.

Suggestion: Reproduce activity worksheets from the text and/or this manual to distribute to course, workshop, or training participants; all copyright regulations apply.

Uses For This Text Overview

Leaders in higher education in the United States today have come to realize the lifelong value of including in graduation requirements the study of human differences; they recognize the importance to graduates of being able to live and work productively in a diverse society. The text for which this Instructor Manual was created serves a variety of functions, each focused upon providing personal and professional value. In higher education and in the pursuit of lifelong education, we endorse the following applications.

General Education

Faculty of community, two-and four-year colleges and universities regularly require diversity courses; we have come to expect all candidates, in any degree program, to know and behave with considerable knowledge of how human beings are different biologically, economically, ideologically, and geographically.

In meeting general education expectations, we recommend our text for students preparing to enter       

Teacher Education Adult/Continuing Education Arts and Humanities Programs Science, Medicine or Nursing Business Administration or Management Mathematics, Engineering or Computer Sciences Applied or Practical Physical Fitness or Health Promotion

Multicultural Education

Increasingly, faculty in higher education and corporate trainers have moved beyond the concept of general education alone to provide extensive study of human differences for candidates in industry as well as in teacher preparation, the Liberal Studies, Behavioral Sciences – Sociology, Psychology, the Applied Sciences and Social Services – and other arenas. This text has been employed in pre-service and continuing education programs with much success.

At the same time, it must be acknowledged that this text is a first step; if Understanding Human Differences, Fifth Edition, is utilized as a foundational text, other materials and other authors may provide additional information that should be readily understood, allowing readers to establish a deeper understanding of diversity issues.

This text strives to provide fundamental information in a carefully classified system. The four sections build from the personal to interpersonal and then to cultural history; following that, we examine contemporary intergroup situations in the most critical areas – race, gender, sexual orientation, wealth and poverty, and ability. The final two chapters suggest how American institutions are – and will – continue to thrive in an increasingly diverse American society.

Graduate Programs

Standard in most graduate programs is the study of diversity and human relations. The information and examples provided in Understanding Human Differences, Fifth Edition, have been presented successfully in several graduate programs.

Select graduate students who have completed courses where this text information is employed may, with use of this manual and other guidance, qualify for consideration as discussion leaders under mentor professors of undergraduate courses.

Corporate and Public Sector Training

In the public sector, Understanding Human Differences has provided a basis for training in corporate settings and within public service agencies. The materials have proven themselves in ecumenical applications where textual information has supplemented backgrounds of laity and experienced scholars of comparative religions and those of differing faiths. As basic knowledge, this text and its context support the recommendations of Title IX and the EEOC. In all situations, instructor orientation is of the utmost importance; information and explanation provided in this Instructor Manual have been developed as a mini-training workshop for successfully managing courses based upon our text with its interrelated history, background, rationale, and purpose for study of human differences.

A Note to International Readers

To foreign national and international readers: The focus of this textbook is upon events and behaviors that are unique to the United States and that developed as a result of the founding and building of modern day America. No blame is directed upon other people or other nations for the events that we describe. These stories and descriptions are open for your interpretation in the hope that the results will yield a deeper understanding of America.

A Note to American Minority Readers

To all individuals who are members of American minority groups: No author can hope to be an expert representative for every ethnicity, race, nationality, or other minority group. Instead, the intent of this textbook is to describe the effects of majority–minority conflicts as it fits with the book’s broader objective: to explain with supportive facts an analysis what has occurred in the United States from the earliest days of the republic until the current time. The narrative tells the story of the past and present diversity in American society in the hope that all Americans who have the opportunity to explore the information and exercises in this textbook and as well as the supplementary materials that are available may develop a better understanding of the diverse groups in American society that have contributed to the development of this country.

Beginning the Course First Class Meeting

A close reading of the Preface is prerequisite to study of the text. The Preface introduces and explains the element most critical in order to benefit from reading this text: a conceptual framework to understand human differences and the oppression of subordinate groups by a dominant group. This framework is critical to being able to visualize how culture, individuals, and institutions are interdependent and how each represents a component of human interaction.

The Preface provides instructors with an opportunity to prepare students for reading, a practice that is recommended for all readings assigned in courses that utilize this text.

Suggestion: Introduce sections and chapters to student readers prior to assigning reading; eliminate the expectation that readers delve into material without your advance overview, explanation, and guidelines.

In the Preface, instructors help readers focus upon the important building blocks for all fourteen chapters. Instructors make the Preface the basis for an introductory explanation; study the concepts and discuss this section with the class before they read it; explain the interlocking circle design and define the three representative terms: Culture, Individual and Institution.

Examine the notes directly below regarding contents of the Preface to the text.

Reviewing the Preface

The first section of the Preface–“Why do we need to understand diversity?”–explains how population diversity differs from pluralist behavior. Consider the first sentence; expand on it to help students better comprehend how diverse the United States is. Explain that the purpose of the text is to provide clear definitions of terms, explain the historic/cultural background, and report research findings, and not to present unsupported opinions or personal perspectives.

Take time to read the “Inquiry Approach/Organization” section because it explains how each of the four sections has been crafted with careful attention to having chapters create a sequence that develops separate notions: “What are our values and how do we attain them?” is the focus of Section 1: Individual Attitudes and Interpersonal Relations. This section subsequently leads to a historical review of attitudes and consequent behaviors in Section 2: Cultural Foundations of Oppression in the United States.

Section 3: Contemporary Dilemmas for Intergroup Relations describes specific difficulties of significant minority groups in the United States and sets the stage for Section 4: The Challenge of Diversity to American Institutions.

In introducing the text, and prior to providing the first reading assignment, study Section 1 and then explain it with elaboration so that readers will have an accurate sense of what they will be reading. Emphasize in your instructor explanation the central issue of what people need to know about individual values and how they influence interpersonal relationships.

Suggestion: Schedule adequate time to introduce Sections 2, 3, and 4 at the beginnings of the appropriate Chapters: 4, 8, and 13.

The “Conceptual Framework for This Book” section of the Preface is important in comprehending chapters of Understanding Human Differences: Multicultural Education for a Diverse America because throughout the book, information is provided pertaining to each of the interlocking circles that is critical to learning how to recognize human differences in terms of individual qualities and perceptions, how cultural traditions and expectations have resulted in mutually shared values, and how both individual and cultural values are reflected in institutional policies and practices. Although readers will comprehend this framework over time, the instructor can assist students by employing personal knowledge to enhance student understanding of human differences.

Examine the framework; prepare your own visual for your class or use visuals provided for the Fifth Edition of the text; add your expertise to the framework so that students recognize (a) that although individuals are not born with prejudice, it is something we all learn early; (b) that institutions often do, whether intentionally or unintentionally, maintain unfair policies and practices; and (c) that culture in a multicultural society will reflect biases of the dominant group.

Since cultures tend to pass on their patterns and products of learned behavior to their young, and since the notion of culture is the primary vehicle through which individuals and institutions serve one another, instructors may wish to introduce students to a thoughtful definition of culture, as the following: “Culture is defined as the behavioral patterns, ideas, values, attitudes, norms, religious and moral beliefs, customs, laws, language, institutions, art and artifacts, and symbols characteristic of a given people at a given period of time.”

“In complex societies such as the United States, individuals will also be members of various subgroups, or microcultures, that are distinguished by their ethnic, racial, religious, geographic, social, economic, or lifestyle traits. Most people are members of a number of a variety of microcultures.”

Webb, D., Metha, A., & Jordan, K. F. (2007] Foundations of American Education, (5th ed.), p. 222 Upper Saddle River, NJ: Merrill/Prentice Hall After reading the Discussion Exercises section of the Preface, review the activities of the first three chapters that comprise Section 1 of this text. Explain to students that these activities are included to give them opportunity to think aloud and to test their ideas on others and that others will hopefully do so in return. Recognize that well-managed student involvement in discussion activities is often central to effective learning. Become familiar with the activities in advance of assigning the individual chapters in order to better focus reader attention on chapter content.

Notice also that the Intent section explains to readers the notion that the text intends to provide information rather than to advocate a change in their value systems. Overt efforts to change someone’s values are rarely effective and should not be the objective of a course. The objective of this text is to provide individuals with information that either can supplement existing values or can be used by individuals to re-evaluate values that they hold. Expect narratives in this text to provide information that will challenge beliefs and attitudes, not denounce them.

The outcome of a well-developed course using Understanding Human Differences, Fifth Edition, should be influenced by having engaging discussions that maintain a respect for the values of those involved in discussions, and that discussions take place in an atmosphere emphasizing cooperation, collaboration, and mutual interpersonal regard.

Recognizing the Inquiry-Based Organization of the Text An important and unique feature of Understanding Human Differences is its inquiry approach to content; major headings identify categories within each chapter. Following major headings, note that secondary headings direct the reader with questions. Throughout the text, headings in the form of questions focus the reader’s attention toward subsequent text information.

Behavioral research has demonstrated the question/inquiry approach to be especially effective in attracting and holding reader attention and in obtaining long-term retention of that information.

An inquiry approach to presentation of textual content has also proved to extend time on task.

Using the Glossary of Terms and Definitions

Point out to students the value of creating a personal glossary in their note-taking journals.

Recommend to them that they add to their glossary as they encounter boldfaced words in the text and when they review the glossary terms at the end of each chapter. The entire Glossary appears as at the end of this Instructor Manual.

Assessing Processes and Products: Test Item Bank

Test items are available for each chapter of Understanding Human Differences, Fifth Edition.

Instructors are encouraged to use the item bank as the basis for establishing their own assessment materials. Exam items may also be employed to create opportunities to motivate participants to read, discuss, and develop their understanding of diversity issues.

Remind students that the goal of multicultural education is not to memorize facts but to develop a personal conceptual framework of beliefs, attitudes, and assumptions about diversity and diversity-related issues that evolves as a result of shared and interdisciplinary inquiry.

Suggest that students will not be expected to memorize facts or indiscriminately assess separate events. A goal for teaching about human differences is that instructors challenge students to respond without regard to political correctness. Also remind students that a fundamental characteristic of constructivist learning is that the stories of how Americans are different comprise a single picture, not separate events. The task is to weave information about diverse groups into the whole cloth that accurately represents American society.

Assessing Outcomes: Human Relations Attitude Inventory

Consider on-site research employing the 70-item Human Relations Attitude Inventory. (See Instructor Manual, Appendix A.) Administer the assessment to a random half of the class or training group. Dismiss those not involved in the pre-assessment; allow time for those remaining to respond to each item. (Note: Be certain to keep the names of those randomly selected, in order that those being pre-assessed can be identified as post-assessment candidates.)

At the conclusion of the course, administer the assessment inventory to those who did not participate at the beginning of the course; again, be certain to allow adequate time for individuals to complete the post-treatment assessment component. Arrange computer scoring in advance according to departmental systems, and develop descriptive analyses of the pre-and post-groups to discover significant participant growth.

Assessing Quality: Course Evaluation Instrument

Fair and impartial instruction should always include introductory remarks regarding end-ofcourse evaluation. At the beginning of the course, explain to students that a Course and Instructor Evaluation will be a final component for course completion. Other evaluation instruments may be included, such as is recommended or required as standard departmental, college or system-wide policy. (Instructor note: A post-course appraisal is located in this Instructor Manual–– see Appendix B.] Classroom Management and Instructional Policy

Role of Instructor – Teaching from Understanding Human Differences, Fifth Edition, may be almost entirely contained within the text itself. It is possible that the text could be the basis for a series of fourteen or more lectures, whereby each lecture is followed with discussion periods of from one to three hours. Teachers and trainers may elect to facilitate or shape discussions of the text content as well as incorporating the discussion exercises, which are designed to relate course content with individual values and behavior. Suggestions for facilitating discussion exercises and analysis activities appear in this Instructor Manual.

Pace of Instruction – Although remarks abound in this manual regarding the need for adequate time to effectively pursue chapter exercises, suggested times for activities are not identified.

Each instructor needs to observe students to determine when to bring discussions to an end in order to move on to the next classroom activity.

Note-Taking Journal – Engaging in discussion activities based on the text content will require that students create and maintain note-taking journals in which they can make personal responses to text content or to class discussions, and where they develop their own glossaries of individual chapter terms and definitions. Note-taking journals are also useful to participants as reference, with the text, when creating written assignments.

Instructors may wish to collect journals to assess the depth of remarks and/or to assess progress of participants. Although actual “grading” of work is discouraged, occasional collection of journals for making remarks about progress or encouragement is helpful.

Classroom Configuration – A standard classroom can be modified to better establish team, triad, and group discussion and activity. Ideal classrooms would have comfortable movable chairs so that groups can be formed and re-formed with minimal effort. Seminar rooms with large tables have not been effective in working in the activity mode that requires shifting of group sizes and purposes. Chairs need to be comfortable for extended discussion, and maneuverability of chairs in classrooms is critical to effective group discussion and to team activity.

Reading Assignments – Course or training syllabi are easily developed based upon information provided in the Instructor Manual and text. When instructors preview thoroughly, each chapter is a manageable assigned unit of reading.

Concluding the Course Plan the Final Course Meeting No learning experience is complete without a time for readers to make a conscious and deliberate synthesis of their study and for instructors to assess participant learning. A summary class

meeting (or meetings) could include (a) a retrospective of chapters studied and exercises undertaken; (b) a review and discussion using the activities provided; (c) an evaluation of the course via the open-ended Course and Instructor Assessment, Feedback and Evaluation; and (e) the second split-half administration of the Human Relations Attitude Inventory. Instruments are provided in the appendices to this Instructor Manual.

Suggestion: Provide adequate synthesis time for thoughtful reflection; schedule one or more class periods for summary activity and discussion. The object: time for students to review personal values and commit to managing, adding, supplementing, or eliminating specific interpersonal behaviors.

Summarize Content of Text Sections 1. Review of Section 1 – Individual Attitudes and Interpersonal Relations Section 1 focuses on individuals and individual behavior. Throughout the section, terms are defined and major components of the interpersonal communication cycle explained. The notion of an attitudinal continuum – from stereotyping to bigotry – is advanced, and the concept that, different from one’s attitude, discrimination is the observable act of responding negatively toward another person or group. Suggest that, using their texts and their notes, groups of three readers review the first three chapters in order to list ten of the major concepts provided in this portion of the text. Constructing a master list from those of each group will serve to further provide summary information for each participant.

2. Review of Section 2 – Cultural Foundations of Oppression in the United States Section 2 focuses on the history of oppression: how it occurred, and what were the outcomes from actions of dominant groups upon minorities in the United States. For a majority of readers, much of this information will be new; history is the basis upon which we strengthen our values, and the objective of the section has been to provide accounts of relevant events that directly shaped dominant aspects of a U.S. culture and its micro-or sub-cultures, individual opinions, and institutional policies and procedures. Suggest that in analysis groups of no more than five, participants summarize Chapters 4, 5, 6, and 7 by employing the course’s conceptual framework for intergroup relations as a semantic map to categorize information of value. Ask each group to explain their analyses as a poster with all relevant concepts entered on a concept or mind map.

3. Review of Section 3 – Contemporary Dilemmas for Intergroup Relations Section 3 devotes study to specific minority groups, including those of race, gender, sexuality, class, and ability. Activities from these chapters likely will have created a significant personal reaction from most readers.

As a review activity, ask again: “How are humans different?” An activity in this manual will aid in review of the answer: the original four categories and subcategories. See Chapter 14 of the Instructor Manual for the clarification exercise that provides an excellent listing of the categories and sub-categories. Recommend that as a class, participants in work groups of four identify other legitimate minority groups that fit within the sub-categories.

4. Review of Section 4 – The Challenge of Diversity to American Institutions

Section 4 proposes the adoption of the concept of pluralism as a means of mutual survival in an increasingly diverse society. Multicultural education is explained in contrast to the essentialist concept for public education in the United States today. Suggest that participants supplement the list of institutions with others where diversity is being met with pluralist solutions; or suggest discussion of those institutions' most recent successes.

Review Glossary Terms and Definitions

A list of terms with definitions is provided at the end of this manual and may be reproduced for participant use as needed to supplement individual student note-taking guides. Summary exercise #2 for each chapter provides opportunity for assembly of student glossaries.

Administer Appraisal Instruments

Two learning outcome measurement instruments are provided for this text: Human Relations Attitude Inventory: The Human Relations Attitude Inventory is provided as Appendix A within this Instructor Manual; it is recommended that the assessment be administered to a random half of participants at the beginning of the course of study. At the end of your course arrange to follow up with the second group of those not assessed at the beginning.

If the Human Relations Attitude Inventory was administered at the beginning of the course, those participants who were not initially selected should be scheduled at this time to reply to the 70 items. From records retained from beginning the course, the second group of enrollees can be identified. Expect that data collected from post-study respondents will differ significantly from that collected at the beginning of the course. Instructors are free to develop their research based on single classes or upon a number of sections, depending on the research plan.

Course and Instructor Evaluation: A course evaluation instrument titled Course and Instructor Assessment, Feedback and Evaluation is provided in this manual as Appendix B; it is an openended response form useful in acquiring information from participants about course and instructional quality and means of improvement.

Instructional Perspectives and Resources Instructor Preparation

Entries throughout this Preface recommend developing specific instructional strategies, presentation techniques, and purposes for review and assimilation exercises. This section provides a final reminder to (a) re-read and review the previous sections and (b) include the two complete summary exercises that we recommend should begin each chapter discussion. Taking time to read this entire Preface thoroughly before going further with the text will be a wise investment in time – and a future time-saver.

Summary Exercises

In the Supplemental Activities section for each chapter we suggest that instructors consider providing time to have a Chapter Focus Review and a Term and Concept Review in order to summarize the information from each chapter and to emphasize significant concepts presented.

Although this activity is not required, we highly recommend it as a way to ensure that participants fully comprehend the message, terms and concepts.

Chapter Focus Review – Clarifying what readers gained from a chapter introduces them to a selfsustaining approach to Understanding Human Differences, Fifth Edition. Each phase, A through E, can be managed within independent groups; phase F provides excellent closure to any review; we recommend that instructors plan to utilize this activity at the end of every chapter.

Activity – In assigned triads or groups, create at least five summarizing statements that jointly represent the major ideas of the chapter. Paraphrase and condense rather than debate the merits of the concepts presented. In your groups, follow each step below: A. List major components of the chapter; then combine and edit the list for a total of five statements.

B. Agree on the wording of each statement.

C. Write the statements in a personal note-taking journal.

D. Select the two most salient statements to read to another triad or group.

E. Discuss the chapter with that triad or group, basing your discussion upon your summary statements.

F. Contribute to a whole-class list of five summarizing statements for the chapter.

Term and Concept Review – Terms and definitions are a major component of each chapter of Understanding Human Differences, Fifth Edition. In this activity, participant-derived lists of terms permit self-discovery and a high degree of retention. Follow steps A through F routinely as part of concluding each chapter studied.

Suggest that readers identify a separate section of their note-taking journals for listing terms introduced in each chapter. Instructor follow-up with a composite visual list contributed by the whole group will allow each member to share his or her terms with others. A complete Glossary appears at the end of the Manual (Appendix E).

Activity – In assigned triads or groups, refer to the terms and definitions presented at the end of this chapter and then locate the term in the text of the chapter. Explain how each term relates to understanding the concept of how values are transmitted through our language. Instructors will be available to consult with any group as needed. In groups, follow each step below: A. B. C. D. E. F.

Place a star (*) next to any term that is unclear to you.

Place a hash mark (#) next to those terms that you feel you comprehend.

Canvass your group for all terms that are unclear; share your understanding so that each term is discussed (1–3 minutes); record page numbers from the text for reference to each term.

As discussion occurs, add remarks in your personal note-taking journal or text.

As a group, review the remaining terms and their definitions to be certain of your comprehension.

Enter final explanations into your note-taking journal or beside the terms in your text.

Suggestion: Edit, add, or modify the summary activities above and reproduce or print for each participant to follow and to file for future use.

The Student-Focused Classroom

Activities offered in the text, Understanding Human Differences, and in this Instructor Manual are all student-centered, meaning that students are expected to work in groups, teams, and pairs to clarify and expand their personal understanding of the content that was presented. As will be noted within the chapter discussions, this manual reminds instructors of the need to acquaint students with the concept of learning without traditional lecture/note-taking methods.

It is most important that instructors remain firmly in control of each class by managing the learning exercises rather than leading them. Boxed texts throughout the chapters of this manual advise instructors of means of conducting student-centered learning.

Suggestion: Print this entire Preface and all chapters of the Instructor Manual and create an instructor binder to consult when planning and conducting a course in human differences, such as Understanding Human Differences, Fifth Edition represents.

Section 1: Individual Attitudes and Interpersonal Relations Section 1 examines individual human differences. From the beginning human beings have been social animals; interpersonal relationships are the bedrock of our social nature. How we perceive and react to others is a complex combination of values, attitudes, beliefs, assumptions, and behaviors. This section introduces terms commonly employed in the behavioral sciences, related to discussions of human differences, interpersonal communications, and intergroup relations.

Emphasize the focus that is outlined in each of the section explanations and use materials regarding each chapter to provide strong basic reader understanding before students approach the reading assignments.

Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language Overview of Concepts

Chapter 1 explores individual values in terms of our cultural context. We can be expected to share certain dominant cultural values, but we first must understand how individuals learn values in families and communities and how those values affect individual behaviors. This chapter provides definitions for a number of important terms and concepts such as race, ethnicity, nationality, and minority group. It is essential to have shared meanings of terms and concepts to understand how individual human differences can thrive and how our differences may suffer from the influence of people and groups.

Personal Clarification Exercise: Explanation

[TEXT] – My Values: What I Believe Activity Instructor note: Begin a reading of this text with participants who first understand their own personal values before examining, and perhaps passing judgment, on the values of others. This exercise will help participants to clarify their values and to focus on the purpose of the chapter.

Starting a course with activities such as this, when participants may not know one another, can be an advantage; encourage small groups to be open with one another in discussion of the ten items. Final responses of individuals need not be disclosed; however, it is likely that most people will volunteer their selections and criteria.

Directions: All directions for this exercise appear in the text; follow them to establish the basics for this exercise.

As follow-up, select particular items from the list of ten; any two or three items may serve to illustrate the value of participant priorities. Alternatively, small groups may wish to present their views regarding particular items.

Suggestion: If chapters are assigned in order, students will be approaching this activity with little knowledge of each other; always be aware of the progress of group discussions. Be alert to highly verbal groups or classes that become bogged down in minutiae of a single item; keep momentum and progress in such discussion situations.

Intergroup Exercise: Explanation

[TEXT] – A Mutual Support Dilemma Activity Instructor note: This exercise is highly engaging; it also serves as an icebreaker within groups.

Group members will likely wish to read the case study silently to themselves, which is preferable; urge members to begin assigned group discussion as soon as everyone has finished reading; cue the class to begin if any groups aren’t readily engaged. Discussion is best managed with minimal oversight.

Provide discussion time; then direct groups to move to the questions for discussion. Instructors: notice that women may take stances different from more traditional men; urge participation by men less strident in their responses, and calm or divert those who tend to dominate discussion.

The goal is to develop positions based upon representative group values; aim that process and product to be instructive to those involved.

Before adjourning, take time for students to write journal entries synthesizing their personal positions as a result of the exercise, as a replacement for further debate about a desired result.

Suggestion: Train class members to work in groups; students may not have learned such skills from other classes or other situations. (Tell Discussion leaders to ensure that one or several outspoken members do not dominate groups and that each person is recording discussion exchanges in his or her own note-taking journal.)

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises

Summary exercises are intended to provide: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface.

Suggestion: Encourage participants to always complete summarizing exercises in class. Whether in pairs, adjacent seat partners, or pre-or self-selected teams of two or three, participants will prepare themselves for active involvement when summary exercises are conducted for each assigned chapter.

Personal Clarification Activity Activity: Survey of Personal Attitudes and Values

Instructor note: In this activity, groups of five participants discuss implications of each alternative before recording their personal responses. A second phase to the activity might have group members share and explain their responses within their groups.

Several outcomes occur within this survey exercise: (a) understanding one’s own attitudes and values; (b) hearing opinions of other individuals; and (c) being required to discuss each item aloud. Instructors must be prepared to offer explanation to any group observed to be confused about the nature of the question they are asked to discuss. Follow-up with the whole group is critically important; as with other exercises, take the time to get maximum learner discussion.

Directions: The survey below will provide a thumbnail sketch of personal attitudes and values.

Complete all five items as the basis for some personal insight and for a discussion of what personal attitudes and/or values are reflected. Compare responses with others in the class. How does a tally of the results reflect your personal attitudes and values? Those of your group? The class? Larger societies?

1. What is the most important measure of success in life?

A. Being the best person possible B. Maintaining a work/life balance C. Faith in God D. Work E. Family and friends 2. Which of the following is closer to your point of view?

A. I would sacrifice family time for exciting opportunities and higher pay at my job B. I would sacrifice exciting opportunities and higher pay at my job for more time with my family 3. When you are at home with your family, how do you spend your free time? Note: Express your answers in terms of percents, as in Watching television = 20%. Your total should be 100%.

A. B. C. D. E. F. G.

% Being with my family % Hanging out with my friends % Playing sports/exercising % Watching television % Attending sports events % Working around the house 100 % = Total

5. How do you feel about discussing your personal problems with others?

A. Comfortable B. Uncomfortable C. OK when it is D. Not comfortable when it is 6. How many hours a week are you prepared to work in order to be successful?

A. 40 hours B. More than 40 hours C. More than 40 hours plus weekends Adapted from: “Stress and the Superdad” Michele Drecklin, Time, August 23, 2004

Community Involvement: Action Research

Instructor note: If a student finds global issues interesting, it may be a sign that making friends with a student from the international community could be helpful in clarifying differences in personal values. In this project, suggest that the researcher follow this chapter’s personal attitudes survey and the values clarification activities. Contact your campus international education office to establish this kind of experience.

Activity: How do values of foreign students at your campus or facility differ from your values?

Locate your campus international education and/or student support or human resources office; arrange to be a term-long conversation partner to a recently enrolled foreign student. As you work regularly with that person, discuss the differences and similarities in personal values learned as children. Keep a journal log of your conversations, with sections bulleting those likenesses and dissimilarities.

Community Involvement: Service Learning

Instructor note: Values are demonstrated through behavior shaped by individual attitudes. We assume in this scenario that attitudes have led to behaviors unacceptable to the community; being able to compare one’s attitudes with those of someone incarcerated for his/her behavior could have lifelong impact. This project can be meaningful to the mature student who possesses proficient skill at interpersonal communication. Be cautioned that the altruistic student, of any age, should be counseled to pursue other projects.

Activity: What personal values result in culturally unacceptable behaviors? Visit a city or county jail; arrange to contribute to the operation of the facility and/or to be of regular, reliable service to incarcerated individuals. Focus your efforts on meeting the mission of the agency and on adding to your understanding of how the values of inmates have displayed unacceptable behaviors. When is a choice a bad choice made by otherwise good people? In what ways have the offending behaviors reflected specific values that are different from your own? Maintain required agency logs and your personal reflections following each visit.

Enrichment Activities Activity: Choose Your Community

Directions: The three alternative situations below serve to suggest that perhaps it is possible to have too much of a good thing. Our ultimate reasons also provide us – and others – with an idea of where our values lie. Given the choices presented below, in which community would you prefer to live? Respond to each of the following options and be prepared to explain your combination of choices. Can you or your team suggest a fourth pair of choices?

1. Annual salaries in your community: A. You earn $50,000; the average earned salary is $25,000 Or: B. You earn $100,000; the average earned salary is $200,000 2. Educations in your community: A. You have a B.A.; most people have high school diplomas Or: B. You have a Masters Degree; most people have their doctorates

3. Intelligence of persons in your community: A. Your IQ is 110; others have lower IQs. (Average = 90) Or: B. Your IQ is 130; others have higher IQs. (Average = 150) 4.

: A. B.

Or: .

Based on a study cited in Barry Schwartz: The Paradox of Choice: Why More is Less Suggestion: Conclude any activity with group discussion and self-reporting procedures. Assume the role of secretary for the class; take notes and use categorization to group remarks and conclusions. A good secretary generates participant interaction and will illustrate that class conversation is key to meaningful learning.

Activity: A Question of Values

Directions: Respond to each of the situations posed below; first consider your own values base.

Then, in teams of three, discuss each item and share your initial personal values response. Select several items for further discussion and possible explanation to the class.

1. As a college freshman you are given the choice of befriending the most attractive person, the smartest person, or the most gifted athlete in your class. Which would you choose?

2. Assume that you have a job you really enjoy but it only pays enough to have a modest middle-class lifestyle. You are offered a job that would be much less enjoyable but will pay you twice what you are making now. How will you decide whether to accept this job offer?

3. You are arguing with a close friend on the phone when she gets angry and hangs up. Assume that she was the one at fault in the quarrel, but she makes no attempt to contact you. How long would you wait to get in touch with her?

4. Your job is all right and you are making a decent living but you have just been offered a far better job in a city far away. This will mean moving away from your 5. best friend and you know that if you take the job it will mean slowly drifting away from this friend as the years pass. Will you still take the job?

6. Where would you place your best friend or significant other on a scale from one-to-ten where one is hardship, struggle, and extraordinary accomplishment and ten is comfort, peace of mind, and ordinary accomplishments? Why? 7. If you could wake up tomorrow morning having gained one ability or quality, what would it be? Why would you choose that particular ability or quality?

8. If you could choose between having one intimate soul mate and no other close friends, or no such soul mate but many good friends and acquaintances, which might you choose?

9. Which would you choose: (A) To have a wonderful new experience that you would remember for the rest of your life or (B) Be given something you’ve always wanted to own.

What would each be? Which would you ultimately choose?

10. If you had had a younger brother or sister who idolized you and tried to copy everything you did, would you have behaved differently? Explain.

11. On a busy street, a well-dressed stranger approaches you and explains that he has lost his wallet and asks you for a dollar to catch a bus so he can go home. What would you do? How would the appearance of that stranger affect your decision?

Activity: Expert Advisor Selection

Directions: A group of fifteen experts, considered miracle workers by those who have used their services, has agreed to provide these services for the members of this group. Their extraordinary skills are guaranteed to be 100 percent effective. It is up to you to decide which three of these people can best provide you with what you want. The experts and their qualifications are listed below.

Part One: In groups of three or five, review the qualifications of each expert advisor [See Part 5 below: “Cast of Characters”] Part Two: Discuss with group members each of the fifteen experts. As needed, ask clarifying questions, such as “Could this person . . . ?” or “Do you believe that she could also . . . ?”

Part Three: Select those whom you think could be of value to you personally. Narrow your selection to the three who are most likely to help you achieve your goals.

Part Four: Explain to your group why you selected the three expert advisors that you did. You need not apologize for your selections, since the needs upon which you based your selection will not be the same as the needs of others in your group. Ask any questions you have about the rationale others used to select their expert advisors.

Part Five: Cast of Expert Characters

1. Dr. Dorian Grey – A noted plastic surgeon, he can make you look exactly as you want to look by means of a new painless technique. (He also uses hormones to alter body structure and size.) Your ideal physical appearance can be a reality.

2. Susan Surenuff – A job placement expert. The job of your choice, in the location of your choice, will be yours.

3. Jedediah Methuselah – Guarantees long life (to the age of 200) with your aging process slowed down proportionately. For example, at the age of 60 you will look and feel like 20.

4. Dr. Masters Johnson – Expert in the area of sexual attraction and compatibility, she guarantees that you will be the perfect male or female who will contribute to a successful marriage.

5. Dr. Yin Yang – An organic expert, she will provide you with perfect health and protection from physical injury throughout your life.

6. Dr. Knot Not Ginott – An expert in dealing with peers, he guarantees that you will never have any problems with your peers again. They will accept your values and your behavior.

7. Cultipower – An expert on authority, she will make sure that authorities never again bother you. Her services will make you immune from all control that you consider unfair by the administration, the police, and the government.

8. “Pop” Larity – He guarantees that you will have the friends you want now and in the future.

You will find it easy to approach those you like and they will find you easily approachable.

9. Dr. Sandy Smart – She will develop your common sense and intelligence to a level in excess of 150 I.Q. It will remain at this level through your entire lifetime.

10. Rocky Fellah – Wealth will be yours, with guaranteed schemes for earning millions within weeks.

11. Dwight D. Degawl – This world famed leader will train you quickly. You will be listened to, looked up to, and respected by those around you.

12. Dr. Otto Carengy – You will be well liked by all and will never be lonely. A life filled with love will be yours.

13. Dr. Claire Voyant – All of your questions about the future will be answered, continually, through the training of this soothsayer.

14. Dr. Hinnah Self – Guarantees that you will have self-knowledge, self-liking, self-respect, and self-confidence. True self-assurance will be yours.

15. Prof. Val U. Clear – With her help, you will always know what you want, and you will be completely clear on all the muddy issues of these confused days.

Suggestion: For an out of class activity, encourage students to share this list with a family member or a friend. Since the activity concerns not only an individual’s values but his or her priorities, it is a relatively risk-free way of ascertaining how other people are perceiving that individual. In addition, they can also ask their family member or friend to make their three choices and try to guess what experts the other person chose. The result could be entertaining, even amusing, and certainly a “reality check” on how they view others who are close to them and how those others view them.

Chapter 2: Understanding Prejudice and Its Causes Overview of Concepts Chapter 2 explains how negative behaviors can result from prejudice, creating conflicts harmful to individuals and communities. Since the term prejudice is often confused with other terms, distinctions are made between important and related terms: bias, stereotype, prejudice, bigotry, and discrimination. This chapter also describes factors that promote prejudice in our society along with the rationalizations that Americans employ to avoid identifying and confronting their prejudices.

Personal Clarification Exercise: Explanation

[TEXT] – Rationalizations: Victim-Blame, Denial, and Avoidance Activity Instructor note: Finding illogical rationale in the form of victim-blaming, denial, or avoidance statements is a valuable interpersonal skill. This exercise directs teams to use their notes, text, and instructor coaching to analyze the thirteen statements provided. An answer key furnishes instructors with explanations for the answers to each statement. (More examples of rationalizations are given at the end of the list of additional activities for Chapter 2.)

Follow-up activity: Go beyond analysis of language by revising selected statements to make them more accurate. Explain that if the thirteen passages are illogical remarks, ask “How can we revise them so that they are completely accurate and true?” Conclude by conducting a sharing session in which individuals provide their suggestions of how each statement could be revised.

[KEY] – Rationalizations Exercise – Answers and Explanations

1. Denial – The speaker denies discrimination against women and minorities by claiming that they are favored in hiring practices (the reverse discrimination argument).

2. Avoidance – The speaker identifies the problem as being one of communication and offers the (partial) solution of programs to improve interpersonal communication.

3. Victim Blame – The speaker refers to a specific group (“these people”) that he or she identifies as “poor people” and claims that they have chosen the way they want to live and will resist efforts to change them. They are the cause of their problems.

4. Avoidance – Although the speaker claims that time and education are required to solve “these issues,” he or she does not provide any specific information about how much time is required (One year? Ten?), nor how much (or what kind of) education is needed (red herring).

5. Victim Blame – The speaker identifies the problem as one of “too many babies” that ignores the fact that the average welfare family is about the same size as families not on welfare (two or three children). This rationalization can lead to proposing sterilization as a (Victim Blamer’s) solution to the “welfare problem.”

6. Avoidance – The speaker identifies the problem as consisting of all the divisive labels that exist for different groups, and he or she proposes the (false) solution of a unifying label (human).

The reply is a false solution because it ignores the significance of racial and ethnic labels for individual identity.

7. Victim Blame – The speaker defines the problem as being the lack of unity among Indians, but Indians are under no obligation to agree with each other any more than any other group. The real issue for white society is to identify what ethical and economic obligations are owed to Indians by white society for the history of treaty violations and other injustices.

8. Victim Blame – The speaker identifies the problem as the nonconforming behavior of black people who refuse to imitate white behavior that is necessary for them to succeed. (The Victim Blamer’s solution to the problem is for blacks to change their behavior.)

9. Avoidance – The speaker admits to problems of discrimination, but instead of confronting the problem with ideas to stimulate a reduction of discrimination, the speaker merely notes that it is not as bad as it used to be, and he or she claims that discrimination against women and minorities is worse everywhere else in the world (red herring).

10. Victim Blame – The speaker claims that the problem women face is due to their excessive sensitivity. (As Professor Higgins complained in My Fair Lady, “Why can’t a woman be more like a man!”)

11. Avoidance – The speaker identifies the problem as being based on ignorance and offers the (partial) solution of developing more courses to provide for better dissemination of information about minorities.

12. Victim Blame – The speaker blames women who advocate for equal rights as being too “pushy” and too “demanding.” The speaker not only blames women for insisting upon their civil rights, but claims that they are making the situation worse – exactly what racist whites in the South said during the time black people demanded civil rights.

13. Avoidance – The speaker implies recognition that there is a problem, but argues that obstacles can be overcome simply by working hard. Although this may be true for many middleclass white people, the statement avoids dealing with the specific and enormous obstacles facing people of color in urban ghettoes and barrios and low-income families in rural areas like Appalachia.

Intergroup Exercise: Explanation

[TEXT] – The Liver Transplant Activity Instructor note: This is a problem-solving task that requires four-or five-person groups to agree on a candidate for a liver transplant. Before concentrating on the situation itself, direct group members’ attention to their tasks by reading to the assembled groups the background, role, problem, and directions for the activity. Offer to be available to groups to clarify terms or meanings.

Monitor group discussions and redirect discussants to the task if they digress or adopt hopeless or cynical philosophies. Some individual groups may opt for a drawing or lottery instead of selecting individuals for the liver transplant; allowing this option defeats the purpose of debating based upon one’s individual values. Require lottery advocates to justify the process, especially how giving in to chance and abdicating a caring society role makes chance a morally correct approach for candidate selection.

Close the exercise by applying group decisions to the three discussion questions. Ask for some generalizing statement that can put everyone at ease regarding the fairness or unfairness of the candidate selection.

[KEY] – Liver Transplant Problem There are no correct answers to this exercise; its purpose is to provide a basis for readers to think about which groups of people we each have been taught to value and whom to devalue. Each person on the list has some aspect that can lead to stereotyping, therefore devaluing him or her (e.g., being “just a housewife” or being labeled “gay.” The words we use to describe someone are important. Some people may eliminate the “disabled” woman because they believe that the person selected should be “healthy,” although having a disability does not mean one is unhealthy.

There are other words that elicit negative reactions similar to the concept of what is “healthy.”

The use of the term “welfare mother” in combination with the fact that she is listed as unmarried with nine children conjures up for many people the image of a promiscuous woman who has had these children by different fathers. In contrast to this stereotypical image, this woman could be a foster mother who is trying to live up to the ideals of her Christian faith by providing a home for abandoned or unwanted children.

The important goal here is to recognize that the assumptions we make are often based on minimal information (such as this activity requires); then we need to analyze why we make such assumptions.

Note too, that participants who develop “objective” and “unbiased” criteria in this activity are often attempting to provide a rational basis for selecting the person they want to select.

Sometimes they hope to ”save” the person most like himself or herself or the one who seems to reflect some strongly held personal value. Actual criteria are irrelevant. Point out the obvious: that others who employed essentially the same criteria often selected different candidates. For example, most people want to select a person who “makes a significant contribution to society” and yet, with that as the primary criterion participants will likely select B, C, D, F, or G. The fact that A, E, H, and I are almost never chosen suggests how negatively people in our society view those who are viewed as radicals, gay, or developmentally disabled. If someone really believed that all candidates listed were of equal value, it would be impossible to choose any of them other than by a random selection (i.e., a lottery). The fact that a person can make a choice means that he or she HAS learned to view certain people as better – as preferred – and has learned to devalue others.

So now what? This course asserts that the first step to eliminating or at least reducing prejudices is to be able to identify them; one must know what prejudices one holds in order to deal with them. This activity attempts to help people identify what at least some of their prejudices might be. The next step is to think about the messages we each learned growing up (i.e., from parents, family, peers, media) that might have fostered a prejudicial attitude toward a certain group.

Remind the group that we are not born prejudiced. We are taught to be prejudiced, and anything that we have learned can be unlearned.

Suggestion: Instructors: Include your own experience or admission of prejudice; explain when you realized that you had a learned prejudice. An example follows.

Example: When I first encountered this exercise I was someone who denied that I had any prejudice; I developed my criteria and made my selection. In discussion later, I had to admit that

I had eliminated “I” (people with mental retardation) because I didn’t believe that such people had much to contribute to society. This forced me to recognize that I had learned to devalue persons with mental retardation, and that I was NOT free of prejudice. As I tried to understand this rather disturbing truth, I began to consider how I could have learned such a prejudice.

In reflecting on my youth, I remembered watching the telethons on television that were full of pity for people with disabilities; often they were presented as a burden on society for whom the rest of us were responsible. People with disabilities were often not presented as valuable or productive people – or as people who could be responsible for themselves. I remember several instances when children with developmental disabilities were born to friends or relatives; how sorrowful the responses were to the parents! Sorrowful messages may have been intended to show compassion; they did not teach me to respect or value people with disabilities. I had learned to devalue and develop negative images instead. I had learned to be prejudiced.

Since that time I have been reading and attending workshops that have helped me to discard this negative image and create a more realistic image of people with disabilities. This is not as easy as it may sound, but it is essential for all of us to attempt. It is the process that is necessary to unlearn prejudice, and this is the process we encourage you to pursue using whatever insights this exercise may have provided you. – KLK Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises

Summary exercises are intended to provide: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface.

Personal Clarification Exercise

Activity: I’m Not Prejudiced, But. ….

Instructor note: The ten items in this exercise focus directly upon one’s personal life. Explain in assigning this in-class experience that it is not designed to insult or humiliate. Many participants will be verbalizing their preferences for the first time; others may explain that their behaviors may be in need of adjustment. Manage domination by one or several individuals in order that everyone may participate freely. Expressing one’s motivations for certain behaviors – and hearing those of others – meets the goals for this activity. Note that in the text directions, individuals are invited to share only those responses they choose.

Directions: Read privately each of the following statements and respond as honestly as you can about whether in the past you have felt, expressed, or heard within your family thoughts similar to those below. Enter your responses next to each number. Your responses should be one of the following: S = Sometimes, O = Often, N = Never. Share those responses that you are willing to discuss.

I’m Not Prejudiced, But…

1. If I’m in a social setting and a joke with racial overtones is told, I laugh.

2. When I’m walking on campus and I see a group of people of another race coming toward me, I feel uneasy.

3. I don’t see the point in separate ethnic courses such as Native American history or African American literature.

4. People who are U.S. citizens should not identify themselves with double names such as Asian American or Irish American. We should just be Americans.

5. Racism is not a high priority topic for me.

6. Because Asian Americans have been able to pull themselves up from hardship and discrimination, other minorities should be able to do the same.

7. I believe that minorities are responsible for their own poverty.

8. Placing too much emphasis on the ethnic and racial identity of minority students just makes race relations worse.

9. Flying a Confederate flag or having one in your home should not be seen as a racist act.

10. I can see having multicultural education in urban schools, but I don’t see why we should have multicultural education in rural and suburban schools.

Community Involvement: Action Research

Instructor note: Many students lack the daily routine of reading newspapers and possibly other media as well, although they may be enthusiastic about the possibility of watching television as part of an assignment or research. Pursue an action plan with each individual or group when beginning; be aware of those who are perhaps too eager to begin this research activity with only minimal advance planning.

Activity: In our media, are all races and ethnicities portrayed similarly? Are disabled persons featured proportionally to their numbers? Are both men and women featured, and are their images treated equally? Conduct a mini-research project in which you select a number of weeks of a daily publication, such as your regional newspaper; a number of months of a specific magazine; or a number of hours of a single channel of television programming. From the advertisements presented, tally ratios of able to disabled persons featured, men vs. women, number of ethnic groups, and/or how many races you see regularly. Chart your information a specifically as possible. Develop a final page in which you draw conclusions regarding the equality of representation in our media: people with disabilities, men and women, major ethnic groups, and races. You may wish to add categories as you analyze your data.

Community Involvement: Service Learning

Instructor note: Unbiased examination of a person’s actual Activity is often difficult; clearly evident prejudicial expressions or policies are unlikely to be expressed; however, subtle practices

more difficult to examine may include high degrees of prejudice toward specific categories of people or groups. Work closely with those undertaking this activity since conclusions may be inaccurate and/or offensive to the organization.

Activity: How prevalent is prejudice between races and classes in America today? Consult a local chapter of Habitat for Humanity or an organization with a similar mission; volunteer to work for the group to begin and achieve a major goal or project. How is racial or economic prejudice being encountered? How is that prejudice being alleviated? Regardless of whether your course has concluded, report your conclusions to the director or project coordinator; report also to your original instructor to explain how your experience was a positive study of human differences.

Enrichment Activities

Activity: My Experiences with Culture, Race, and Ethnicity Directions: This is an excellent two-part activity; students complete the first section individually; the task requires some introspection, probably with alone-time provided either within class or assigned to be completed between sessions.

Part One: Complete your own recollection of experiences with culture, race, and ethnicity. Begin with your earliest recollection and move forward to the present, listing as many instances as are comfortable to recall.

Part Two: Explain to others (a) the impressions these experiences made on you at the time, (b) your reactions to them then and now, and (c) how your reactions have changed over time, specifically regarding: Culture, Race, and Ethnicity Experiences

1. What age(s) over your life span you have had personal, direct contact with someone of a different culture, race, and ethnicity?

A. What was the setting: Home? School? Family?

B. What was the nature of the contact: Neighbor? Family guest? Classmate? Playmate?

C. What was different about that person, family, or group?

2. Identify your earliest exposures to race, culture, or ethnicity through movies or television shows, including newscasts.

A. What was the situation or program?

B. What was the story about?

C. What was different about that person, plot, or presentation?

3. Identify your earliest exposure to race, culture, or ethnicity through newspapers, storybooks, novels, or magazines.

A. What was the media?

B. What was the event or story about?

C. What was different about a person or persons in that report, story, or article?

Activity: Rationalizations: Issues of Racism and Sexism

Instructor note: The text below provides definitions that may be of help to those learning to identify A-D-VB statements. Numbered items are practice items for recognizing Avoidance, Denial, and Victim Blaming kinds of statements. Print this section for students to add to their files regarding this critical perspective on interpersonal communication. As time permits, ask individuals or groups to develop 13-5 additional statements for each category.

Illustrations and Examples Denial Rationalizations – The denial rationalization rejects the existence of the problem. The speaker truly doesn’t recognize that there is a problem! Or the speaker may recognize a problem, but denies that anything can ever be done about it by stating: “That’s just the way things are,” or implying that a perceived inferior trait is somehow genetic or innate.

1. “When I see minorities on television, most of them are happy; they’re always singing and having a good time. I don’t think racism is a problem any more...”

2. “I’m fed up with all these people accusing me of being racist and sexist and all the other things and blaming me for all their problems. I’ve heard it all before and I’m tired of it. Besides, my ancestors never owned slaves. I had nothing to do with it then and I have nothing to do with it now.”

3. “We’d all be better off training these people for some useful trade, something they can more easily adapt to, instead of lowering our academic standards at our colleges and universities or hiring them for jobs without the proper qualifications.”

4. “Women are just naturally emotional and soft-hearted. They are not equipped to make the hard decisions required of people in positions of authority.”

Victim Blame Rationalizations – The victim blame rationalization makes reference to a specific person or group and either directly or by implication blames that person or group for having created their own misfortune. The speaker refuses to accept responsibility for the plight, even though that person or an allied group may have been highly responsible.

1. “The problem with radical minority organizations is that they are often led by minority who are extremists.”

2. “The problem today is that minorities and women think that everyone owes them a living.”

3. “The solution to the Indian problem is in the hands of the Indians. If they forget about the old ways and join in our modern technological society, they’ll do just fine.”

4. “What’s all this stuff about police brutality? If people break the law, they deserve whatever treatment they get.”

Avoidance Rationalizations – The avoidance orientation accepts the existence of the problem but attempts to avoid it. Avoidance rationale may propose a false or inadequate solution, or make a statement that attempts to sidetrack the listener away from the real issue. The effect of this orientation is the misplacement of the problem, leading to faulty or incomplete solutions

focusing on victims, such as the need for: more research, more law enforcement, and more remedial programs.

1. “Don’t you think these people have gone too far with all this sitting in, protecting law breaking, and demanding? After all, there are established procedures for people to air their grievances in our society.”

2. “We don’t discriminate here. We’re an affirmative action, equal opportunity employer.”

3. “Yes, but if we were all just good Christians and learned to love one another...”

5. “Let’s look at this issue objectively. What, exactly, do you mean by racism and sexism? Do you have any substantive data to support what you’re saying?”

6. “Yes, but isn’t this all part of human nature? Aren’t we all prejudiced in one way or another?

And, isn’t everybody discriminated against in some way, shape, or form?”

7. “I’m against forced busing, reverse discrimination, hiring and promotion quotas, lower standards, and government interference. I want local community control.”

8. “I have the right to like or dislike anybody I want and the First Amendment of the Constitution guarantees me the right to say so.”

Chapter 3: Communication, Conflict, and Conflict Resolution Overview of Concepts

Perceptions of or reactions to human differences may result in disagreement; conflict, however, does not have to become a destructive force. Chapter 3 investigates interpersonal communication beginning with an analysis of misperceptions about communication. With the help of a communication model, the chapter explains elements of communication, the origins of interpersonal conflict, and certain attitudes that promote conflict resolution.

Personal Clarification Exercise: Explanation

[TEXT] – Statements Illustrating Perry’s Continuum Activity Instructor note: This exercise provides direct instruction in judging Perry levels of moral development; when understanding of the concept comes first, rules can be implemented for selecting levels. Consider this activity as practice.

Follow up a review and discussion of the Perry items with whole-class discussion of Perry-like statements that participants suggest that they might hear.

[KEY] – Perry’s Continuum Activity – Answers and Explanations Instructor note: Brief explanations accompany each statement in the Perry exercise. Some patterns emerge in these explanations that should aid in responding to student questions.

1. B (Multiplicity) – This student insists that all opinions are equal. This clearly moves beyond the focus of dualism upon facts yet is not sophisticated enough to qualify as Relativism that would recognize differences in the quality of opinions.

2. D (Commitment) – This student’s emphasis on understanding another point of view in order to better understand his or her own point of view indicates that this student has made commitments which he or she is not willing to change just because he or she encounters a contrary view, but the speaker reflects on contrary ideas to clarify his/her own ideas.

3. A (Dualism) – This student has come to college with a dualistic point of view reinforced by the lack of diversity in his or her home town. Now the student is encountering considerable diversity that is not easily categorized as good or bad, right or wrong, and he or she is struggling with this dilemma.

4. C (Relativism) – This student recognizes the variety of opinions and that there are differences between these opinions (i.e., some are better than others), but he or she isn’t sure how to determine which opinions are the better ones. This student also reflects a respect for the thinkers who espouse these opinions even though none of their opinions can be taken as an absolute truth.

(Someone at the multiplicity level seldom expresses such respect.)

5. A (Dualism) – This student wants facts and not interpretations.

6. B (Multiplicity) – This student would like to focus on facts, but has uneasily accepted the expectations that one MUST express one’s opinions on college papers. (Compare this student’s

attitude to the student statement in #10.) This student obviously feels that one opinion is as good as another.

7. D (Commitment) – The emphasis by this student on wanting “to come up with my own (ideas)” and on putting ideas “to the test” reflects a commitment perspective.

8. C (Relativism) – Note the difference between this statement and #2. Here, the student is only interested in understanding another point of view (a Relativistic desire), but with no concern for using that to confirm or develop his or her own ideas (as expressed by the student in #2).

9. D (Commitment) – Despite the “fact” that this student is operating in what is often considered a “fact-oriented” discipline (science), he or she nevertheless recognizes that understanding the discipline goes beyond merely accepting facts, but involves a willingness to believe in a model (or metaphor) to understand certain aspects of the discipline (until a more compelling model comes along).

10. A (Dualism) – This “do what you’re told” advice could only be given by a person coming from a Dualistic perspective.

11. C (Relativism) – This student is so excited by diversity of opinion that he or she willingly takes a contrary point of view (e.g., being a “devil’s advocate”) just to demonstrate that there is another side.

12. B (Multiplicity) – Once again, the student is suggesting that all opinions are the same; no opinion is better than another.

Intergroup Exercise: Explanation

[TEXT] – Words and Phrases that Hurt: Implications of Language Activity Instructor note: Students will quickly adapt to reading between the lines in this experience; review and suggest resuming use of terms: “imply” and “infer.” Opportunity for adding other passages or phrases that individuals find to be their personal “hot buttons” can be provided to good advantage.

Collect and display summarizing generalizations on note cards that class members post on a STICKS AND STONES bulletin board; focus on the unintentional dangers of language in everyday interpersonal communication.

Suggestion: Plan class time with this exercise generously. Participants will likely wish to volunteer other statements that unintentionally “hurt.” Don’t pass up the opportunity for students to create their own statements; focus on the topics of race, religion, ethnicity, or indigence.

[KEY] – Words and Phrases That Hurt – Possible Responses and Explanations 1. A white person to a person of color: “We must have law and order.”

People of color grow up with a different perspective on the police as compared to the “Officer Friendly” perspective that characterizes most middle-class white people. Police have been guilty of racial profiling, brutalizing and intimidating people of color once they have been arrested, entering homes of people of color (especially in low-income

areas) and searching the place without a warrant, and so on. So when white people talk about “law and order,” many people of color will talk about justice, because you can have law and order (as in totalitarian societies) without justice.

2. In a discussion of inequitable school funding, a suburban parent to an inner city parent: “You can make your schools as good as ours.”

The speaker is arguing for the perpetuation of segregated schools, and implicit in that is the idea that the white person doesn’t want white children to play with nonwhite children, and whatever the reason, it is a hurtful thing to hear about your child.

3. A Korean American to a black acquaintance: “You’re different from most blacks.”

The speaker implies that he or she has a negative stereotype of black people, and this particular black person doesn’t fit the stereotype; but instead of questioning the stereotype, the speaker seems to believe that this particular black person is the exception to the rule (the stereotype still represents the “truth”).

4. A white employer announcing the intention of integrating the workplace: “Of course, we will make sure we only hire a qualified minority applicant.”

White men are hired all the time without having exactly the right credentials but because they know the people doing the hiring, or someone in the business recommends them. It’s only when women or minorities are being hired that there is suddenly an obsession with having EXACTLY the right credentials in order to even be considered for a job.

5. In a discussion of racial discrimination in America, a black person to a Japanese American: “Asians have done well in America; you shouldn’t have anything to complain about.”

This speaker seems to be arguing that Asian people in the United States have been treated better than black people and that it is the black population that deserves special treatment. The speaker trivializes racial discrimination against Asians with the rationale that “My situation is so much worse than yours that you should accept the treatment you receive.”

6. A white person to a Chicano: “I don’t understand what you people want.”

What Chicanos want for blacks or women or people with disabilities or any other minority group) is the same thing that white people want – opportunity and a good life. The statement implies that Chicanos ought to be satisfied with what they already have and rejects the possibility that they don’t have the same opportunities and advantages that white people have.

7. A white person to a black person: “Our old neighborhood used to be good when I lived there as a kid, but it’s gone downhill since it was integrated.”

This statement does not recognize the changes that often happen when neighborhoods change. Older neighborhoods may get more low-income families

who have to choose between home upkeep and basic necessities (food, rent, etc.) or landlords may be taking the maximum short-term profit from renters with little effort to maintain properties, but the deterioration is blamed on the tenants. There are many reasons why a neighborhood deteriorates, and they usually have to do with lack of resources, but the speaker seems to be saying it is the fault of the people who live there, implying that it may have something to do with their ethnicity rather than economics.

8. A Chinese American to a black person: “The death of Martin Luther King was a terrible loss to your race.”

Martin Luther King was a national and international figure. He was the youngest man ever to win the Nobel Peace Prize by courageously leading the struggle to make America a better place for all Americans. King told his followers not to hate the oppressor but to hate the oppression. Because he did not want them hating individuals of any race, he invited everyone to join in civil rights activities, and many people responded. His death was a loss to us as a nation, and to suggest that only black people would mourn King’s death is to insult his memory and his achievements.

9. A black Christian to a Jew: “Oh, you’re Jewish? I didn’t realize you were Jewish – you sure don’t act like one.”

The speaker clearly says he or she has a stereotype for how Jews “act,” and that this person doesn’t act like that stereotype. Similar to #3, there is no indication that the speaker is rejecting his or her stereotype but sees this Jew as an exception.

10. A white person to a Native American: “I think your people have made great progress.”

What does “progress” mean? Many Native Americans would interpret this statement as saying that “You Indians are becoming more like us (white people) every day.” If it were true (and some Native Americans might share that perception) it would likely not be viewed as “progress” but as a cause for sorrow for many Native Americans, representing a loss of culture and identity. Many Native Americans view their treatment by the dominant white group as “cultural genocide,” and this statement suggests that this loss of culture (becoming more like whites) is a good thing.

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises

Summary exercises are intended to provide: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface.

Personal Clarification Exercise Activity: The Listening Test: I Know You Think You Know What I Said, But. . . .

Instructor note: The purpose of this exercise is to re-orient participant listening skills – the most critical interpersonal communication ability. This activity involves participants in pairs for two rounds so that each team member can be both a speaker and a listener. Partners must work at listening to exactly what is being said. Round two affords team members the opportunity to exchange roles.

Convener responsibilities include managing time allowed for each experience and maintaining classroom (or workshop) organization. Instructors: Interrupt at random intervals but no more than two times within the allowed 2-minute period; each time listeners are interrupted, they are expected to repeat the last five words of the speaker.

Conclude with application questions such as: “How can exercises like this change our everyday listening habits?” Or: “What can make us better listeners, even when our friends are themselves inept at listening to us?” And: “What two listening behaviors will you regularly practice – that you know you can remember?”

Directions: This exercise provides practice for pairs of participants to practice listening skills.

There is a time limit that your instructor will coordinate. This activity is not intended to embarrass you or force you to reveal values that you prefer not to share.

Round One: (8 Minutes) Partner A (Speaker): Think of a film, television show, or story that portrays positively a person who is different from you in some way (race, culture, social class, ethnicity, ability, sexual orientation). When your group leader says “Begin,” deliver to your partner a 2-minute description of your example. When the instructor says “Stop,” stop immediately even if you are in the middle of a sentence.

Partner B (Listener): Whenever your instructor says, “Stop,” repeat to your partner the last five words he or she spoke.

Partner A (Speaker): When told, “Begin,” continue your description from the point at which you were interrupted. At the second “Stop” command, complete your current thought and conclude your remarks.

Partner B (Listener): After your partner has stopped for the second time, summarize all of what the other person has said to you. Do not attempt to repeat the entire conversation.

Partner A (Speaker): After listening to the summary tell you listener whether the summary accurately reflects what you said. Explain how it could have been more complete, or what was omitted.

Round Two: (8 Minutes) Reverse roles: Partner A becomes the Listener, Partner B becomes the Speaker. Repeat each step so that the listening and speaking skills of each partner are exercised.

Suggestion: Be good coaches. Encourage speakers and listeners to focus on their responsibilities and compliment them on their work. Extend time periods as appropriate.

Community Involvement: Action Research

See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

Instructor note: Current issue topics applied to a categorized moral reasoning framework could create intense motivation among class members as well the researchers themselves. A series of parallel projects could ignite even greater enthusiasm. This research event would need discussion and refinement with instructor leadership. The result could be significant research results that could reach beyond your classroom or seminar. Students with background and experience in developing questionnaires or interview protocols might be naturals for this kind of project.

Willing teammates would be especially promising.

Activity: How flexible are others to accept alternatives? Current social issues can be the basis for your own questionnaire developed and administered to a selected population. Debates regarding military intervention, stem cell research, global warming, or immigration and ethnic diversity in America can be a focus for questions developed to identify the levels of moral reasoning of others. Results of questionnaires or interviews can lead to interesting and sometimes unexpected results about how dualistic some positions can be and about how relativistic others actually are.

Community Involvement: Service Learning

Instructor note: Neither the topic of this opportunity nor its scope can be taken lightly. Moral reasoning, attitude, behavior, and the interpersonal communication that delivers one’s rationale are tightly combined in the topic of domestic violence; still it is interpersonal communication that is the first step toward reducing domestic violence. Be aware of the need for perhaps several layers of approvals before such a project is approved. Producing a media project will take special talents that will surely be found in interested men and women; however, every phase of this project will be ethically and personally confidential, so participant maturity will be of utmost importance. Willing teammates must include at least one female.

Activity: How can communication resolve conflict? Locate your local domestic violence intervention unit or other office charged with protecting victims or with negotiating settlements on behalf of victims of violence or abuse. Volunteer to be part of that organization. Based on your observations and interviews within that organization, create a 15-minute presentation or article that you can contribute to the agency about how communication is as critical to resolving conflicts as is the court system.

Suggestion: Throughout the course, suggest topics or foci for research questionnaires. Pose openended questions that relate course content directly with a local or regional population. Make participants aware of the breadth of social action in your community, region, state, and beyond.

Enrichment Activities Activity: Difficult Dialogues: Resolving Communication Conflicts

Directions: This role-play exercise promotes discussion about communication conflicts that we often experience. Read the following four scenarios; select one to use as the basis for a scene that

your group will act out for the class. With others in your group, develop a story of what might occur next in the scenario selected. Each person in your group must have a part to play, so create a cast of characters so that each person in your group is significantly involved. Remain in character following your presentation to give an explanation of your character’s motivation and to answer questions from others regarding how your character might be expected to behave in the future.

1. Discuss possible ways that you could improvise your selection into a 4–5minute story that carries out the situation described. Assign roles, add characters to include everyone in your group, and imagine possible conversation that could occur. Take approximately 10–15 minutes to establish your characters, create a rough script, set your scene, and rehearse it.

2. Explain your scene and introduce the cast of characters. Then present your scenario to the class. Be prepared to remain in character following your scene in order to answer questions from the audience. (Audience: follow the interpersonal communication between characters as well as the story.)

3. At the conclusion of this exercise, all cast members face the audience. Characters should respond to audience questions about what they were thinking and feeling in the roles they portrayed. (Audience: Questions are important.)

4. Cast of characters – Before closing, make your own final remarks about your character; point out any feeling or attitude that you think is important that has not been questioned.

The situation:

A. Eric, an African American student, is new to Metro State University. During the first week of classes, he is put in a discussion group where he becomes friends with Bob, who is white. As the semester goes on, he meets many black students at the Multicultural Resource Center and becomes friends with several of them. One day, two of his black friends see Eric eating lunch with Bob and they don’t come over to their table. Eric begins to worry that his black friends might see him as a “sell out” for having a white friend, but he and Bob have had a lot of fun together and he doesn’t want to end their friendship. What does Eric do?

B. Maria, a Hispanic student, is upset by the behavior of three white girls in her Art Appreciation class. They seem to be friends because they are always together and they always sit in the back of the room and talk until class begins. Maria notices that they stop talking whenever she comes near them. If she starts to walk by them, they will suddenly become quiet and stare at her, and the expression on their faces is not friendly. What could Maria do?

C. Ben, a Native American student, hears one of his Native American friends talk about African Americans in a very demeaning way. Ben does not like to hear such prejudicial comments, but he notices that his other friends smile and seem to agree with these comments. What could Ben do?

D. Kim, a white student, tells Amy, an Asian student, that she is very lucky. When Amy asks why Kim thinks she is lucky, Kim says Amy must be getting a lot of scholarship money to go to college since she is an Asian minority, all of whom are smart. This comment upsets Amy even though she has heard it before. In the past, she has tried to ignore such comments, but she doesn’t feel like ignoring it today. What could Amy say or do?

Activity: Sally’s Dilemma: Analyzing Moral Reasoning

Directions: In the following two conversations, identify the following arguments according to Perry’s Continuum of Moral Reasoning as:

[D] Dualism [M] Multiplicity [R] Relativism [C] Commitment

The situation: Sally’s dilemma is about a low-income family just barely making ends meet where the woman (Sally) discovers that she is pregnant for the fourth time. Furthermore, the doctor has indicated that there is a high probability that the child may have Down syndrome. Sally’s husband doesn’t want her to have an abortion, yet he has also said he will refuse to accept any kind of social services to help with the child if it does have Down syndrome because he considers the services equivalent to welfare and he refuses to accept welfare assistance. All of these issues appear in the arguments below.

First Conversation (Dualistic and Multiplicity thinkers): Della: Sally should not have an abortion because abortion is murder and if she has an abortion God will punish her. She will go to Hell.

Mary: I’m not so sure. What I do know is that abortions are legal and I know there are some good reasons why some people choose to have an abortion. In America we are supposed to make our own decisions based on our own beliefs and opinions. It is Sally’s decision and she might decide to have an abortion for reasons as good any reasons you or I could come up with.

Mike: I don’t think any of us can say what’s the right thing for Sally to do, but I do believe that Sally’s happiness will depend on this decision. Having an abortion would probably cause her to feel so much guilt that she would be better off having the child. Some people probably feel that the child will be an added burden on this family, but I know I would never encourage my wife to have an abortion, no matter what. If Sally feels like I do, then she should not have the abortion.

Doug: There’s no law against abortion, so the most important issue here is that no one should have more children than they can take care of. Sally’s family is barely making ends meet, and if the child is retarded they will have to get help from social services no matter what her husband says. Taxpayers will have to bear the burden of taking care of this child and that’s not right. I think Sally should have an abortion; that’s the fairest solution for everyone.

Della: Everyone but the baby! Listen, I know there’s no law against abortion, but I think the Supreme Court was wrong! I support the people trying to get a constitutional amendment outlawing abortions because I believe in the Ten Commandments, and I believe that “Thou shalt not kill” applies to a fetus just as much as it applies to anyone else.

Second Conversation (Relativistic and Commitment thinkers): Rick: Sally’s got to consider a lot of factors. Another pregnancy and delivery might weaken her physically, and the mental stress alone could be damaging. There also could be complications with the delivery. There are risks involved in having an abortion, but I think in this case the benefits from having an abortion outweigh the risks.

Chuck: Although abortions are legal, I believe there is a higher law, God-given to everyone regardless of race, color, creed, disabilities, or anything else, and that law is the right of every human being to live. Human beings represent the pinnacle of God’s creation, so who are we to interfere with the unfolding of that creation?

Christine: Life is about more than mere existence; it is about the quality of that existence.

This family already suffers from insufficient resources and they are living a marginal existence.

To have even less because of the needs of raising another child, especially a retarded child, would be to force them to struggle with demands beyond what they are capable of meeting. The emotional and financial strain could destroy the family and end in divorce. If Sally values her family above all else, then she should have an abortion.

Rita: I understand why you believe Sally should have an abortion, but what if Sally believes that life starts at conception? Then she has to regard that fetus as a human being, and every human being in America deserves the rights we guarantee to Americans, especially the right to life. If the child is retarded, well, we provide services in this country to help couples that have retarded children, and I would hope her husband would understand that taking such help isn’t like going on welfare but is a way of getting something back for all the taxes he has paid over the years.

Rick: Our society tends to support the right of individuals to make their own decisions, and that was the point of the Supreme Court when it ruled that abortions could be performed legally.

Sally has to look at her options and make the best decision for herself and her family. If this were my situation, I would tell my wife that I would support whatever decision she made, but I would encourage her to have an abortion. Their resources are spread thin as it is, and to have another child, especially a retarded child, is going to add more burdens, heartache, and expense to an already vulnerable family.

Note to Instructor: If you use this activity, the answers are coded in the names, Della and Doug are Dualistic thinkers, Mike and Mary are Multiplicity thinkers, Rick and Rita are Relativistic thinkers, and Christine and Chuck are Commitment thinkers.

Section 2: Cultural Foundations of Oppression in the United States

Section 2 examines historical information about how cultural values and norms of European colonists in America encouraged oppressive attitudes and actions toward both indigenous people and subsequent arrivals to the United States. Oppressive colonial attitudes and actions were reinforced in response to the ethnic and religious diversity contributed by subsequent waves of immigration. Understanding how early American culture fostered oppression aids in our understanding of how anti-oppressive attitudes and actions can be promoted in response to contemporary American diversity.

Chapter 4: Immigration and Oppression: The Assault on Cultural and Language Diversity

Overview of Concepts Chapter 4 describes how ethnic diversity in an emerging America has been perceived historically as threatening to white supremacist attitudes of the resident majority. Attempts have been made to curb immigration to America, especially of people perceived as not satisfactorily white enough, and to justify anti-immigration efforts through the early twentieth century quasi-science of eugenics. Because of reform immigration laws in 1965, ethnic diversity in America has increased dramatically. Part of the increased diversity has been linguistic diversity, and the chapter examines how that diversity is maintained or lost and what studies have to say about teaching English language learners. The chapter concludes with a description of anti-immigrant activities that underscore the persistence of these attitudes on the part of a significant percent of the American population.

Personal Clarification Exercise: Explanation

[TEXT] – What I Know Is… Activity Instructor note: Participants best become aware of diversity in America when they describe what they know and have experienced themselves. This exercise provides a fun way of talking about the diversity that we often take for granted or that we fail to consider. Give fresh teams opportunity to range freely across all items. Recommend that pairs check with other pairs when/if time allows. Ask for responses or comments from the class about the notion of “hyphenated Americans” as appears in the subtitle of the exercise. Provide time for final comments; ask class members to suggest and explain additional items.

Suggestion: Urge participants to contribute their additions to the authors for possible inclusion in a future edition of Understanding Human Differences. Authors can be contacted through the Pearson website specifically devoted to this textbook.

Intergroup Exercise: Explanation

[TEXT] – The Immigration Letter to the Editor Activity Instructor note: This scenario may ignite controversy even before it is completely read. In order to have meaningful dialogue, instructors immediately divert voluntary reader reactions to the Questions for Discussion and solicit responses to the seven questions posed.

Note that the final question redirects participants away from criticism and toward problem solving; schedule adequate time in case teams, groups, or individuals wish to actually revise the letter and present their version to the class.

Add an eighth question if time and temperaments allow: “How could the letter have been written without invoking ‘hot button’ topics?” And “As you interpret the author’s intent, is there any actual content to be found in the letter?” Watch for impasses, in which case move ahead after presenting your own summary and conclusion.

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises Summary exercises are intended to provide: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface.

Activity: Difficult Dialogues A Mathematical Question

Instructor note: Difficult Dialogues: This recurring involvement activity is a kind of social action theater in which individuals respond within what we hope are their best judgments. There is only one scenario in this exercise; allow participants to audition with others for parts but involve each class member in a group. Generate enthusiasm for each threesome to create and present unique perspectives to the situation. Suggest that the focal terms be clarified, perhaps as a whole group, before moving into plans and presentations. Urge actors to be specific to establish a scenario if not an actual script for their role-play. As time permits, ask characters to stay in character for questions from the audience about their reasons for their behaviors.

Directions: In groups of three, develop a dialogue based on the scenario below. Use the situation as the basis for your 5-minute role-play of the situation. Remain in character at the conclusion of your skit and respond to class questions about motivation, purpose, or intent behind your comments during the scene. Each team of three is asked to complete their 5-minute role-play, regardless of similarity to others.

Characters:   

Hispanic female advanced placement high school junior Muslim female high school senior; highest senior academic achiever White male high school senior student in upper 2 % of his class

The Situation: A student makes the following statement in a mathematics class: “I’m glad to be in a class where issues of race, culture, and diversity aren’t important. Everyone knows that most of the great mathematicians were from Europe. Anyway, it doesn’t matter here.”

Community Involvement: Action Research

Instructor note: This project may be one of the best means of introducing younger or less experienced class members to local campus diversity issues. Review steps and approve questionnaire or interview schedules to ensure that they are effective and appropriate. Note that the recommendation in the assignment is that this project be arranged through a campus organization rather than directly with individuals. Refer to the original explanation of Community Involvement Opportunities in the Preface to this Instructor Manual; note especially the “Caution” box near the end of the section.

Activity: Where has racial oppression occurred in America? Through a local or school organization, identify 3–5 individuals willing to discuss their status as minority Americans.

Interview each with identical sets of questions; seek to discover how they each perceive inconsistencies between what American values espouse and how they and their families may have been treated differently. Maintain a publishable journal of notes about oppressive racial practices in America.

Community Involvement: Service Learning

Instructor note: Some class members may already be involved in organizations that fulfill the criteria for arranging this exercise; if so, utilize their experience to develop specific possibilities for serving an organization in support of racial or ethnic minority children. Develop and present your report with the aid and permission of an official in the organization to another interested organization, possibly one of senior citizens.

Activity: How do organizations in your community or region aid racial minorities? Arrange to volunteer at an ethnicity-based organization or at a nearby Boys and Girls Club. Help with the mission of that organization to support racial or ethnic minority children, youth, or adults.

Arrange to present to another service organization what you discovered through your volunteer experience.

Suggestion: Service-learning projects are intended to be live events: those who pursue these opportunities must be willing and able to commit ample time and regular attendance.

Organizations and united efforts in the real world are sometimes unappreciative of academic perspectives or part-time participants.

Enrichment Activities Activity: The Four Corners Exercise – Taking a Stand

Directions: Each participant counts off with numbers from 1 to 4 and moves to related corners clearly marked as follows: 1. Those identified as 1s move to the corner of the room marked “Strongly Agree.”

2. The 2s move to the corner marked “Agree.”

3. The 3s move to the corner marked “Disagree.”

4. The 4s move to the corner marked “Strongly Disagree.”

Once in corners, each group takes 7–10 minutes to (a) read each statement below, (b) list three plausible arguments in support their assigned position (represented by the corner), and prepares

to (c) present the merits of their position to the class. Debate and/or rebuttals may be held dependent upon your instructor’s plan.

After each group has explained and promoted its assigned position on the issues, class resumes in order to discuss the questions below:   

How did you feel about developing and articulating a group argument that may not be your personal preference?

In what way did any arguments seem strange, illogical, or embarrassing?

What have you heard from other’s arguments that are similar to yours?

The Four Corners 1. United States is a Christian nation, and we are at risk of losing that distinction by letting

all these Buddhist, Muslim, and Hindu immigrants settle here.

2. The problem is not immigration but illegal aliens coming into the United States when

they have no right to enjoy our country.

3. Immigrants have always brought new ideas and energy to our country; we have benefited

in the past and we are still benefiting today.

4. The United States’ accepting so many refugees has become a problem because so many

of them don’t speak English and have no job skills for our society.

5. The United States should accept any H’mong immigrant who wants to come here, given

everything they did for us during the Vietnam War. Tip: Results from the statements developed through this exercise will illustrate both positive and negative attitudes that exist in our society – the point of the activity. Discussion is expected not only to present valid arguments for each position, but also to discuss the cognitive and affective quality of argument.

Activity: It Is Uncomfortable When. . .

Directions: Identify and recall or interview a friend, relative, neighbor, or other acquaintance that you know has been uncomfortable or in some way resentful because of a situation similar to one or more of the circumstances described below. From your knowledge of that person’s situation, explain to your group members how that person has explained or demonstrated his or her discomfort. In your opinion, what creates that discomfort? Why (or why not) should your friend or acquaintance be justified in harboring those feelings? If you can recall a time when you held similar feelings, explain how and why you felt the way that you did in that situation.

The situation: In education: Three Mexican American high school students are conversing in Spanish on the way to their third period classes; they look at you as pass and seem to begin talking on a new topic as you, a white person, make eye contact with them. Perhaps they are talking about you.

At work: A group of Pakistani day laborers are talking in Hindi, their native language, near where you are sitting alone on a break from the same job. While working, they seem friendly and almost deferential to you, a person of approximately the same age; in their group, however, they seem to be talking about the white laborers, such as yourself; from the inflection and body language of their conversation, you have a notion that they are resentful of what they might see as a white privilege.

During travel: Somali airport luggage handlers are working feverishly to check in baggage from a long line of people in preparation for your flight; although they ask their questions in English to those in line, as they interact among themselves in their first language, you can’t help suspecting that they are frustrated with the impatience of those in line and especially, when it comes your turn, with you.

While dining out: You have planned for a long while to eat out at a trendy French restaurant with three friends; you are seated immediately, but in passing, the Maitre’d makes a comment to your waiter that everyone at your table felt was a discourteous remark. Although no one could adequately translate the comment, and even though it was not delivered with telegraphing body language, it seems to have placed you and your friends in some discomfort, as if you were not welcome.

Chapter 5: Race and Oppression: The Experiences of People of Color in America Overview of Concepts Chapter 5 describes negative attitudes of Europeans toward people of color in the Americas beginning with indigenous people, and how such negative attitudes allowed European settlers to justify the conquest of Native Americans and dispossession of lands. This oppression against people of color continued with the importation and enslavement of Africans, the rejection and hostility toward Asian immigrants, and the exploitation of Spanish-speaking ethnic groups.

Although the oppression took different forms, the mistreatment of people of color would continue to be ignored and rationalized until the 20th century when society had to respond to protests of racial and ethnic groups denouncing injustice and demanding fair and equitable treatment.

Personal Clarification Exercise: Explanation

[TEXT] – Understanding Recollections of Larry Kobori Activity Instructor note: An effective means for students to concentrate is through team reading; it also redirects energy away from the instructor and increases short-term motivation. Directions for this activity assign pairs to read aloud to each other; there is no specific time or number of lines for either reader.

Reading teams keep personal notes as they discuss the Insight Builder questions provided. If time limits this activity, the questions for discussion will best be reduced to items #1, 2, 5, and 8.

Conclude with teams volunteering their best responses to each of the items. Maintain the objective implied in the final question.

Interpersonal Exercise: Explanation [TEXT] – College Racial Incidents Activity Instructor note: Four scenarios present discriminatory incidents that occurred because of race.

Divide the class into four groups to discuss possible responses from the point of view of the student of color. Allow internal discussion and/or debate, but keep each group on task to formulate a group consensus to each of the questions posited in the text activity directions.

Many classes will voluntarily contribute other actual or possible scenarios; accept, acknowledge, and clarify those that are relevant to the issue at hand. Solicit ideas: ”What kinds of replies would be appropriate?” Conclude by asking for an all-class recommendation for how all such cases might be handled. What would a campus counselor or hall director handbook recommend? Ask: “What would you, personally, recommend be done differently or in addition to reduce or eliminate the prejudice that created the situation?”

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises The summary exercises are: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface with explanation.

Personal Clarification Exercise Activity: The Mascot and Place Name Game

Instructor note: Students who have traveled extensively in the United States and sports fans will have an advantage in this activity, but few will be unable to participate. The lists themselves afford time and space for a lively but not lengthy time. Appointing several volunteer secretaries from the class can add motivation for the whole class to create exhaustive lists. Subcategorizing is valuable, so keep the group moving and on task. Acknowledge foreign students and recent immigrant participants by asking for parallel situations within their own home country. Provide opportunity for generalizations and conclusions to bring the exercise to a close.

Suggestion: If you haven’t done so previously, ask if there are students of Native American heritage in the class and be certain to acknowledge them in this exercise; however, remember they can speak only for themselves and may wish not to speak on behalf of other Native Americans.

Directions: In groups of four to five:  

Re-categorize your lists of Native American names into at least three different subgroups (e.g., School names, Location names, Product names) Develop an explanation of how and/or why most names are seen to be disrespectful by Native Americans

Follow-up questions:  

To your knowledge, are any terms or names acceptable to Native Americans?

How might a Native American explain that place names and mascots are not acceptable?

Community Involvement: Action Research

Instructor note: Creating a letter to a newspaper or magazine editor can be a meaningful learning experience. Emphasize the need first for careful research into English language programs and underlying issues within and between organizations as well as program effectiveness. Small groups of students may cooperate to canvass organizations and individuals in search of programs to investigate; provide meeting time and instructor supervision at times of convenience for all those wishing to participate.

Activity: How do immigrants to America learn the English language and the rudiments of U.S. culture? Conduct your own research into how many ways immigrants to your community or region learn to use the English language or major American customs. Discover if any area community colleges or local school districts conduct programs for the benefit of people newly arrived to the United States. Create a letter to the editor of your local newspaper reporting positive results of any program about which you learn.

Community Involvement: Service Learning

Instructor note: Participants may discover through this exercise a number of local and regional English language learning centers; request a written account of them from students involved. If volunteer observation and/or ELL or ESL tutoring is involved, monitor personally or through your off-campus activities coordinator. If personal diaries are included, expect to review them as a courtesy to the authors and to redirect negative or unkind comments or attitudes displayed.

Activity: Has your community, college, or church created any refugee immigration programs or refugee centers for learning language and culture? Arrange with a program director to voluntarily observe and/or teach English to speakers of other languages in an English Language Learning (ELL) program or an English as Second Language (ESL) setting. List in a personal diary how ESL/ELL efforts are succeeding and where and why you feel more or different action might be needed.

Enrichment Activities Activity: Cultural Condescension: The New Kid Comes to School

Directions: In groups of five, read the situation described below; identify one person to be the “Non-Indian,” another to be the Teacher, and three to be Classmates. In those groups, read together and discuss the situation presented.

Part One: As groups, read your parts aloud as a readers’ theater rehearsal; add as much interpretative inflection as possible. Continue the scenario into at least one additional episode that you create before stopping this exercise. When you stop, each student/character should write in your personal note-taking journal at least one paragraph explaining how you felt as that character.

Tip: Person playing the New student: Prepare to act the way that character must think and feel; get ideas from others in your group.

Tip: Person playing the Teacher: Understand the role that the teacher is playing in this classroom; discuss with others his or her character and how the teacher is being positive, but understand what perspective he or she presents. Children: Recognize that you are cooperative but limited in your understanding of American white culture.

Part Two: Join together with those same characters from other groups, with Teachers as one group, Children as one group, “Non-Indians” as one group. In turn, members of each group should explain to the entire class what went through their minds as they portrayed those characters and what they wrote in their journals. Comment on the term “condescension” and discuss how one can be “culturally condescending.” “Non-Indian” new classmates should speak last.

The New Kid Comes to School

Imagine that you are not a Native American, a “non-Indian” elementary student walking into a classroom where everyone else – teacher and students – are American Indian. When you walk in, all of the students are at the front of the room chatting with the teacher. She looks up:

“Ah, the new student. Welcome! Have a seat. You’re a non-Indian aren’t you? We were just talking about your people.”

The children look at you; some giggle and whisper to each other. None of the people in the room looks or sounds like the people in your family. You look around the room. There are dolls in a bed and pictures on the wall and faces on book covers, but none of them has eyes or hair or skin color like you and your family. Then you notice one poster on a bulletin board with people who look like you—the poster says, “Thanksgiving: A Non-Indian Holiday.” The poster has a grotesque picture of a non-Indian woman in Reeboks and a Pilgrim hat, holding a dead turkey in one hand and a machine gun in the other. Your classmates giggle when they look at the poster.

“Look at those funny shoes,” you hear someone whisper. You look down at your favorite pair of Reeboks and sit quickly at a desk, shoving your feet out of sight.

The teacher begins to speak. “Now class, it’s very important to remember that our non-Indian friends are not responsible for what their forefathers did. They stole our land and ruined our forests, but that was a long time ago. We’re not going to talk about that today. Now, who can tell me what kind of houses the non-Indians live in?”

Several students raise their hands; the teacher calls on a student.

“Their houses are square with red tile roofs.”

“That’s right, and who are the people living in them?” Most students don’t know, but one or two raise their hands enthusiastically. The teacher nods at one of them.

“The mother and father and the children.”

“Very good.” One student seems puzzled and raises his hand.

“Yes, do you have a question?”

“What about the grandmother and grandfather?”

“Oh no, they don’t have their grandmother or grandfather live with them as we do; they send them away to special places called retirement homes.” The children seem surprised, even shocked, and call out “Why?” “I don’t know why, children. Perhaps later on we can ask our new student about this. Now, next week during Thanksgiving we’ll have a unit on non-Indians. We’ll make a non-Indian town out of clay. It’s called a ‘suburb.’ Can you say ‘suburb’? Non-Indians sleep in separate rooms in their homes and they have little houses near or attached to their homes where they keep their cars. Here is a non-Indian hat.” The teacher pulls out a Pilgrim’s hat and keeps talking . . .

Modified from Clark, DeWolf & Clark, Young Children, July 1992 Activity: An Athabaskan Teaching Lesson

Directions:: Read the “Note” below. Next read the story: “Athabaskan Teaching Lesson.” Then, in discussion groups: (a) list at least five possible outcomes where the lesson being taught in the story could lead to a cultural conflict once the boy in the story starts school; (b) discuss what

teachers need to do in order to make the most of any culture they encounter; and (c) present your group list of items to the class for a final discussion of the impact of cultural differences on the education of children.

Teacher note: In Cultural Conflict in the Classroom, Lisa Delpit wrote that in Alaska, native Eskimo children of the Athabaskan society often perceive white teachers as “unbelievable tyrants” who tell them when to go to the bathroom, when to go to lunch, and when to put their work away whether they are finished or not. To Alaskan communities like those of the Athabaskans, Delpit reports that these are “foreign and dangerous” concepts. In contrast to the rhetoric coming from American educators about teaching thinking skills, the reality may be that we are not teaching children to be independent thinkers, but to be dependent on external authority “for direction, for truth, for meaning.” Too often, Delpit writes, “American teachers have insisted upon finding meaning solely from books and tend to teach children to believe things are true even when truths conflict with their own common sense.”

An Athabaskan Teaching Lesson

A little boy went out with his grandfather and other men to hunt bear. After capturing a bear and placing it in a pit for skinning, the grandfather sent the boy for water to assist in the process. As the boy moved away from the group, his grandfather called after him, “Run, run, the bear is after you!” The boy tensed, started to run, then stopped and calmly continued walking. His grandfather called again, louder, “Run, run I say! This bear is going to catch and eat you!” But the boy continued to walk. When the boy returned with the water, his grandfather was very happy. He had passed the test. The purpose of this test was to teach the boy to disregard the words of another, even a wise and trusted person like his grandfather, if the advice did not make sense according to his own perceptions. To the Athabaskan Alaskan Indian people, it is essential that each person learn to rely on his or her own observations.

Other People’s Children: Cultural Conflict in the Classroom, Lisa Delpit, 1995

Chapter 6: Religion and Oppression: The Struggle for Religious Freedom Overview of Concepts Chapter 6 focuses on the religious diversity of immigrants and the challenge that religious diversity has always presented in the creation of a free society. The diversity of people who settled in America eventually led to a shared concern that religious differences not be used to justify persecution, and the concept of religious freedom was included in the First Amendment to the Constitution. Hence, the principle was established; yet reality did not conform to it. Although members of different Protestant faiths began to accept one another as equals, Catholic, Jewish, and atheist immigrants were discriminated against and denied certain civil rights. Catholics and Jews finally achieved some semblance of status as equals; under 1965 immigration reform, however, new minorities admitted to the United States created unprecedented increases in persons of other religions – Muslims, Buddhists, Hindus, and Sikhs – with little or no relation to dominant American faiths that embraced the Judeo-Christian tradition. Now, once again, the United States is being challenged to live up to its principle of religious freedom accepting people of diverse faiths as citizens with the right to equally participate in our religiously diverse nation.

Clarification Exercises: Explanation [TEXT] – Separation of Church and State Activity Instructor note: Actual concerns about religion and public schools are described in this activity.

Form groups in some way not previously configured. Encourage participant questions about the issues; provide needed explanation of issues being debated, definitions for terms, and clarification of particular concepts. Do we keep American public education separate from and without religious influence? Do you understand why we are expected to do so? What are the challenges to keeping that separation? Challenge students to clarify their stands about public religious policy in the United States today.

[KEY] – Separation of Church and State – Explanation Instructor note: This exercise is a serious attempt to stimulate careful thought, not a series of rhetorical questions. In discussing traditional activities, many people, including teachers, resort to such arguments as “we have always done this,” or “it doesn’t hurt anyone,” or “the children always enjoy it.” Those comments may be true, however the issue here is based on our understanding and adherence to principles expressed in the First Amendment of the Constitution of the United States. Our form of government would not have lasted this long if the majority of Americans who preceded us decided to follow Constitutional principles when it was convenient and to ignore those same principles whenever they disagreed with them.

Since there are many ways to interpret the Constitution and the Bill of Rights, the following comments are not presented as definitive answers to the issues in this exercise. They are provided as an example of a response based on the principle of separation of church and state that has been defined and described carefully in previous Supreme Court decisions.

Breaks and Absences – If one agrees to #1, then it is acceptable to disagree with #2 and #3 since no one religious group would be favored by an inclusion of their holidays in the school calendar.

This would probably necessitate some kind of religious leave for teachers and a policy for student absences based on participation in religious events. This would also create pragmatic problems trying to schedule school on Christmas day. It is likely that few students (or teachers) would attend. With regard to Christmas, one could disagree with #1 by arguing that this holiday

has become as much or more of a secular, national holiday as a religious one (and some Christians would sadly agree), noting all the businesses that close on Christmas day. If one makes this argument, one would need to agree to grant #2 and #3. Not having school on Christmas day clearly favors Christian teachers and students, so some kind of allowance would need to be made for Jewish teachers and students (and any teachers or students from any other religion).

Religious Holidays – Some schools offer equal treatments to Jews and Christians by agreeing to celebrate Hanukkah as well as Christmas, but the two are not equivalent in importance to their respective faiths. This is why the Jewish parents are asking that Hanukkah NOT be celebrated. It would be the equivalent of having a school with predominantly Jewish students whose calendar included a day off on Yom Kippur and in response to complaints from Christian parents said, “Okay, we’ll celebrate ‘All Souls Day’ since that’s close to Yom Kippur.” The word “celebrate” itself is problematic because it implies participating in a ritual. It is obviously unconstitutional for students to participate in a religious ritual as part of a public school curriculum. On the other hand, there is no problem with schools teaching about beliefs and practices of major religions throughout the world (i.e., Buddhism, Islam, Hinduism, Taoism, Confucianism, Christianity, and Judaism). Since citizens of the United States include members of all of religions listed, the fact itself might be considered an important and appropriate educational objective. In this way, a crèche (manger scene) could be displayed at Christmas time if religious images and symbols from other faiths were displayed during the important holidays for that particular religion.

As for the Christmas tree, it could be argued that this symbol has lost most or all of its religious significance and has become so secular that it could be displayed in school. Christmas parties suggest “celebration” of the holiday and therefore are more difficult to justify. An additional argument against Christmas parties is that they are insensitive to poor people. No matter how inexpensive the gifts are supposed to be that the children bring, they will probably be a burden to low-income families. Finally, there are Christian people who oppose Christmas parties and Christmas trees in schools because they see this as a further secularization and trivialization of what they strive to celebrate (struggling against the commercialization of Christmas) as a meaningful and sacred holy day.

Curricular And Extracurricular Activity – It is easy to agree with #9 and #10 as long as the teaching is objective and includes all major world religions, not merely Judaism and Christianity.

It is especially easy to agree with and even insist upon teaching about the Holocaust because this was such a dramatic and traumatic event. To agree with #12 however, will deny students the chance to become acquainted with some of the finest music ever composed (e.g., Handel’s “Messiah”). This issue could be resolved by including examples from musical traditions of diverse religions and cultures throughout the world.

The issue in #11 involves the requirement to “remember the Sabbath,” which, for most Jews, lasts from sundown Friday to sundown Saturday; however, to agree with this demand would be unconstitutional since it would favor one religion. The problem is the plethora of school activities scheduled on Fridays and Saturdays while few activities are scheduled for Sunday. One obvious solution is to schedule school events throughout the week (with perhaps a “family night” left unscheduled so that all area churches and other organizations could schedule youth events), or at least to spread school activities more equally over all three days of the weekend.

Separation of church and state issues should not merely be seen as a concern only for metropolitan schools with religiously diverse populations. The issue concerns the commitment of public school administrators and teachers to comply with the Constitution of the United States.

The First Amendment was written to ensure that people of all religions could come to this

country with the assurance that they could worship the faith of their choice without being deprived of their rights or denied respect. When public school policy or the actions of its teachers overtly or covertly promote one religion over all others, the result is a violation of a vital part of the American freedoms we cherish. Furthermore, we do a disservice to students by not preparing them to practice the kind of toleration necessary for living in a society whose citizens embrace diverse religious faiths.

[TEXT] – Religious Freedom in the United States Activity Instructor note: This activity is good as a whole-class exercise; there are explanations that an instructor will need to provide to supplement participant opinions. Provide explanations as additional information rather than create a guessing contest. Solicit responses and explanation for responses from class members; attempt to find some consensus within the group. Explanations appear below.

[KEY] – Religious Freedom – Responses 1. Should a Sikh be allowed to wear his turban on a hard-hat job even though it appears to be a violation of safety regulations? Response: Safety regulations are not developed to discriminate based on religious belief; a turban could only be worn at work if an accommodation could be made such that wearing the turban did not violate safety regulations. (Note: In the UK, some employers give Sikh workers the option of signing a waiver of compensation for an injury at work if they wear their turban instead of a hard hat.)

2. Can a soldier who is a member of Wicca practice his or her religion on an army base?

Response: Yes, the army doesn’t promote or exclude any religion but will facilitate the observance of religious practices by members of any faith.

3. Should Hindus be forced to build their temple with an architectural style that will match the other buildings in a southern California community instead of building it based on their traditional temple architecture? Response: A city or community council is allowed to enact architectural restrictions, which can be maintained as long as the majority in the community agree and conform. In some cities in California and in other states, traditional architecture has been permitted in building Hindu, Sikh, Muslim, and other religious facilities.

4. Because a Jainist student attends the high school, must the cafeteria staff clearly mark the contents of the meals prepared so that the student can be assured of eating only vegetables?

Response: Schools have an obligation to make reasonable accommodations for diverse students and other non-Muslim students who may be vegetarians or vegans or have other dietary needs that could be easily addressed by simply labeling food choices.

5. Can a Muslim woman teaching in a public school wear her traditional head covering in her classroom? Response: Numerous cases concerning Muslim women wearing their scarves (“hijab”) at work have been settled out of court, and in each instance accommodations were made. Because public school teachers are public employees, schools are especially obligated to make accommodations respecting religious diversity.

6. Should members of the Native American Church be allowed to ingest peyote (an illegal drug) because it has historically been part of their religious rituals? Response: The Oregon State Supreme Court ruled that restricting the use of peyote did not violate the First Amendment because the illegality of peyote pertained to general drug use and was not intended as an effort to interfere with specific religious practices.

7. Should a Florida city council allow members of the Santeria faith to engage in animal sacrifice because it is traditionally part of their religious practice? Response: The Florida Supreme Court said the Santeria animal sacrifice must be permitted as a legitimate form of worship since kosher butcher shops and other forms of animal killing based on cultural rituals were permitted in the community.

8. Should a Sikh student come to school with the symbolic knife (“kirpan”) he is required to wear following his initiation? Response: The Ninth U.S. Circuit Court of Appeals ruled that the school accommodate the student, recommending that the kirpan should be sewn into a sheath so that it could not be accessible to the Sikh student or to other students.

9. Should Muslim employees be given time to perform their obligatory prayers during the workday? Response: At the Whirlpool manufacturing plant in Nashville, Tennessee, a Muslim advocacy group intervened in this dispute and negotiated an accommodation with Whirlpool that allowed all employees to customize their coffee breaks so that anyone, including Muslims, could use their coffee break for prayer.

10. Do Seventh Day Adventist or Jewish employees have the right to refuse to come to work on Saturday because it is their Sabbath? Response: Private employers may fire an employee for refusing to work on the Sabbath, but state or federal governments must prove a “compelling state interest” to do so. Fired for refusing to work on the Sabbath, a Seventh Day Adventist who was denied unemployment compensation sued the state for violating his religious freedom. The ruling of the U.S. Supreme Court was that the state did not demonstrate a “compelling state interest,” in denying unemployment compensation in this case.

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises Summary exercises are intended to provide: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface.

Personal Clarification Exercise Activity: Create A Memorial

Instructor note: This activity requires interactive groups of three to examine religious differences by creating a memorial service that bridges four different faiths. Typically, the challenge immediately becomes students’ lack of knowledge about some of the religions, so allow both triad discussion and whole-group discussion. During times of whole-group discussion, display a list of questions from students about information they need to complete the project; acknowledge answers and information provided by individuals and offer information yourself, as you are able.

Utilize as many of the parts (below) as time permits.

Tip: There may be the suggestion to avoid ecumenical efforts and design a humanitarian event, itself a solution, but one that sidesteps the issue of how faiths are alike and how they are different.

Directions: Sometimes we are asked to carry out requests on behalf of others. In this case, you and some neighbors are asked to create a neighborhood memorial service. As a highly responsible team of three, obtain as much information as possible before putting your plan into action. First, read and discuss the situation that is presented below. Then develop four to six questions regarding information that you need before creating the event that is your responsibility; prepare to ask your questions to others in order that you can complete your task.

The Situation: Four long-time neighborhood friends have perished in a dreadful automobile accident. You and two other neighbors of the group have been asked to create an ecumenical memorial service that represents the faiths of those who died. Interestingly, each of the four represents a different faith: Muslim, Christian, Atheist, and Jew. Part One: Ask your questions to the assembled group, all of whom are interested in your task.

Help to answer the questions of others who have been charged with developing similar proposals.

Part Two: Discuss (a) What could be appropriate as a fitting memorial service for your friends? and (b) What guidelines will you provide to the six speakers who have been invited to conduct at the occasion?

Part Three: Present your plan to the group. Explain to the class your rationale for a program; read the guidelines that you will give to the speakers.

Part Four: Following the completion of each team’s proposal and guidelines, create a single event using the combined wisdom of your whole group: What will the service look like? When will it be held? Not held? What kinds of appeals to spirituality and to conscience would be appropriate? Not appropriate? On behalf of your four friends, how can their disparate contemporary religious perspectives be reconciled? Why is—or isn’t—this task difficult? In what ways is the idea of a memorial service appropriate for your neighborhood?

Activity: Difficult Dialogues: Converting Heathens

Instructor note: Consider difficult dialogues as a kind of social action theater in which individuals respond with what we hope are their best judgments. Motivate each threesome to enthusiastically create and present unique (but realistic) perspectives to the situation provided – Ask: “How enthusiastically should religious groups promote conversion to their beliefs?”

Directions: In groups of three, develop a dialogue based upon the scenario below. Use the situation described as the basis for your 5-minute role-play of what conversations might occur.

Do not revise the race and/or ethnicity of your characters. Remain in character at the conclusion of your skit in order to respond to class questions about motivation, purpose, or intent behind your comments during the scene.

Converting heathens characters: 

Second-year college student majoring in mathematics and computer software design with a strong Missouri Synod Lutheran background

 

Returning adult naturalized American student of Kuwaiti descent who schedules classes carefully in order not to miss Muslim prayers College instructor in comparative religions to the students above; born of Jewish mother and formerly Hasidic father

The Situation: In the comparative religions class, the topic of proselytizing arises. After some discussion, the second-year student indicates to the returning adult that she will “Pray for him” because of an explanation that Islamic rule allows people to accept the religions of others and not to convert others to the faith. (A Buddhist exchange student indicates that he feels there are admirable qualities in all faiths, and chooses not to debate merits of Lutheran superiority.) The mathematics major insists even more that those of other faiths must accept her definition of Christianity in order to be accepted into heaven and that it is their duty to do so by seeking out others in their homelands.

Community Involvement: Action Research

Instructor note: Although the collective wisdom in the classroom might provide considerable information about religion, this exercise advises participants to investigate for themselves; research might include interviews and conversation with others, reading, observation, participation, and perhaps the study of a course dedicated to the examination of the main tenets of major non-Judeo-Christian religions. Criteria for this activity need to be more firmly established between the researcher(s) and the instructor. Persons representing non-JudeoChristian religions could profit from reversing the assignment to study and report their investigation of a major dominant religion in America.

Activity: How much do you know about other religions? Conduct your own Internet research about what are the fundamental religious beliefs of a major non-Judeo-Christian religion. Verify your research by visiting a person or place of worship for that religious group. Learn enough of the tenets of that religion that you can accurately explain them to others.

Community Involvement: Service Learning Instructor note: Faith-based social and cultural initiatives sometimes bear little outward resemblance to the organizations from which they come. The key to this opportunity is the focus on a “faith-based social or cultural initiative” and not a report of the tenets of the faith itself. The second key to this opportunity is to work in a situation “where the religious denomination is different” from one’s own. Initially, volunteers to pursue this avenue may lobby to report on their own faith, which is not necessarily a wise proposition, since little new learning could come from the work.

Activity: How do religious organizations contribute to helping make our society better?

Participate in the activity of a faith-based social or cultural initiative in your current or home community where the religious denomination is different from your own. Explain as a reporter might how the efforts fill a personal and social need of a given group of people.

Enrichment Activity Activity: The Case of Zachary Hood

Instructor note: This legal case study is intended to promote discussion about our sensitivity to issues of oppression; specifically how religious teaching can be separate from American public

elementary, middle, and secondary school curriculum. Examining legal cases is an interesting way of measuring one’s sense of fairness against a legal means of deciding how to separate issues of church and state. Observe objections from students who suggest that a sense of “fairness” has not been followed and/or who become cynical in their disagreement rather than ponder actual bases for court decisions.

Directions: Read “The Case of Zachary Hood.” Then, based on previous court rulings provided in this chapter and especially the “Lemon test” articulated by the U.S. Supreme Court, determine what you believe the courts should decide in this case. (The “Lemon test” asked three questions: “Does the statute, policy or practice have a secular purpose? Does it foster excessive government entanglement with religion? Is the primary purpose of a statute, policy or practice either to advance nor prohibit religion?

The Zachary Hood story

The setting is a first grade classroom in a public school. The teacher tells the students that they may read a story of their choice to the entire class as a reward for doing well in reading. Zachary Hood tells the teacher that he wants to read a story from The Beginners’ Bible where Jacob and his brother Esau are reunited. The story does not mention God. The teacher is concerned. If she allows Zachary to read this story will she violate court rulings about appropriate or inappropriate inclusion of religion in public schools? Will this make it appear that she is endorsing the Bible, and therefore Christianity, as a religion? The teacher decides not to allow Zachary to read the story to the class, but she asks him to read it to her privately.

Zachary is hurt by the teacher’s decision and doesn’t understand why he couldn’t read his story.

He goes home and tells his parents, and they call the school and meet with the teacher and the principal several times to discuss the issue, but they can come to no resolution. Zachary’s parents file a lawsuit against the school. o Adapted from Charles C. Haynes (2001) in (M. Marty, Ed.) o Religion in American Public Life: Living with our Deepest Differences Data and Explanation: The Zachary Hood Activity Decisions of the Courts and Explanation: The lower court agreed with the school, ruling that teachers have legitimate authority to decide what stories are appropriate to read in class, but the 3rd Circuit Court of Appeals (2000) affirmed the school on some aspects of the case but split 6 to 6 on the main issue. Zachary’s parents appealed to the Supreme Court, but the Court refused to consider their case. The case is a contest between two compelling arguments.

[1] According to U.S. Department of Education guidelines (1999), “Students may express their beliefs about religion in the form of homework, artwork, and other written and oral assignments free of discrimination based on [their] religious content.” This is an issue of free speech, and although students are not free to say anything they want, curbing their speech ought to be based on sound educational reasons such as inclusion of sex or violence or other topics inappropriate for that grade level, or involving a level of complexity inappropriate for the students.

[2] The contrasting argument is that teachers must be allowed to control what goes on in their classrooms. Zachary’s story may not have mentioned God, but no one could argue that it was not religious or that it was not taken from the Christian Bible, and as such it raised what the 2000 DOE guidelines called “legitimate pedagogical concerns” about reading it in front of very young students in this public school classroom.

Chapter 7: Rejecting Oppressive Relationships: The Logic of Cultural Pluralism for a Diverse Society Overview of Concepts

In response to the cultural history described in the preceding chapters, Chapter 7 identifies four perspectives that describe individual reactions to racial, ethnic, and religious diversity in America. A recent perspective, pluralism, emerged in the 1920s and today is challenging this history of oppression by calling for Americans to recognize the value of diversity and the contributions diverse groups have made, and continue to make, to American society. Since the problems related to this diversity are ongoing and will be discussed in the next section, this chapter emphasizes pluralism as a force for change, for a new direction in our society in response to the diversity that not only exists but also is increasing.

Personal Clarification Exercise: Explanation [TEXT] – Differing Views: America’s Ethnic Composition Activity Instructor note: Personal attitudes toward diversity can sometimes be discerned from comments of individuals themselves. Review the categorization system presented in Chapter 7 by analyzing the statements below; identify each statement according to one of the four perspectives on ethnic diversity. Review the perspectives with the class before assigning individuals to complete the activity as provided in the text. Organize groups of three to compare selections for each item.

Significant discussion may occur with a follow-up inquiry into which perspective seems to be dominant within individual circles of friends, family, and co-workers.

[KEY] – American’s Ethnic Composition – Answers and Explanations Abbreviations: [AC] Anglo Conformity; [MP] Melting Pot; [S] Separatism; [P] Pluralism

1. MP – This statement is emphasizing language as the key to assimilation, to being accepted as an American. The speaker is not suggesting that he or she had to give up his or her ethnic values or traditions, only learn English.

2. P – The speaker is focusing on those factors that make him or her different, being Italian and Catholic and growing up in a lower middle-class home. He or she is recognizing that it is these differences that have shaped him or her, and for that reason he or she is starting to appreciate how important they are.

3. S – This statement is attributed to Marcus Garvey, the flamboyant Jamaican leader who was the spokesman for the “Back to Africa” movement briefly popular in the early 1920s among African Americans. The call for a “Nation and a country” for American blacks is obviously separatist.

4. AC – The emphasis on “American ways” indicates that the advice this speaker is giving is based on a belief in Anglo Conformity. Nikki is being told to forget about doing things the Puerto Rican way but to do things the way Americans do them and that if she does she will be rewarded (will be successful).

5. MP – This statement (from a character in Herman Melville’s novel Redburn) declares the creation of a new American from the diverse human “currents” that have flowed into our shores.

This is an emphatic statement of the melting pot concept.

6. S – This statement was made by an American Army general in defense of his role in enforcing FDR’s executive order to round up Japanese Americans and force them to go to relocation camps. He is emphasizing that even for those Japanese Americans who were born in the United States, the racial differences persist, requiring that they be kept separate from other Americans in a time of crisis.

7. P – For racial minorities, becoming a cultural pluralist means becoming “bicultural,” and this is what is being stated here. Although this Native American speaker has learned to live successfully in the dominant society, he or she has also made a special effort to remember the language, songs, and dances of his or her people in order to remain “connected” to that particular ethnic group.

8. AC – The fact that the successful Greek immigrants have left the Greek neighborhoods (where they might continue to maintain Greek traditions and ethnic pride) and moved to the suburbs (whose residents do not typically perceive themselves as “ethnic” but rather as “American”) is a classic Anglo Conformity success story. Immigrants who work hard and act like Americans can achieve the American Dream of financial success as is symbolized by having a “nice home in the suburbs”.

9. P – This person is speaking for all Cherokee people in arguing that the teachers of their children need to understand Cherokee culture so they can teach the children to be proud of that culture and of themselves as members of that culture.

10. S – There are separatist groups within the United States, groups that want to keep to themselves and maintain a society apart and different from the dominant society. The speaker correctly identifies the Amish as an example of such a separatist group.

11. AC – This excerpt from the autobiography of the great musician Artie Shaw illustrates the complete rejection of one’s heritage (even to the point of anglicizing his name) demanded by the pressures associated with Anglo conformity.

12. AC – The Bureau of Indian Affairs (BIA) boarding schools openly expressed Anglo conformity as their goal (as illustrated in this quote), and insisted that this would improve the lives of those Native American children who would attend them. BIA wanted boarding schools so that the children would be kept far from their parents and grandparents to minimize the risk that they might (in the words of the BIA) “go back to the blanket” (i.e., back to Indian ways).

13. P – Cultural pluralism is not simply a perspective for racial minorities; anyone who is interested in his or her roots and the influence of the group (or groups) to which he or she belongs is expressing a pluralistic sentiment, as in the statement given here.

14. S – This statement comes from Chief Joseph of the Nez Perce after they were forcibly relocated from Montana to Oklahoma. His people were literally dying, and Chief Joseph was asking that some other (separate) place (preferably back in Montana) be given to the Nez Perce to call home. (His plea was ignored.)

15. MP – The “color blind” statement is perhaps the most popular restatement of the melting pot concept in its insistent claim to perceive only the sameness of people and not the differences. It is similar to the statement, “When I look at an American I don’t see a color, just an American.” The result is that by refusing to “see” color, the clear message is that the person making the statement views persons of that certain color negatively.

Intergroup Exercise: Explanation

[TEXT] – Are You an Advocate for Gender Equality Activity Instructor note: In this exercise, individual members of the class or training seminar reflect on language issues as well as on the notion of bias, stereotype, prejudice, and discrimination.

Review the terms “implication” and “inference,” since directions request that both be considered in the seven yes-no-why items presented.

Participants work independently, as indicated in the directions. Sharing responses can be accomplished with seat neighbors; note that participants are often split by gender within the class. Instructors may need to ask for agreement of a situation in order to find agreement between men and women. Explanation of issues related to the six statements is provided below.

[KEY] – Are You an Advocate for Gender Equality – Answers and Explanations Instructor note: “Correct” answers to the first six statements are “No.” This exercise is designed to be a form of the “tongue-in-cheek” approach; but it also illustrates the way that subtle messages about men and women and their roles are built into the language we use to discuss these issues. Specific reactions are provided below with an endnote.

1. “Should a husband help . . .”

The word “help” implies that homemaking and childcare are “her” jobs. If the husband is a magnanimous person, he might condescend to assist his wife, but it is NOT his job. This message is also apparent in the way we talk about women “taking care of the kids” if father goes out with his friends, but if mother goes out with her friends people often refer to him “babysitting” HIS KIDS. The use of the babysitter label for a father taking care of his children is another illustration of how our society has come to disassociate men from the important role of parenting their children.

2. “Should a husband usually ask . . .”

The syntax of this sentence makes it clear that this will NOT be a mutual decision between husband and wife. At most (if you said yes), he is obligated to solicit her opinion before HE makes HIS decision, even though this decision affects both of them. Such language reinforces the stereotype of husband/father as decision maker and wife/mother as one with no real voice (i.e., power) in the decision, in contrast to the idea of decision making as a shared activity.

3. “Should a husband approve . . .”

Note that “homemaking and child care duties” are explicitly delegated to “her.” In addition, the fact that she must ask for his “approval” clearly describes a superior/subordinate relationship

between this husband and wife and not one with equal status for both partners. If a person is seeking “approval,” it will be from another who is in a superior position, i.e., a boss, a foreman, a parent, a teacher.

4. “Should a husband be willing to let . . .”

If he “lets” her, then he is still “in control” of their sexuality. He will determine when and where and what sexual behavior will occur. This reinforces the stereotypic message to men that in their home they must always be “in control” (including sexually) and not relinquish that control to anyone. This is an unrealistic expectation that has created many psychological and emotional problems for men (not only in terms of sexual behavior but in other areas as well).

5. “Should a husband be pleased . . .”

This statement is perhaps the most condescending of all. The tone is similar to a proud pet owner bragging about the tricks he has taught Fido to do. It is also reminiscent of the old Geritol ads that always had the husband introduce his wife to the viewers by saying, “This is my wife – I think I’ll keep her” (as if she were a used but still serviceable automobile).

6. “Should a husband agree to baby-sit . . .”

The concept here is that baby-sitting is normally something that we pay people to do; its not otherwise their responsibility, it is a job. It would be unusual for our culture to say a mother baby-sits her children but that she cares for them – as their mother. A related term currently in use is that fathers “watch” their children, similarly inappropriately detached, as is to “baby-sit.”

7. ”Do you rate yourself . . . liberated?”

Only if one responded with “No” to each of the above, could one answer, “Yes” to the final statement about being “liberated,” since each of the first six statements reflects a condescending attitude toward women.

Instructor note: As stated earlier, the consistent tone in all seven statements is condescension.

Feminists and social critics often argue that men encounter a constant barrage of such messages that teach them to be condescending to women and not to take women seriously, from sexist jokes to advertising to television “sitcoms.” If this is true, and there seems to be ample evidence of support, the result is that it becomes difficult for a man to become an adult without developing condescending attitudes toward women. Confronting and overcoming the tendency to be condescending may be the essential first step for any man who is serious about pursuing his personal “liberation” from the sexism pervading current American society.

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises

Summary exercises are intended as: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface.

Personal Clarification Exercise Activity: Oppression and The Distribution of Power

Instructor notes: Oppression and the Distribution of Power is a highly effective means of establishing the concept of power vs. powerless. Organize groups of 4-6 to discuss how powerful and powerless groups differ.

Be certain that the class is clear on how powerful groups may dominate others; list for the class what makes a group powerful: e.g., money, time, flexible job schedules, mobility, education, access to people or groups, experience, or friends in influential places. Explain that the purpose of completing the chart below is to identify major powerful and less powerful groups.

In this exercise, consider the meaning of power and the effects of a lack of power. Steps for this activity are explained below.

Invite students to complete the two left-hand rows of blanks on the chart provided with this exercise. Follow directions provided for Part One. Move to Part Two by following directions provided. Follow up with the class by discussing their entries for all columns; emphasize their rationale. Add more entries on additional lines as class members provide appropriate examples.

Note of explanation: Some people are members of groups with social, political, or monetary power; some have little power in the social, political, or monetary sense. Sometimes when we possess considerable power, we may react by joining our peers in blaming the victim rather than becoming more sensitive to those with less power. For example, a white male worker who is feeling oppressed may, as a white person, blame people of color for some of the anxiety he feels, or, as a man, blame women, or, as a citizen, blame immigrants.

Optional alternative follow-up: When groups appear to have concluded; number off each group from 1 to 5 or 6, dependent upon how many persons per group, then regroup together all 1s, 2s, 3s, 4s, 5s, etc. New group members report their original responses. Encourage new groups to compare and revise or improve the responses on their charts; select at least two items for indepth all-class explanation.

Directions: Part One: Brainstorm with classmates how certain persons or groups have greater and lesser power. Add other powerful and powerless people or groups to the list suggested below Part Three: Discuss then respond in groups or as your instructor directs to the four personal insight builder items: 

Explain how abusers justify their abuse and/or how we blame victims for their own harm.

  

From the perspective of one in power: List at least four ways that power can affect one’s perception of and reaction to others.

From the perspective of one NOT in power: List at least four ways that powerlessness can affect your perception of and reaction to others.

Be able to explain to the class or to write down your knowledge about how power and powerlessness reinforce our abilities to affect decisions of others.

Part Four: Identify some ways in which abuse occurs against people with less power. Record your suggestions below or in your personal notes o

Adults v. Youth

o Men v. Women o Wealthy v. Poor o White Americans v. People of Color o Bosses v. Workers o Heterosexuals v. Gays and Lesbians o Able-bodied v. People with disabilities Community Involvement: Action Research

Instructor note: Historical societies are replete with stories of community development that include immigrant families. There is more than an 80 percent chance an American today will find an ancestor within the records of Ellis Island [www: http://Ellis Island.org]. Many students will have had rudimentary experience with civic historical research in their elementary schools, and this project will entice even the reluctant student to volunteer to investigate the role of early immigrants in the establishment and growth of towns and industry. Photo holdings in university area resource centers as well as local historical societies are likely first steps.

Activity: How has your community or campus changed historically? Locate information about the origins of your college or town. Outline the history of how change has occurred. Who were the principal motivators of that change? Were any participants along the way immigrants or firstgeneration Americans? Recommend print or photo sources that provide information about the founders and changes to that community.

Community Involvement: Service Learning

Instructor note: Hardly any institution of higher education today has missed the call to increase minority enrollments. Area chambers of commerce will likely have diversity committees devoted to improving business relationships with minority people and groups. Health organizations, nonprofit, and religious organizations profess interest in creating more diversity within their ranks or within their mission statements. Participants or teams will have ample sources for seeking initiatives where goals are to find and promote diversity within organizations.

Activity: Does your city or campus have a plan to become more diverse? Locate in your area an initiative to promote, accept, or learn more about the positive outcomes of human diversity. Join

that initiative and discover the mission, purpose, or anticipated result of that effort. Follow through until the initiative is underway or, possibly, accomplished; then present a photo and narrative poster of the effort and results.

Enrichment Activity Activity: Majority vs. Minority: Limits to Pluralist Policy

Directions: Discuss each question below with your assigned team. After your team has reasoned out acceptable solutions, develop policy explanations for each situation. Be prepared to explain the extent to which your team would recommend that parents and school administrators go in advocating a pluralistic reply.

1. Should schools in neighborhoods that serve predominantly Mexican American students serve primarily Mexican food in the cafeteria?

2. Should schools in neighborhoods that serve predominantly Jewish children serve primarily kosher food in the cafeteria? Substitute Jewish holidays for Christian holidays?

3. Should schools in predominantly black neighborhoods be allowed to enforce African American hair and dress codes? Serve primarily “soul” food? Require everyone to complete black history courses?

4. Create a similar situational question here and pose it to other groups in your class.

Instructor endnote: Obviously the questions increasingly reveal the absurdity of these proposals, and yet the dominant society often demands a form of this kind of conformity in schools and other institutions. This exercise is intended to clarify that pluralism does not mean that a different majority could be oppressive to other groups, but that pluralism requires the acceptance of and respect for all groups that constitute a pluralistic society.

Section 3: Contemporary Dilemmas for Intergroup Relations Section 3 examines the forms of group oppression currently occurring in the United States based on race, social class, gender, sexual orientation, and/or disability. Although the emphasis in these five chapters is on institutional discrimination, the chapters also address cultural biases, individual prejudices, and other negative behaviors. The conceptual model for intergroup relations is the basis for the organization of the content in each chapter; watch for general concept headings and secondary headings that are questions designed to guide the reader.

Chapter 8: Racism: Confronting a Legacy of White Domination in America Overview of Concepts Although white supremacist attitudes described in Chapters 4 and 5 are no longer the cultural norm, Chapter 8 describes how white privilege is reflected in American culture. Ongoing individual racial prejudices have resulted in increased racial segregation in neighborhoods and schools. Overt and covert institutional discrimination is described in such diverse practices as word-of-mouth hiring, tracking plans in schools, realtors steering clients to specific neighborhoods, and communities employing at-large elections to diminish or deny representation of racial minority groups.

Personal Clarification Exercises: Explanation [TEXT] – My Feelings About Race – A Personal Questionnaire Activity Instructor note: What we say is sometimes not what we mean; in those cases, what do we really mean to say? The Key (below) for this activity suggests how one could interpret the implicit message of each statement.

Suggestion: Encourage students to make their own interpretation of each statement and discuss this in groups of four or five students. If they can agree on what issues the statement is raising, have them create a response that addresses that issue.

[KEY] – My Feelings About Race Instructor note: The issue here is a conflict of rights. Begin by re-stating what they think the speaker means in making the comment. The following explanations represent the issues or meanings that students might identify: 1. In a free country, individuals should have the right to sell their house to anyone they choose, but individuals should also not be denied the right to purchase a home they can afford. Resulting conflicting rights define the issue: Can a person refuse to sell his or her home to people of color?

For the conflict not to be acceptable in a free society, racism supplies the bigger problem that must prevail in determining which right is more important.

2. If the only reason the speaker would not marry someone is because of the color of his or her skin, how can that be anything but racist?

3. Studies clearly show that racism affects people regardless of income, education, religion, or other factors.

4. The problem is that white people (and others) still benefit from what was done to Indians a hundred years ago. The argument is that it is long overdue for the people of the United States to begin keeping the promises that were made and honor the treaties signed in good faith by the indigenous peoples which cost them billions of dollars in terms of what their land and the mineral rights it contained is worth today. Furthermore, the United States government has been documented as having broken every treaty ever signed with American Indians.

5. The only reason for a white person to feel guilty is if he or she endorses the racist behaviors that make black people angry. If a white person denounces racism and wants to eliminate racism, what is there to feel guilty about?

6. Today, immigrant children have to go to college to get the good jobs available in our society, so they have to do in one generation what previous immigrants did in three or four generations.

Hence, if bilingual education and other programs help them make that rapid transition, we should support that. Samuel Betances makes a good argument about the differences between the immigration of the past and today. Previous immigrants were able to settle the land or work in factories as skilled or unskilled labor, and many of these farmers and laborers only learned enough English to get by. Many never were proficient in English because they lived in ethnic neighborhoods where they could talk in their native language to merchants or they were isolated in farms and often farming communities were dominated by a particular ethnic group. For these immigrants, it wasn’t until the third or fourth generation that their children went to college.

7. This speaker seems to believe that “reverse discrimination” is the problem today as whites bend over backward to accommodate black people; but what evidence can he or she produce to prove that this is true? Meanwhile there is ample evidence of ongoing prejudice and discrimination against African Americans.

8. This is dualistic thinking. Individuals can be supportive of Indian culture and Indian issues without having to deny their own race or ethnicity. It wasn’t white skin that was the problem; problems resulted from what the dominant (white) group DID to Indians (and are still doing to them).

9. In fact, white-collar crime is more costly to this society than street crime, but when people talk about crime they tend to focus on street crime (i.e., drugs, burglary, murder). There has always been a relationship between crime and poverty; poverty affects people from all groups. A related issue is disproportionate penalties based on race and social class. One is much more likely to be caught, arrested, and convicted if poor and a person of color. Police tend to cruise inner cities when looking for drug dealers – and they don’t tend to cruise white suburbs looking to break up the cocaine parties in the upper-and middle-class homes.

10. This is a classic example of blaming the victim. If you are Jewish or a person of color, you must be prepared to encounter prejudice and discrimination if you are going to survive. It may happen that an individual may misinterpret a situation, but it is better and safer to err on the side of perceiving prejudiced attitudes or behavior where they may not exist than to be oblivious to these elements and to be hurt by them because you were not aware.

11. Opportunities certainly have increased since the 1960s, but that doesn’t mean that it is easy for a person of color to be successful today. Racism remains and is well documented; people of color continue to face barriers both personal and professional as they try to achieve their goals.

They need to be responsible to take advantage of opportunities as much as they can, and white people who are against racism should support their efforts to succeed.

12. In a diverse society, we all need to learn about each other. White people need to learn more about people of color; people of color need to learn more about other groups of color in the United States. As for white bashing and male bashing, if one discusses racism, is that white bashing? If one discusses sexism, is that male bashing? Whites need to denounce racist behavior and practices; men need to denounce sexist behavior and practices. If we all oppose prejudice and discrimination, we can make progress toward more social justice in this society. That should be a worthy goal for everyone.

Intergroup Exercise: Explanation

[TEXT] – My Experiences with Culture, Race and Ethnicity Activity Instructor note: Self-awareness is the objective for this activity. Suggest that participants recall only what is clear; they need not be concerned about lack of memory. Individual students may recall personal encounters with family, home, friends, or school most vividly; some will have more recollections than others. Regardless of any student profile – combination of categories into which participants may fall (biology, geography, economy, ideology) – focus on each one’s own cross-cultural experiences – even when some participants appear cynical of the process.

Continue to encourage participants to include more information as discussion prompts further memory. Summarize this activity by forming groups to discuss. Provide time for each person to personally consider the final question: “Have your reactions [to previous experiences] changed over time?”

Suggestion: Accept questions and comments based upon student responses to exercises rather than remarks regarding the wisdom of an activity or assignment; redirecting critics to make suggestions for expanding or revising exercises is a creative means of establishing positive participant involvement.

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises

Summary exercises are intended to provide: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface.

Personal Clarification: Difficult Dialogues

Instructor note: This is an activity that should be familiar to the group since other difficult dialogues were provided in previous chapters. In the case of the four scenarios presented here, broader situations challenge participants to summon a reflection of their personal values examined from chapters in the first and second sections. Encourage group members to remain in character following their presentations so they can give an explanation of their character’s

motivation and answer questions of others regarding how that character might be expected to behave in the future.

Activity: Difficult Dialogues – The Guest Worker Directions: Teams of three discuss the situation below; commit to being the characters identified; imagine what conversation the two upstart American trainees might prompt from your characters as foreign trainer and trainees.

Characters:   

Training leader: Mid-30’s woman from India in the U.S. on an HB1 visa Trainee A: Quiet, talented and experienced engineer from Bogotá, Columbia Trainee B: Mid 20’s Nigerian male newly graduated from Boston University

The Situation: A corporate training program has a mix of 33 U.S. and foreign workers; the leader introduces the three-week course designed to familiarize them with company policy, projects, and operations. Two U.S. employees, recent college graduates and new to the work force, confront the H1B visa-holding workers at the question-answer period near the end of the first day with questions about why they were hired; the young white American business graduates seem offended that they are being trained by a “foreigner” and that approximately half of the class is foreign-born. They dislike the idea, regardless of whether or not the student they perceive as “foreign” graduated from U.S. universities.

Community Involvement: Action Research

Instructor note: For all the experience we have had with elementary, middle, and secondary school textbooks, most of us have little awareness of how content may be skewed in favor of particular people or groups. This activity provides the willing researcher an opportunity to examine a selection of texts – from a specific grade or subject – to discover if there is balance in representation of racial issues. Set criteria with those undertaking this project, and be certain that relevant current texts are available for the task. Note: Be certain that the research is reported only to your class; releasing unscientifically derived negative results of textbook analyses without school district Institutional Review Board approval could result in serious administrative problems.

Activity: How do elementary, middle, and secondary school textbooks present racial issues?

Locate textbooks in your curriculum library or at a local school district textbook center. Select a grade level and/or subject, such as language arts, history, or social studies. Examine the texts to see how race is represented. Are photos representative across races? Is information presented that is fair, balanced, and accurate? Are the lengths of sections related to each race adequate to represent the subject? Record facts and conclusions; separately identify your opinions. Develop a plan for a more formal research project about whether there is a lack of racial balance in school textbooks.

Community Involvement: Service Learning

Instructor note: Today, the United States is home to a host of community and college racial and ethnic special-interest groups. The task here is to seek out and become a nominal member of a group that is pluralistic in nature rather than separatist. From participation in and observation of that organization, it may be possible to generate a recommendation of who else might become

additional positive supporters of that existing ethnic organization. Closely follow details in this opportunity.

Activity: How do ethnic groups try to keep their identities and remain part of American society?

Attend a full term of regular and special meetings sponsored by a student or community ethnic organization; support positive efforts of that group to maintain and promote their ethnicity – without forfeiting membership in a mainstream culture. Observe factors of each of the three components of intergroup relations: cultural, institutional, and individual. Propose an appropriate unit to support continuation of the ethnic organization as important to local and regional society.

Enrichment Activities Activity: Race Relations Activity: Two Case Studies

Directions: In groups of three, read each case study aloud then discuss and agree upon what seems to be the situation. Share insights within your group to establish a single best response to each of the questions at the end of each scenario. After 20 minutes of group discussion, be prepared to explain to two other groups your responses to each of the questions.

Activity: The Teacher Does a Good Deed for Terry

Terry Jones, a black student, has complained to the principal that his social studies teacher calls on him all the time. “She seems to know when I don’t know the answer and she calls on me just to embarrass me in front of the white students,” according to Terry.

The teacher admits to the principal that she did call upon Terry more than the rest of the students, but that her intention was not to embarrass him. She insists she was trying to help him. She was paying more attention to Terry because she felt he needed it. He was the only black student in her class and she was attempting to go out of her way to help Terry so he could be successful.

Questions for discussion:   

What is the problem?

How could such a problem have been prevented?

What does the situation say about teacher–student communication?

The Teacher Does a Good Deed for Yer Vang

Yer Vang, a Hmong student, complained that her social studies teacher never called upon her in class. She told the principal, “I know the answers, but the teacher won’t call upon me because he doesn’t want me to show up the white students.”

The teacher admits that he didn’t call upon Yer too often, but the reason was that he didn’t want her to be embarrassed in front of the other students. “I know how lonely she must feel as the only Hmong student in class,” he explained, “so I don’t want to put any more pressure on her than I need to. And since this is an accelerated class, I was trying to be sensitive to the fact that it could be terribly embarrassing for her if I did call on her and she didn’t know the answer. I just didn’t want to put her in that position.”

Questions for discussion:

  

What is the problem?

How would you have handled it differently?

What does the situation say about teachers being extra sensitive or insensitive?

Activity: My White Benefits Checklist

Directions: In teams of three: (a) read aloud each item on the following benefits checklist. As items are read (b) check all items that apply to you and note why. (c) Write personal notes about why other items do not apply to you. (d) Explain to your teammates what effect not having a particular benefit has had on your life: What feelings do you have when you think about the benefits that white people gain from racism?

1. My ancestors were legal immigrants to this country during a period when immigrants from Asia, South and Central America, or Africa were restricted.

2. My ancestors came to this country of their own free will and have never had to unwillingly relocate once here.

3. I live on land that formerly belonged to Native Americans.

4. I live in or went to a school district where the textbooks and other classroom materials reflected my race as normal and as heroes and builders of the United States, and where there was little mention of the contributions of people of color to our society.

5. I was encouraged to go on to college by teachers, parents, or other advisors.

6. I attended a publicly funded university or a heavily endowed private university or college, and/or I received student loans.

7. My ancestors were immigrants who took jobs in railroads, streetcars, construction, shipbuilding, wagon and coach driving, house painting, tailoring, long shore work, bricklaying, table waiting, working in the mills, farriering, dressmaking, or any other trade or occupation where people of color were driven out or excluded.

8. I received job training in a program where there were few or no people of color.

9. I have received a job, job interview, job training, or internship through personal connections of family or friends.

10. My parents were able to vote in any election they wanted without worrying about poll taxes, literacy requirements, or other forms of discrimination.

11. I can always vote for candidates who reflect my race.

12. In the region in which I live, the hospital and medical services that I use or to which I have access may be better than those of most people of color.

13. I have never had to worry that clearly labeled public facilities, such as swimming pools, restrooms, restaurants, and nightspots were in fact not open to me because of my skin color.

14. I see people who look like me in a wide variety of roles on television and in movies.

15. My skin color needn’t be a factor in where I choose to live or where I send my children to school.

16. Poorly paid women and children of color in this country and abroad make a substantial percentage of the clothes I wear.

17. The house, office building, school, hotels and motels, or other buildings and grounds I use are cleaned or maintained by people of color.

18. People of color in this country and abroad make many of the electronic goods I use, such as TVs, microwave ovens, VCRs, telephones, CD players, and computers.

19. I don’t need to think about race and racism every day. I can choose when and where I want to respond to racism.

Paul Kivel Uprooting Racism, 2002 Instructor note: Students probably haven’t been asked to delve into their pasts as much as is requested here. Encourage students to take seriously the recollection of their backgrounds and upbringing. Be on the lookout for students whose histories discourage them and/or produce negative or cynical comments. Explain to the class that benefits from racism are amplified or diminished by our relative privilege.

People with disabilities, people with less formal education, and people who are lesbian, gay, or bisexual are generally discriminated against in significant ways. All Caucasians benefit in some ways from whiteness, but some have gained significant benefits from being white.

Chapter 9: Classism: Misperceptions and Myths About Income, Wealth, and Poverty Overview of Concepts Chapter 9 describes how American cultural values historically promulgate negative influences upon individual perceptions of poor people. Some Americans perceive people living in poverty as having personal deficiencies instead of recognizing their situation as the outcome as our society’s economic deficiencies; the poor are often viewed as the cause of their own poverty. The Great Depression of the 1930 was a major disruption of the American economy, forcing many Americans to demand that the federal government become involved in addressing widespread problems of poverty. Even though many 1930s poverty programs are still in place, negative attitudes persist, reinforced by derogatory beliefs concerning the poor, including myths about welfare recipients. Institutions contribute to exploitation of the poor through government economic policies that favor the wealthiest Americans, resulting in a growing disparity between wealthy and poor. Because so many of the poor are elderly, the chapter examines ageism as a form of class oppression that impacts both the elderly and the young. Finally, financial institutions and merchants often exploit vulnerable low-income families, and the chapter concludes by describing practices such as redlining, high interest rates, rent-to-own stores, and pawnshops.

Intergroup Exercises: Explanation

[TEXT] – Broadening the Wealth in America Activity Instructor note: The proposed plan in this exercise describes a way to support all citizens, especially to benefit low-income families. Some students will be able to grasp the concept, but others will require help; urge group members to read together and clarify the idea among themselves. Two questions for discussion/guidance appear within the directions. Panel presentations by each group are optional; if time permits, however, participants can gain considerable insight from the experience both as presenters and as participants.

Additional information: One in six of those whose earnings rank in the lowest 20% of Americans are people who rely on minimum wage jobs. Other persons in that category include children, retirees, and those with part-time or seasonal employment.

[TEXT] – The Manager’s Dilemma Activity Instructor note: This exercise is designed to give students an ethical choice with regard to a moral dilemma based on a true story. The manager has to weigh his or her personal values against corporate policy. Other factors include a pragmatic desire to make the workplace a positive atmosphere for the workers to keep turnover low and morale high, and the information that the practice being recommended to the manager comes from another manager who has employed it successfully (in a sense, a form of peer pressure). These are the issues that ought to arise in the discussion that follows in small group.

Suggestion: Ask students to read the activity first and then write down their initial reaction, i.e. what they think they would do if they were the manager. When they form groups of four or five students, have them begin by sharing what they have written and explaining why they feel this way. This should facilitate the initiation of the discussion with each student contributing.

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises

The summary exercises are: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface with explanation.

Personal Clarification Exercise Activity: Contrasting Beliefs About Poverty – Since this experience is meant for personal clarification, instructors should establish careful and thoughtful discussion expectations. Follow up with inquiry as to which questions most participants have clear and informed opinions about, and for which questions students need more information.

Instructor note: It is important to read the two contrasting beliefs about poverty in larger groups; reading aloud while others follow along may be a solution for some classes. Instructors may need to explain positions A and B or at least allow classes to clarify each position. Set a pace that allows each group member opportunity to think through each position; allowing too little time may only result in reactionary and visceral responses. Instructor-read questions may serve to focus and maintain momentum; then, with the questions in mind, ask that each group reread the beliefs before discussing the eight questions. Remind participants that they will be summarizing their responses in note-taking journals to aid in later recall.

Directions: In groups of six, read the two opposing points of view below. After reading, address at least three of the following questions: 1. How do you feel about each of these beliefs?

2. Why do you feel about them the way you do?

3. Do you think you feel the same way your parents do? Grandparents? Other relatives?

4. What do you think the majority of your friends believe?

5. Do you know people who are poor?

6. Are they on welfare?

7. Does what you know about them reinforce or contradict your beliefs about poverty?

8. In what ways have you experienced poverty yourself?

Two Contrasting Beliefs

In the United States, many people seem to endorse one or the other of the following beliefs: A. “Where there's a will there's a way" (or some variation of that expression). Therefore, if anyone is poor, it's his or her fault. They haven't tried hard enough; they might even be lazy and irresponsible. There are jobs out there for anyone who really wants to work. Further, if a poor person needs and asks for help, it is NOT my obligation to help them. Let them help themselves by pulling themselves up by their own bootstraps just like I did. No one helped me or gave me any handouts and I wouldn't take them even if they were offered to me because I've got too much pride to take charity. So, I do NOT want my tax dollars used to help poor people, and I deeply resent it when the government takes my hard earned money and spends it on these people.

B. "Nobody talks more about the best man winning than the man who inherited his father's store or farm." If anyone is poor it's probably because they were born into a low-income family, did not have the same advantages as those with more money, did not develop high expectations, and may even have dropped out of school. Since they will end up in the least desirable jobs, they are most likely to be unemployed during tough economic times. If a poor person needs and asks for help, we should give them a helping hand until they get back on their feet again, especially if it involves training or retraining for a new job or making sure children are getting food and shelter. I'm willing to have my tax dollars used to help poor people because I'd want to be helped if I ever found myself in such a situation.

Activity: Information Gathering: The Economic Interview

Instructor note: This exercise can provide all class participants the opportunity to discover attitudes, opinions, and values of others; this format appears only one time – and late in the chapter sequence of this text – because of its intricate nature. It is a popular, profitable, and revealing live-event experience.

Arrange your classes to be several hours in length, and complete this exercise during class time.

Alternatively, assign the exercise to individuals to complete their tasks before subsequent sessions. Explain the basic rules for conducting team interviews: (a) Ask permission of individuals for each interview. (b) Explain the purpose of the survey. (c) Read questions verbatim. (d) Write down responses; don’t ask interviewees to do so. (e) Respect and accept all responses without hesitation. (f) Keep on schedule. (g) Thank interviewees for their time and perspectives.

Using the recommended steps below helps to develop group agreement toward an interview protocol. Directions below are meant for guidance; actual questions are not provided, although questions that might be included in such an exercise are suggested below. Discussion item 7 is customarily necessary for the successful conclusion of such an outside-of-class experience.

The Economic Interview Procedures

Directions:: Sometimes, polling a particular population reveals attitudes that are not anticipated.

The interview is one means of assessing attitudes of specifically identified groups, such as retail or industrial business or possibly service providers. This activity is to be prepared within your classroom or workshop and administered either in your immediate area or in other selected surroundings, as your instructor approves. Note: With an extended time allowance, your

questionnaire might be administered in other agreed-upon locations, such as your own hometown neighborhood, suburb or village.

Instructional caution: Read and discuss the chapter and complete the summary questions and exercises before assigning this interview exercise. Generate interview questions within the class.

Begin question development with the sample interview items below.

Suggestion: Follow the recommended steps in an interview process below: 1. Develop an agreed-upon list of ten questions about the economics of wages, wealth and employment that your class thinks should be asked of population samples such as college students, college faculty, and commercial, industrial or service providers.

2. Write out those questions, categorize and select those that you believe would be instructive; discuss what responses might be given if the questions were asked.

3. Discuss and agree on how to conduct interviews in which those questions are actually asked of others and how to record responses.

4. Select an area for each team of two to ask the same questions of six different persons: clarify all components of the interview and time process.

5. In the space of 55 minutes, assigned teams: a. Leave for each assigned area b. Select and administer interview questions to persons willing to participate c. Keep records of age ranges, gender and status d. Return to the classroom to share results 6. Report and discuss results of the interviews Suggestion: Write interview questions to elicit responses other than Yes or No; utilize the sample questions below. Prepare student interviewers to conduct interviews accurately and to record responses succinctly.

Sample Interview Questions: Wages, Occupations, and Wealth in America 1. What is your state’s poverty level today for a single-family member with one child

2. What is your definition of a “living wage”?

3. How do you feel about requiring businesses and institutions to pay a “living wage”?

4. Do you have opinions about a federal increase in minimum wage?

5. What do you think should be a fair monthly salary for day laborers?

6. In what way could America support all citizens better than it now does?

7. How do you believe the American welfare system could be made better?

8. Who should be responsible to care for the working poor: local, state, and national governments or religious organizations? (Select one.) Why? 9. What obstacles are there for homeless people in America to find work?

10.What is American society’s obligation for treating poor, malnourished children?

11.In what way do American public and private institutions discriminate against poor citizens?

Suggestion: Provide adequate debriefing time; allow interview teams to report their findings and chart responses. Focus enthusiasm and pessimism toward the purpose of the exercise.

Post-Interview Classroom Debriefing: Instructors guide debriefing sessions that may be highly animated from the interest generated by this live-event learning activity. Regardless of age, occupation, skill or background of participants. Include in post-interview classroom discussion: 

 

Conclusions about the sample of persons interviewed

Whether responses were honest How completely subjects responded when questioned Encourage sharing insights and conclusions drawn from two questions:

1. Do you conclude that your interview sample were aware of problems and concerns of lower

economically placed persons in America today?

2. Do you think their replies indicated they were aware of economic problems in their own

community?

Community Involvement: Action Research

Instructor note: Fact-finding research is helpful to all class members; obtaining updated data about costs of living can be obtained from a variety of sources: city or county social services offices, for example, or from non-profit organizations such as Salvation Army case workers.

Creating budgets will be a new exercise to some; be aware, however, of those few who are deeply knowledgeable because of their own experiences and/or those of their parents, often a single mother. Keep researchers on track; emphasize the need for organized data. Advise that they seek the help of experts experienced in this area.

Activity: What are the costs of living in your area? Investigate what is the dollar amount considered the poverty level in your state. Add $1000. Collect data from reliable, experienced sources to establish a monthly budget to meet costs of living for a family of four. Include accurate monthly costs for one year. Be sure to include: housing, utilities, food, clothing, school attendance (1 child), childcare (1 child), medical expenses, insurance and licenses, and entertainment. Adjust amounts to meet available funds. Consider what other expenses should be included that funds cannot accommodate.

Community Involvement: Service Learning

Instructor note: The value of this opportunity is not only the education gained; focus on arranging to share information with a service club “known for its awareness of local poverty issues,” or perhaps with an organization that is not aware of the issues. The assignment duration of 10 weeks may not be possible; regular, consistent fully involved participation is a key to success – and to the good will generated within the selected organization.

Activity: How extensive is homelessness and poverty in your immediate area? Arrange to volunteer at your Salvation Army or other organization that targets poverty issues. Assist in serving lunches or dinners, help with shelter management, or aid the social workers or food pantry personnel. Get to know the problems, concerns, and stories of clients. Contribute a regular, consistent period of not less than 10 weeks. Provide a report to a college instructor or service club known for their awareness of local poverty issues.

Enrichment Activities Activity: An Economic Ethical Dilemma: The Power of the Course Grade

Directions:: Read the following case study aloud in groups of five; take turns in order that each person in the group has opportunity to participate. Then determine:    

What is the main issue or issues in this situation?

What can be said in favor of the student? In favor of the instructor?

What could be done to satisfy both needs and make a Win-Win situation?

What does your group recommend be done?

Case Study: Course Grade

It is the end of the high school year and you have just finished calculating your grades for the semester. A young woman from a low-income family who is a senior in high school comes to see you, her chemistry teacher, after school. She explains that a nearby college has offered her financial aid if she receives at least a B in Chemistry. She shows you a letter from the college’s admissions officer, which indicates that she has discussed her plans for a career in medical technology and the college believes that a grade of at least a B in Chemistry will be a strong predictor of success in their program. They will accept her into the program if she receives a passing grade (less than a B), but if she earns a B or better she has been assured of receiving financial aid. If she does not receive financial aid, she cannot afford to go to college. You have already determined that her grade for the semester is a C. You not only considered scores on objective tests but participation in class discussions, lab work, homework, and your own subjective judgment in arriving at that grade. However, if you give her a C, she will obviously not be eligible for financial aid, which will seriously jeopardize her goal of going on to college.

In your conversation with her, she says that she has applied to several other colleges, but this college is the only one that has offered her the financial aid she needs to attend.

Will you change her grade from a C to a B and provide this student with an opportunity to continue her education, or do you stick to your decision to award a C despite the loss of financial aid, which the student would otherwise receive?

If she can get a job and live at home, she might be able to attend the nearby college without financial aid, especially if she only takes classes on a part-time basis, but she will clearly be at a much greater risk of not completing her college degree without the financial assistance she could receive with the higher grade. What will you do?

Activity: Who Are the Homeless?

Directions:: Homelessness in the United States is a largely ignored problem. The quiz below is an activity to create greater awareness of the homeless situation. Before beginning, share with someone what you know and how you feel about homelessness today. Read the following survey items and select what you believe to be your best answer for each. Find generally accepted answers in the box at the end of this exercise. Write out a concluding personal statement regarding American society and homelessness and use as your instructor directs.

Homeless Quiz

1. Approximately how many of the single adult homeless population suffers from some form of severe and persistent mental illness?

A=10-15%. B=15-20%. C=20-25%. D=35-40%.

2. In most cases, homelessness is a temporary circumstance, not a permanent condition.

A=True. B=False.

3. According to estimates, how many million adult residents of the United States have been homeless at some point in their lives?

A=3 million. B=6 million. C=9 million. D=12 million.

4. Most studies show that single homeless adults are more likely to be male than female.

A=True. B=False.

5. Families with children constitute what percentage of the homeless population?

A=15%. B=23%. C=32%. D=38% 6. According to estimates, approximately how many of the urban homeless are veterans?

A=11%. B=19%. C=27%. D=32% 7. What percentage of the homeless population are unemployed?

A=5%. B=13%. C=19%. D=26% 8. The leading cause of homelessness in the U.S. in the inability of poor people to afford housing.

A=True. B=False.

9. Which of the following are barriers to employment experienced by homeless people?

A. Lack of education B. Lack of competitive work skills C. Disabling condition D. Lack of transportation E. Lack of day care F. All of the above 10. The fastest growing segment of the homeless population over the past twenty years has been families with children.

A=True. B=False.

11. What percentage of the homeless population consists of children?

A=17%. B=27%. C=37%. D=47%.

12. It is estimated that 25-35% of homeless women and children are fleeing abuse.

A. True B. False 13. Homeless veterans are more likely to be white, better educated, and previously or currently married than homeless non-veterans.

A. True B. False 14. What is the average age of a homeless person in America?

A. A=17 B. 22 C. 29 D. 30 or Older Answer: 1=C, 2=A, 3= D, 4= A, 5=B, 6=B, 7=C, 8=A, 9=F, 10=A, 11 = B, 12 = A, 13 = A, 14 = B Distribution of Wealth: The Ten Chairs of Equality Introduction: Inequality of wealth is becoming more extreme in the United States. While billionaires double their wealth every three to five years, we have by far the highest poverty rate in the industrialized world. No industrialized country has a more skewed distribution of wealth.

We need information about this concentration of wealth –– and the power that accompanies it— in order to become critical thinkers and aware citizens.

United for a Fair Economy, a Boston-based group; the Levi Institute; and others provide the complete series of steps and instructor information for this activity, which is an extremely effective and highly instructional exercise devised by Polly Kellogg {University of Minnesota, St. Cloud). This simulation activity dramatizes the increasingly unequal distribution of wealth in America. The authors recommend that all instructors plan adequate time per class to conduct the exercise: “The Ten Chairs of Equality.” Instructors may easily access it via the Web for details.

Chapter 10: Sexism: Where the Personal Becomes Political Overview of Concepts Chapter 10 examines the sexist messages inherent in everyday words and phrases, and surveys non-sexist alternatives to language that historically promoted sexist cultural attitudes. Not only does language present attitudinal disparity, but also the nature of violence against women in the United States ranges from domestic abuse to rape; institutional sexist inequity is reflected in salary disparity between men and women, exploitation of women as part-time workers, and sexual harassment in the workplace.

Personal Clarification Exercise: Explanation

[TEXT] – Finding the Problem: Analyzing Sexist Language Activity Instructor note: Changing one’s linguistic habits begin with re-tuning the ear to become aware of sexist implications one may be communicating. This exercise provides some often repeated sexist phrases that should be re-stated. Multiple possible revisions exist for any item; explain that the goal is to create concise and clear restatements.

Encourage individuals to work with neighbors to revise the fifteen sentences; the purpose is to create passages that equalize focus on both sexes. Ask for additional phrases or sentences that could be included in this exercise; list them for class duplication, further revision, or to send to the authors of the text. Conclude with some class-generated “Prize-winning entries.”

There is no single correct answer for these items. Note item 10, however: Students of American history will recognize that only black males were given the vote at that time. And in item 14, even in ancient Egypt women could own property; thus, saying that they were “allowed” to do so imposes sexist Western attitudes on ancient Egyptian culture.

[KEY] – Analyzing Sexist Language – Examples of Revisions Instructor note: Each item in this analysis of language exercise can be revised to eliminate sexist innuendo. Although there is no single correct way to revise these phrases or statements, examples of possible revisions appear below the excerpted originals.

1. Original: “Dear Sir:” Possible revision: “Dear Sir or Madam” Or “To Whom it May Concern” 2. Original: “Any student who is not satisfied with his performance on the pretest may take the posttest.” Possible revision: “Students who are not ... their performance…”

3. Original: “Mr. McAllister runs the garage in partnership with his wife, a striking blonde who mans the pumps.” Possible revision: “John and Susan McAllister run their garage and pump gas for customers.”

4. Original: “The English teacher developed a wonderful thematic unit on ‘Man and His World.’” Possible revision: “People and Their World” Or …“Human Beings and Their World” 5. Original: “Housewives are feeling the pinch of higher food prices.” Possible revision: “Families (or Consumers) are feeling...”

6. Original: “A writer can become so involved in his work that he neglects his family.” Possible revision: “Writers can ... their work ... they neglect their family.”

7. Original: “NCTE convention-goers and their wives are invited to attend the gala event.”

Possible revision: “... and their spouses are invited…”

8. Original: “One of our prehistoric ancestors was the Neanderthal man.” Possible revision: “ ...Neanderthal.” (Delete “man”) 9. Original: “We are asking all the mothers to send cookies for our field trip tomorrow. Possible revision: “… all the parents or caregivers to...”

10. Original: “Blacks finally received the vote in 1870.” Possible revision: “Black males finally received…” (Note correction of fact.)

11. Original: “While lunch was delayed, the women gossiped about last night’s meeting.”

Possible revision: “... the women discussed last night’s meeting.”

12. Original: A slave could not claim his wife or children as his own because the laws did not recognize slave marriages. Possible revision: “Slaves could not claim to have a spouse or children because...”

13. Original: “The average student is worried about his grades.” Possible revision: “ Typical students are worried about their...” Or: “Average student ... his or her…”

14. Original: “The ancient Egyptians allowed women considerable control over property.”

Possible revision: “Ancient Egyptian women had considerable control...”

15. Original: “One of the political debates in the racial struggle taking place in South Africa is over the concept of ‘one man, one vote.’” Possible revision: “...concept of ‘one person, one vote.’” Or “one voter, one vote,” “one citizen…”

Intergroup Exercise: Explanation

[TEXT] – Sexual Harassment: Case Studies from Higher Education Activity Instructor note: Sexual harassment today is more subtle than blatant; men today (but also women) are still learning how to manage their communication without including sexual harassment in messages. Six case histories represent various degrees of sexual innuendo; the challenge here is to learn to judge what behaviors are actionable and which are simply uninformed blunders.

The key to this exercise is to discuss with the class the underlying definition of sexual harassment, then for appropriate partners to select and apply questions posted in the Directions to any selected three of the six cases.

Suggestion: Observe your group for well-meaning men and women to whom this topic is new – some may even have been unwitting perpetrators (or recipients) of sexual harassment. Be aware that discussion may be overtaken by students’ descriptions of previous personal harassment, probably mostly from women. Keep on task. Ask: “Are there any men who, as you think about it, can describe an instance when you might have been the harasser?”

Sexual Harassment: Case Studies from Higher Education Directions: Select a partner with whom you will be comfortable discussing the six examples below; in each situation, respond to the following four questions:    

Which of the cases below do you feel is sexual harassment?

If harassment has occurred, when did it begin?

What are the harassing behaviors in each situation?

What could the individual(s) in each case do to stop the harassment?

Reminder: Sexual harassment may be toward either gender and by those of the same or opposite sex. It may be innuendo [indirect] or it may be overt action [direct] including: sexual comments, unwanted sexual advances, sexual assault, or sexual coercion (rape).

Sexual Harassment Case Studies The Writing Assignment: Kevin is taking an introductory English course. His first writing assignment dealt with his uncertainties about being a new student in college, on his own for the first time. When the essays are returned, his has no grade and only the comment, “Please see me.” Kevin goes to the teacher’s office during the posted office hours. His teacher suggests that they go out for a drink to discuss the essay.

The Mathematics Tutor: Connie is taking a math course that includes a unit on statistics. She knows that this course is important to her career and a good grade in math can increase her chances of getting into graduate school. Connie has been having some difficulty understanding probability theory. She contacts her teaching assistant and explains her concerns about the material and her wish to get a good grade to qualify for graduate school. They set up a series of tutoring sessions, and by the third session have not only become friends but have begun to date outside of the sessions.

The Male Engineers: Tamara, one of the few women in an engineering class, notices that her professor stares at her – especially while she takes quizzes. She has been told that this professor has a history of interrupting women students when they ask questions and at times has even refused to respond to their questions. During one class period the professor told a joke demeaning to women; many of the male students in the class laughed at the joke, which angered Tamara even more.

The Latino Stereotype: In her introductory psychology class, Sonia, a Latino woman, notices that her professor smiles and comments on her appearance as a greeting each morning, but that he does not greet any other student in that way. Before his lecture on contemporary sexual roles and behavior, he says to the class, “Sonia can probably help us understand this topic since she has to put up with macho types.”

The Library Judges: Near the entrance to the library, men using cards with numbers one through ten “rate” the sexual attributes of women as the women enter the library. Their behavior, accompanied by much laughter and some ambiguous gestures, causes many women to avoid going to the library.

The Opinionated Professor: In an undergraduate literature class, Professor Helmsley who is also the Director of Graduate Studies expresses his opinion that courses in literature offered under the Women’s Studies Program are useless preparation for graduate study. He has recommended that

all such courses be dropped from the list of acceptable courses for the undergraduate major in literature.

Adapted from Sexual Harassment and the University: Seven Cases [KEY] – Sexual Harassment: Case Studies…Higher Education – Explanation Instructor note: The responses below reflect a personal analysis as to whether one could make a case for sexual harassment in each situation. Each should be expanded by student discussion.

1. Yes. This is a legitimate harassment claim because the teacher is using his or her authority to coerce Kevin into interacting in a way that is not demanded of any other student, and the offer of alcohol (“a drink”) makes the teacher’s motives even more questionable.

2. No. Given the information we have, there appears to be no coercion or unwanted sexual behavior going on here. Although there are risks involved, there is nothing illegal about a teacher in college dating a student.

3. Yes. If a student had told the joke, it would not constitute harassment because Tamara could ask him to stop telling such jokes. In a class, however, the professor is the authority figure so he has power over Tamara and he is responsible for her learning and for not creating a hostile environment in his classroom.

4. Not yet. The professor’s comments are making Sonia uncomfortable but they do not rise to the level of creating a hostile environment. Since the professor has no history of harassment, Sonia should be counseled to make an appointment with the professor, with a third person present, and explain why he is making her uncomfortable so that he has a chance to change his behavior. If his behavior doesn’t change, then he could legitimately be accused of harassment.

5. Yes. This is an obvious example of creating a hostile environment that affects the ability of the women to use the library that is a necessity for students in higher education to fulfill academic expectations. The question is: Why is the library staff not aware of this activity? And: Why has the library director not stopped (and filed a complaint against) the men? Perhaps even more to the point: Why have women offended by the act not already filed a complaint? The problem may ultimately be that the campus has not provided students with adequate information about sexual harassment and how to respond to it.

6. No. Professor Helmsley is expressing his opinion with which others may agree or disagree, but it concerns an academic issue and as such is a legitimate topic for discussion and debate (and disagreement).

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises

The summary exercises are: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface with explanation.

Intergroup Exercise: Difficult Dialogues

Instructor note: Consider difficult dialogues as a kind of social action theater in which individuals respond within what we hope are their best judgments. There is only one scenario in this exercise, so encourage each threesome to create and present a unique perspective to the situation. Suggest that the focal terms be clarified, perhaps as a whole group, before moving into plans and presentations. Urge actors to be specific to establish a scenario, if not an actual script, for their role-play.

Activity: Difficult Dialogues – A Cultural Problem Directions: In groups of three, develop a dialogue based on the scenario below. Use the situation as the basis to plan and present a five-minute role-play. At the conclusion, remain in character and respond to class questions about motivation, purpose, or intent behind your part. Each team of three: Please complete a five-minute role-play regardless of similarity to others performed.

All Work and No Play Makes Xiong No Fun Characters:   

A popular, experienced university professor and advisor to a college student organization A junior at this university who has just led students in a successful Supreme Court challenge to have their Native American school logo banned A high-achieving, outgoing college senior student

The Situation: A student in your class complains that the H’mong woman on her class project team can never make outside-of-class meetings because she has too many responsibilities at home. Further, on the rare occasion that she is free, she will not join the others at a bar to discuss the project because she thinks a bar is not a respectable place to meet.

Community Involvement: Action Research

Instructor note: For this project the term “acculturation” is one worth understanding; recent researchers have demonstrated how young boys and girls learn early in life to play different roles because of their gender. Campus affirmative action units may be good sources of information and/or the NAEYC; gender studies program faculty would likely cooperate gladly. An annotated list growing from this activity could be an eye-opener for men and a confirmation of what some women will profess they already knew. Perhaps reporter(s) of this research could recommend means to practice different ways of approaching acculturation of young children.

Activity: Are boys acculturated differently from girls? Visit a toy store or examine a wide range of greeting cards for boys and girls. From the products marketed, how are girls encouraged or expected to act? What are they expected to like, see, or do? Do boys’ toys or greeting cards encourage similar skills, interests, and attention? Make a list of at least ten ways in which boys are culturally encouraged to behave differently from girls.

Community Involvement: Service Learning

Instructor note: This project may educate the researcher – and the class – more than anyone else.

Contributing time to support organizations in the area of sexual assault may be difficult due to needs for advance training and issues of confidentiality. Statistics that will inevitably come from interviews and one’s investigation may be staggering to the less informed. Mapping or updating contacts at help sites throughout a campus and greater community could be a useful addition to local or regional networks. Instructors: Deal directly with agencies yourselves or through your field learning coordinator for this assignment. In the case of rape crisis centers, check whether only women are allowed this kind of opportunity.

Activity: Are there efforts in your area to deal with issues of rape and other degrees of assault?

Locate the rape hotline, crisis call center, or campus safe escort service to discover the purpose of that organization. Contribute your time to that unit so that it might better serve its medical, protective, or educational function. Write to three other persons, encouraging them to volunteer their time and telling them why you believe they should do so.

Enrichment Activities

Activity: Is It Sexual Harassment?

Instructor note – Issues of harassment are major news items recently. Female participants likely have strong feelings regarding the issue, as will some male participants, although men tend to not fully understand the problem even today. It is also likely that at least one or more members of the class have been involved in making harassment accusations. Be sensitive to the possibility that a class member has made or been the recipient of a sexual harassment charge.

Directions: Read each statement aloud to a team member; each person individually should: Write “T” for TRUE if you think the statement is generally or usually true. Write “F” for FALSE if you think the statement is generally or usually false.

Sexual Harassment Quiz

1. If a woman or a girl dresses or behaves in a sexy way, she is suggesting that she is interested in being sexually active.

2.

3.

Men and boys can be victims of sexual harassment.

Sexual harassment can occur between people of the same sex.

4.

Women in professional jobs – teachers, lawyers, engineers, doctors, for example – are not as likely to be sexually harassed as women in blue-collar jobs like factory workers, secretaries, or truck drivers.

5.

Women who work in jobs that are usually held by men – construction workers, accountants, or surgeons – are more likely to be sexually harassed.

6.

Women and girls rarely file false charges of sexual harassment.

7.

Saying “NO” is usually enough to stop sexual harassment.

8. If sexual harassment occurs in the school between students, it is illegal and the school is responsible.

9.

Most people, male or female, enjoy getting sexual attention at work and at school.

10.

One of the best ways to deal with sexual harassment is to ignore it.

11.

Women of color are sexually harassed more often than white women.

12.

If he didn’t like the sexual attention, but she meant it only as flirting or joking, then it was not sexual harassment.

Adapted from Strauss & Espelaud Sexual Harassment and Teens [KEY] – What Is Sexual Harassment Quiz – Answers and Explanations Optional enhancement: Before engaging a class in offering and discussing their responses to each item consider placing men and women in separate groups to compare their responses and rationale. Be prepared to allow, if becomes evident, participants to revise the items in order to better reflect their perceptions of reality of the situations provided.

1. Dressing in a sexy way?

FALSE. This is blaming the victim. Although it may increase the likelihood that one will become a victim, dressing or behaving in a sexually provocative way should not be regarded as THE CAUSE of sexual harassment, just as NOT dressing or behaving in a sexually provocative way doesn’t prevent harassment. The underlying problem is that in the United States girls and women are taught to seek for the approval of boys and men, and that the best way to do this is by looking sexy. Boys are taught that being sexually aggressive is masculine and “cool,” and that if a girl dresses in a sexy way she is looking for sexual attention from men.

2. Men can be victims?

TRUE. About 15–30 percent of men say that they have been sexually harassed in the workplace.

Men in nontraditional jobs may experience more sexual harassment than men in traditional jobs.

3. Between people of the same sex?

TRUE. This is more common among males than among females. It is estimated that male-tomale sexual harassment accounts for 20 percent of all male sexual harassment complaints, whereas only 3 percent of sexual harassment complaints involve women being harassed by other women. Sexual harassment laws and policies do not differentiate between opposite-sex or samesex harassment. They apply to both kinds.

4. Professional women vs. blue-collar women workers?

FALSE. It is believed that professional women and blue-collar women experience the same AMOUNT of sexual harassment, although the FORM of harassment may differ. Professional women may experience more subtle forms, whereas blue-collar women are more likely to experience overt forms of sexual harassment.

5. Women in jobs usually held by men?

TRUE. Women in nontraditional jobs tend to be victims of sexual harassment more often than women in traditional jobs. The reasons are unclear, but it is believed that power plays a role. A woman in a nontraditional job is usually in the minority and is more vulnerable. This is also true for men/boys in jobs usually held by women.

6. False charges of sexual harassment?

TRUE. False charges of sexual harassment are believed to account for less than two percent of the total charges filed. Most women refuse to report sexual harassment due to lack of support, fear, self-blame, embarrassment, and other factors. It is extremely unlikely that a woman would go through all the trouble and pain of reporting sexual harassment if it did not occur.

7. Saying “No” is enough?

FALSE. Most sexual harassment is motivated by power; therefore, saying “no” is likely to have no effect and may even cause increased sexual harassment. In addition, it is very difficult for a victim of sexual harassment to say no to a harasser who is her employer, teacher, coach, or just a popular peer. These people have power.

8. Sexual harassment in schools is illegal and schools are responsible?

TRUE. According to Title IX, sexual harassment in school is illegal whether it is between a teacher and a student or between two students. If it occurs at school or during school activities, the school is responsible. The school board, the principal, teachers, and school staff may be held liable for sexual harassment, meaning that these individuals can be held personally responsible for the harassment and charged under civil law.

9. Enjoy sexual attention?

FALSE. Most women/girls are angry, annoyed, and embarrassed by sexual attention at work and at school. They report feeling negated and belittled when their sexuality is the focus of attention rather than their personal or professional attributes (i.e., being a hard worker, a good student, intelligent, compassionate, etc.). Men/boys have a more mixed response to this issue. Some males say they do enjoy sexual attention, perceiving it as flattery, whereas other men say they do not appreciate sexual attention, but both groups of males agree that they do not enjoy being sexually harassed (i.e., being subjected to UNWANTED sexual attention). In addition, male perceptions of what might constitute unwanted sexual attention may differ from women’s perceptions.

10. Ignore sexual harassment?

FALSE. Sexual harassment escalates when it is ignored. Victims must take action to stop harassment by confronting the harasser or reporting the harassment to the authorities.

11. Women of color are harassed more?

TRUE. Women of color often tend to be victimized when they are a minority at a school or worksite because they are perceived as more vulnerable. If they are in a low-level, low-paying job, they are likely to be harassed by those in positions of power over them. In addition, there are cultural myths about different women of color, which often imply that women in the group may expect or enjoy sexual attention.

12. Flirting is not sexual harassment?

FALSE. The main point here is the importance of perceptions. If both people regard the behavior as flirtatious, there is no problem, but if the person who is the object of this “flirting” perceives it as sexual harassment and explains how he or she feels about it, then the person flirting must respect that and respond accordingly. Some people don’t understand how sexist remarks can affect others; that is why the law is not concerned with what a person intended by his or her behavior, but focuses on the IMPACT of that behavior.

Activity: Sexism and Disadvantages for Men Directions: Discuss each of the items below with two course mates with whom you have not yet worked. Report three generalizations that you draw from your conversation together.  

Are there legitimate reasons for the discrepancy or difference described? Or: Does the statement accurately describe discrimination against men due to gender?

Disadvantages for men: Explanations 1. Childcare: Parents take three times as long to pick up a crying boy than crying girl, and parents talk much less to their sons than to their daughters.

2. Suicide: At an early age, suicide rates for boys and girls are the same, but as they continue through adolescence, boys/men become more likely to kill themselves, reaching a point where they are seven times more likely to commit suicide.

3. Military Service: Every young man must register for military service; penalties for failing to register include fines, imprisonment, and elimination of government benefits. There is nothing a woman is legally forced to do because of her gender.

4. Violence: Men are more than twice as likely to be the victim of a violent crime, but this fact receives little attention, not to mention sympathy. However, women who are victims of violence are given faces, their stories are told, and our society sympathizes with them as “innocent” victims. Men are not granted “innocence.”

5. Prison: Women will receive less severe sentences than men for the same crime, even if they both have similar criminal records, and after incarceration, women get to keep their parental rights. They may be sent to a special prison that allows visits with their children, even overnight.

Men lose parental rights in prison.

6. Work: Comparing full-time workers, men spend more hours at work than women, and when both parents are working, husbands typically commute much father to work than their wives.

7. Work Conditions: Men are predominant in occupations that are physically demanding and which include significant risk of injury or death. For example, sanitation workers who are overwhelmingly male face a 70% risk of injury each year on the job. And 95% of all occupational deaths are men, making men 20 times more likely to be killed at work as women.

8. Home: Stay-at-home mothers are applauded for putting their children first, and working moms are also praised for juggling home and career and contributing to the family’s fortunes. Stay-athome fathers are usually viewed negatively, with even friends and family questioning them as to why they aren’t working. Men who have a job are not praised; they are expected to have a job.

9. Health Care: Men are more likely than women to be uninsured and there are few programs to address this problem; however, if women are uninsured there are federal and state programs (e.g., the “Wisconsin well women” program) for them.

10.Social Security: Men contribute twice as much as women to social security, but men tend to die much sooner than women (often prior to or near the age when social security benefits start);therefore, women collect 50% more in social security payments than men.

Disadvantages for men – Explanations

Instructor note : Supporting information provided below may help clarify class discussion: 1. Childcare: Supporting data was reported as early as 1969 in Goldberg, Susan and Lewis, Michael “Play Behavior in the Year-Old Infant: Early Sex Differences,” Child Development, vol.

40, no. 1, March 1969. This study and others since then suggest that early on and probably unconsciously parents are encouraging their male children to be independent and their female children to be affectionate, nurturing.

2. Suicide: Although girls/women are more likely to attempt suicide, boys/men are more likely to be successful. It is important to remember that one-third of all suicides are by LGBT youth. Data on suicide by gender: US Bureau of Health and Human Services, National Center for Health Statistics, Vital Statistics of the United States. (Visit the website for updated statistics.)

3. Military Service: The U.S. military is increasing its recruitment of women; 20% of all army recruits today are female.

4. Violence: Men are not only more likely to be victims of violence but perpetrators of violent crimes, suggesting that men are generally more violent than women. Statistics available from the U.S. Department of Justice [See Selected Finding: Violent Crime at the website.]

5. Prison: See U.S. Bureau of Justice Statistics, Felony Sentences in State Courts, 2004, July, 2007. NCJ #215646 <www.obp.usdoj.gov/bjs/abstract/fssc04.htm> 6. Work: Hours of work comes from Juster, T. and Stafford, F.P., “The Allocation of Time: Empirical Finding, Behavioral Models, and Problem of Measurement,” Journal of Economic Literature, vol. 29, no. 2, June 1991. Commuter data from Robinson, J. “Americans on the Road,” American Demographics, September 1989.

7. Work Conditions: Sanitation worker example from L.A. Times article, April 3, 1989. Other data from National Safe Workplace Institute and OSHA.

8. Home: Anecdotal evidence consistent with gender norms in the United States.

9. Health Care: Data provided by the U.S. Bureau of the Census, Healthy Insurance Coverage: 2000, Publication P60-215.

10. Social Security: Data from U.S. Department of Health and Human Services, Social Security Administration, Office of Research & Statistics, Earnings and Employment Data for Wage and Salary Workers Covered Under Social Security by State and County (go to U.S. Health and Human Services web site at www.hhs.gov).

Instructor note: Although some of the issues described above may be explained in ways that do not involve gender discrimination, in many instances a claim of gender discrimination against men certainly seems justified, but the fact that men are also victims of sexism should not negate the reality that sexism largely harms women. Prejudice and discrimination against either gender is harmful to all because it robs everyone of their potential for a successful, productive life.

Sexism is not an either/or issue; it is not about men versus women; it is about equal rights for everyone. We should be strongly opposed to the unequal treatment of anyone, male or female.

The bottom line is that we are all in this together, and as Dr. Martin Luther King, Jr. said, “Injustice anywhere is a threat to justice everywhere.”

Chapter 11: Heterosexism: Challenging the Heterosexual AssumptionOverview of Concepts Chapter 11 provides an overview of historical influences shaping the European and American cultural bias against gay people and the myths that have emerged from that bias. Although many myths are contradicted by scientific sexuality studies, individual Americans often maintain derogatory beliefs about gays and lesbians to justify their anti-gay attitudes. Institutional discrimination is apparent in such areas as the workplace, the legal system, the military, and in schools; the campaign for “gay rights” represents efforts of activists to demand equal status for all Americans regardless of sexual orientation.

Personal Clarification Exercise: Explanation

[TEXT] – Testing Your Knowledge About Being Gay Instructor note: The statements in this exercise illustrate some of the most fundamental of misunderstandings about human differences. Prior to assigning it, consider using the exercise (below) as part of your introduction to the chapter.

Discussion during this exercise must focus upon basic facts rather than upon current or personal opinion. If assigned after participants read the chapter, instructors manage discussion as a means of developing a broader reader knowledge base about the topic.

Suggestion: Whenever possible, refer readers to the text in support of items. The purpose of discussion is to examine what students know about the scientific study of human sexuality. The Bible, for example, is considered a book of beliefs rather than of scientific facts, hence it is best to avoid biblical and other religious references.

[KEY] – Testing Your Knowledge about Being Gay – Answers and Explanations 1. Child development studies suggest … – TRUE – Considerable research on human sexuality has supported the conclusion that sexual orientation is not a choice but a consequence of a complex set of factors as documented in biological, psychological, and anthropological research.

(See sources cited in the textbook.)

2. Gay men and lesbians are attracted to members of the same sex … – FALSE – Gay men exist along the same continuum as straight men, with some being what the culture calls “effeminate” and some being “macho” (e.g., leather bars).

3. Most gay men and lesbians report being seduced … – FALSE – According to studies and anecdotal accounts, the majority of gay men and lesbians (as with heterosexual youth) had their first sexual experience with a peer 4. If they undergo what is called “reparative therapy,” gay men and lesbians …– FALSE – Following many failed attempts to change sexual orientation, Freud and other early psychiatrists acknowledged that sexual orientation appeared to be permanent. The APA says there are NO credible studies to support what is called “reparative therapy” 5. Research has documented same-sex sexual activity among most species … – TRUE Animal studies of virtually every species have documented sexual activity occurring between same sex participants

6. Beginning in the early 1970s, the American Psychological Association … – TRUE – The APA removed homosexuality from its list of mental illnesses in 1973 7. The majority of states in the United States maintain ‘sodomy laws’… – FALSE – Fewer than 10 states continued to enforce sodomy laws as recently as 2003, when the United States Supreme Court ruled that such laws were unconstitutional 8. According to studies of men imprisoned for child molestation… – FALSE – Prison studies of convicted pedophiles has reported that child molesters are far more likely to be heterosexual than gay 9. Despite laws about gay bashing … – TRUE – Gay bashing is one of the most prevalent hate crimes in the United States, and for that reason many states added gay men and lesbians to their hate crimes legislation. In 2009, the federal hate crimes legislation was finally expanded to include LGBT individuals.

10. Some church denominations have welcomed … – TRUE – Some protestant churches accept openly gay men and lesbians as members, for example the United Church of Christ, Evangelical Lutheran Church of America, Presbyterians, and the Episcopal Church); the Episcopal Church ordained a gay bishop in 2003.

Intergroup Exercise: Explanation

[TEXT] – Integration in the Military – This unusual exercise asks participants to consider parallels between a gay/lesbian sexual orientation and race by replacing underlined words in the statements as directed in the text. Pair up students to engage in this task (assign two or three statements to each team, make sure all 8 statements are addressed).

Instructor note: After students have revised the statements, the instructor may want to hear one example of their revised statements for each of the 8 statements, and then provide the statement below which illustrates actual contemporary arguments against integration of openly gay men and lesbians into the military. [All information and quotations provided by Service Members Legal Defense Network: www.sldn.org.] Conclude with a whole-group discussion to the questions that appear below.

Questions for discussion: 1. In what way is exclusion of gay men, lesbians, and transgender individuals from the military similar to exclusion of any other minority group?

2. Explain how any minority group could be criticized as a detriment to the purposes of the American military.

3. What might be a rationalization for excluding gay people from the American military? Where in your statement is the logic illogical?

Supplementary information: The following arguments have been used to express opposition to openly gay men and lesbians serving in the military

1. The opinion of soldiers: Military leaders claim that 74% of enlisted personnel oppose having openly gay men and lesbians in the armed forces.

2. The opinion of generals: Respected retired generals like Norman Schwarzkopf and Carl Mundy are on record opposing gay men and lesbians in the military.

3. Objections based on unit cohesion: Colonel Darryl Henderson has noted that during training a group of soldiers “trains and fights as a unit with all members going to its death to achieve a common goal,” and that cohesion of units with gay soldiers would be disrupted because soldiers would not be able to give “primary loyalty” to their unit.

4. Objections based on opposition to using the military for social reforms: The head of the NonCommissioned Officers Association says – “The use of the armed forces for the purpose of social experimentation will only serve to disrupt and degrade the institution recognized as one of the very best in the world.”

5. Objections based on privacy: The Senior Senator from Georgia who made the racial argument in 1948 was Richard Russell. More recently, former Georgia Senior Senator Sam Nunn, who was chair of the Senate Armed Services Committee, stated his reason for opposing gays in the military – “They are living in very close quarters, and they don’t have any place to get away from each other.”

6. Objections based on health concerns: General Mundy has said – “One does not need a medical degree to recognize that admitting homosexuals into the military would . . . put additional financial and personal strains on military medicine.”

7. Objections based on religious beliefs: Brigadier General Jim Hutchens argues: “For the vast majority of soldiers, there is a sense of moral ascendancy that has been shaped by the values instilled in their religious upbringing . . . Requiring those whose religious and moral teaching unequivocally opposes homosexuality to serve with practicing homosexuals is to be cynically insensitive . . .”

8. Objections based on the will of the majority: General Norman Schwarzkopf has stated – “Because of the prevailing aversion to homosexuals in our society, the Army would suffer in esteem if known homosexuals were allowed to serve.”

Supplemental Student Activities The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises The summary exercises are: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface with explanation.

Intergroup Activity: Difficult Dialogues

Instructor notes: The proposed scenario provides the opening dialogue to help students to respond in character for the two students in the role-play. For the person selected as the teacher, tell them to promote the dialogue between the students (ask questions).

Urge actors to establish a scenario (if not an actual script) for their role-play. As time permits, ask individuals to stay in character for questions from the audience about their reasons for their behaviors.

Activity: Difficult Dialogues – Homophobia

Directions: In groups of three, develop a dialogue based upon the scenario below. Use the situation as the basis for your 4–5-minute role-play. Remain in character at the conclusion of your skit and respond to class questions about the motivation, purpose, or intent behind your comments during the scene.

The Situation: You are a teacher; high school junior students are coming into your classroom and taking their seats.

Two students, both females, are talking about AIDS because one of them had gone to a see an AIDS quilt display over the weekend. She was moved by the experience and is trying to describe it to her friend as they sit down at their desks in the front of the room near the teacher’s desk. As Mary talks, however, Paul, who is sitting in the desk behind her, interrupts.

Mary: “I think it’s so awful that all of these people have gotten so sick and are going to die. I just think . . .”

Paul: “Those fags get what they deserve. What makes me mad is that we’re spending money trying to find a cure. If we just let God and Nature take its course, I won’t have to worry about any queer ever bothering me again.”

Mary: “Well . . . (Mary seems uncertain how to respond.) I don’t know, I mean, I never thought about it that way before. (She turns to the teacher.) Mrs. (or Mr.) [Your name], what do you think about what Paul said?”

Ms./Mr. [Your name]: The dialogue is extemporaneous from this point on.

Suggestion: Do not respond directly to Mary’s question. Instead, engage Mary and Paul in conversation so that they can each further explain their feelings about Paul’s perspective on being gay.

Tip: Ask questions only; allow any response; reply with another question. Refrain from using “I” statements or from using your position as an authority figure to override the situation.

Community Involvement: Action Research Instructor note: A positive approach to learning more about equal rights is to conduct research rather than read or listen to opinions. Regardless of one’s position on the issue, facts collected locally can contribute to a broader picture of one’s understanding of the issue. It may be that investigation into allowances for domestic benefits and partnerships is more widespread than previously believed. Be prepared to encounter homophobic individuals as well as interviewees who may be gay or lesbian themselves. There needs to be a report from this kind of project, so attach some written or oral history expectation.

Activity: How widespread are domestic partnership benefits being provided by public and private employers? Find out if your city, county, or state government supports domestic

partnerships as they support benefits for married men and women. Which businesses, industries, and nonprofit agencies provide benefits to partners? What seems to be the prevailing logic regarding why domestic partnerships are – or are not – supported?

Community Involvement: Service Learning Instructor note: Finding and advocating in favor of support groups for gays and lesbians in the community is laudable; supporting an organization and spreading a positive word is more valuable. Working with others to establish a PFLAG or other group in support of gays and lesbians – especially gay or lesbian youth – may be especially needed. This project is truly community action-oriented; few participants will have the time necessary for long-range activism. Participation, however, may well lead to future positive social justice activism.

Activity: How can heterosexual people support gays and lesbians? Identify a local or regional gay-straight alliance; it may be a local effort or a national one, such as PFLAG (Parents and Friends of Lesbians and Gays). Participate in meetings and support an event of the organization, such as a gay pride march or other activity. Create a rationale and use it to encourage someone else to do likewise.

Enrichment Activity

Activity: If I Were the Teacher Instructor note: Put individuals on the spot by asking them to be the other person and to respond for themselves. Asking students to put themselves into situations tends to eliminate the uses of terms such as “should” and “ought to,” words and phrases that allow speakers to assign responsibility to others instead of assuming it themselves. “He really should…” and “The group ought to recognize…” are meaningless reassignments of responsibility.

Directions: Personally evaluate each statement below; according to your values, identify each as one with which you Agree, Disagree, or are Undecided. As you progress, make individual tentative decisions about what might be your policy as teacher of children or youth. Keep notes of reservations, qualifying conditions, or comments you would add in making your policy.

After making your personal responses, meet with three others who have completed their personal assessments; compare how each agrees or disagrees with you about how they would approach issues of sexual orientation if they were teachers. Optional: If you agree, add another alternative response to the list that better describes group sentiment about the issue.

Tip: Limit “Undecided” responses to fewer than two In my classroom interaction…

1. I would discuss being gay in the classroom.

2. It would be difficult for me to deal fairly with an gay student.

When counseling children, youth or adults…

1. I would provide LGBT high school students with supportive materials.

2. I would feel comfortable if a student talked with me about his or her sexual orientation.

If dealing with student harassment…

1. I would ignore student jokes about gay people.

2. I would discipline a student for making a derogatory remark about gay people or for

harassing another student suspected of being gay or lesbian.

3. I would openly disagree with a faculty member who made a disparaging comment about a

student known to be or merely perceived as being gay.

If my co-workers were gay or lesbian…

1. I would support gay teachers being allowed to teach in public schools.

2. I would feel uncomfortable if my school hired an openly gay or lesbian teacher.

3. I would fear that adolescents who were able to meet and get to know some gay teachers

might be strongly influenced to become gay.

Regarding my stand on human rights issues…

1. I would work in school to reduce all forms of prejudice, including homophobia.

2. I would work in my community to fight against discrimination against gay men and lesbians.

J. T. Sears, Coming Out of the Classroom Closet

Chapter 12: Ableism: Disability Does Not Mean Inability Overview of Concepts Chapter 12 is an overview of historical perceptions of people with disabilities and how these perceptions contributed to a cultural bias in America that resulted in the institutionalization of disabled people. Being kept apart from society reinforces negative perceptions of people with disabilities, especially the attitude that people with disabilities are unable to care for themselves, and results in discrimination against these individuals even when they are living in one’s community. Although many states have passed laws to reduce or eliminate these institutions today, people with disabilities encounter various forms of discrimination even when they may simply require minimal accommodations for personal needs.

Personal Clarification Exercise: Explanation

[TEXT] – Group Home Activity Instructor note: Generic terms are employed in this personal survey of attitudes toward Americans with disabilities. This exercise is not based on “correct” vs. “incorrect” responses, but what the responses reveal about an individual’s knowledge and/or attitudes about people with a disability. As with other similar instruments, this exercise serves to inaugurate class interaction on the subject of ableism in American attitudes, culture, and institutions. Information provided within the Chapter 12 of the text may have some influence on their responses, but urge participants to freely express their opinions while also providing some support for their remarks.

Suggestion: Close the exercise with whole group comparison and discussion of the issues. Note the American cultural penchant for labeling groups of persons supposedly to help them, when in fact often the label is used to deny rights and/or responsibilities that we ordinarily take for granted. Guide individuals to maintain their perspective with facts; omit requiring group consensus with regard to the various issues being raised in this exercise.

Explanation of Overall Purpose: The purpose of this exercise is to illustrate a problem that consistently occurs due to labeling. Labels are developed ostensibly for the purpose of identifying individuals and providing needed services to those individuals, yet as soon as one is labeled, that person begins to be perceived in terms of the label. This results in a process whereby the labeled individual is systematically deprived of rights and privileges that are accorded to anyone else. To emphasize this point, at the conclusion of the whole group discussion, have participants to look at the activities on this list again and ask themselves if they think it’s appropriate to have other people making such decisions for any group of people.

Should men make such decisions for women? Should white people make such decisions for people of color? Challenge students to comment on how they would feel if they had a disability and lived in this group home and their right to participate in any of these activities was denied.

The point is an obvious one: that to be denied any of these activities would cause anyone to feel belittled and probably outraged. Each of us wants to be perceived and treated as a competent human being capable of making his or her own decisions. Individuals who happen to have a disability have the same desire. Depending on the nature of the disability, individuals may require some assistance (e.g., a wheelchair user needs such things as ramps and elevators to be mobile), but this should not prevent them from fully participating in this society.

Responses to Specific Issues in Group Home Activity

Stereotyping: No one should be perceived or defined by one aspect of his or her being. To do so is to rely on stereotypes rather than perceiving a particular person with his or her individual strengths and weaknesses. The use of stereotypes is especially pervasive in the treatment of people labeled mentally retarded. The stereotype of mentally retarded people is based on categories of mental retardation called “severe” and “profound.” Because this is a more extreme form of mental retardation, the stereotype for all mentally retarded people assumes that it is not possible for them to live as independent, self-reliant individuals. Yet, over 90% of people diagnosed as mentally retarded are mild to moderately retarded and quite capable of living competently on their own as adults if they are given a chance and some minimal support.

Risk-taking: People often justify denying basic privileges and responsibilities by a desire to “protect” the person with a disability from some kind of perceived or real risk, but risk-taking is part of being human. Wolf Wolfensburger, who developed the term “normalization,” has written about the “dignity of risk” as being a necessary part of a disabled person’s life. People take risks to achieve personal goals or for personal pleasure. People climb mountains and ski and sky dive and hang glide and engage in other life-threatening activities because it is one of the ways they express their individuality. These are choices each of us believes we have a right to make. To deny risky choices to someone is to deprive him or her of participating in the full range of human experience. Such a denial diminishes one’s humanity.

Perceptions of ability: Too many people with mental retardation are not given a chance, often because able people do not perceive mentally retarded people as having the capacity to care for themselves. With heartfelt pity and compassion people say, “He only has the mind of a ten-yearold child,” and they may be right, but they need to examine that statement more carefully. The average ten-year old child has enormous potential for learning. What are the limitations on what a ten-year-old child can learn? The primary limitation is time! The fact that the child is only ten yeas old for one year represents the single most significant limitation on how much he or she can learn. If time stopped for someone at the age of ten and this person remained ten years old for the rest of his or her life, he or she could still learn a great deal!

Labeling people: The reason that people do not often consider mentally retarded individuals as potentially competent and capable human beings is a direct result of the label. Every action taken by a person labeled mentally retarded is perceived in the context of that label. If a non- disabled woman takes a pan off the stove and forgets to turn off the burner, she might be accused of being absent minded or scatterbrained, although if a woman labeled mentally retarded does the same thing, people typically attribute the error to her being retarded. If a non-disabled man gets angry and beats his fists against a door, people may accuse him of having a temper, but if a man labeled mentally retarded does the same thing, many people will view this as proof that mentally retarded people are violent. Being mentally retarded becomes the sole explanation for behavior, especially negative behavior, rather than simpler explanations like being absent minded or having a temper that we would use for people not labeled retarded.

Consequences of labeling: What the paragraph above has described is a common reaction to labels, which is why many human service professionals insist that labels are dangerous and destructive. A label is destructive to the life of the mentally retarded person because it may result in limitations being enforced against that person. People in a neighborhood might be vehemently opposed to a group home for mentally retarded adults being located in their neighborhood because of fears based on stereotypes of mentally retarded people being violent. Labeling is also destructive to the person who has learned to be afraid of certain people. Such fear can lead to a person developing negative attitudes and possibly engaging in behaviors that are demeaning to

another human being. When people demean or dehumanize another, they are destroying part of their own humanity.

Final thought: Socrates was once asked if he would prefer to be an oppressor or one of the oppressed. He said he would prefer to be oppressed rather than an oppressor. Would you agree?

Being an oppressor or being oppressed: Which is more likely to allow you to be a thinking, feeling, compassionate human being?

Intergroup Exercise: Explanation

[TEXT] – Disability Awareness Activity Instructor note: This exercise can generate hundreds of entries; follow the directions to complete each step For Part Two: Substitute category headings as desired; however, be certain that the categories selected remain within the area of Biological differences rather than Economic, Geographic, or Ideological Personal Insight Builder: items are important because group-developed lists themselves offer little learner application. Sort out the insight builder questions for general discussion – or split into groups if different valuable conversations seem to be arising Suggestion: Individuals may wish to describe problems and solutions developed within their own families. Perhaps surprisingly, most participants will be able to identify at least one family member with a disability; use this phenomenon to make a strong case for ability as a critical human difference.

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises Summary exercises are: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface.

Intergroup Activity: Difficult Dialogues

Instructor note: By now, classes will be familiar with the process for this kind of social action theater; nevertheless, urge actors to be specific to establish a scenario if not actual script for their role-play. As time permits, ask members to stay in character for questions from the audience about their reasons for their behaviors. Setting the stage to resemble the situation described could enhance this live-action event.

Activity: Difficult Dialogues – The Wheelchair Route

Directions: How difficult is it to manage with a disability? Develop a dialogue based on the scenario below. Use the situation as the basis for your five-minute role-play of the situation.

Accept volunteers to play each character. Observers may likely have differing interpretations of the event, so allow others to participate with further role-plays of the situation. Repeat with 3-5 different casts of characters, as time allows.

Characters:  



Wheelchair user: Graduate teaching assistant Undergraduate: Two-year business management major

University employee: Classroom building custodian

The Situation: A teaching assistant asks a nearby building custodian for help to circumvent an open door very near the top of a staircase in order to safely reach the elevator that is behind the door. The passing business major makes a rather unkind remark about the limited nature of students with disabilities on campus and makes her way down the steps.

Community Involvement: Action Research

Instructor note: This is the first instance where a research project results in a class visit; work with researchers to be certain all protocol is observed and that the appropriate clearances are in place with the agency involved. Those performing initial research should provide an organized class overview and review prior to the on-site visit, including concern for such items as making sure that all class members have transportation to and from the event.

Activity: What assistance is available to people with disabilities in your area? Locate a local, state, or federal agency that provides protection, advocacy, and care or employment to children, youth, or adults with disabilities. Learn extensively about that organization, and then arrange with the agency administrator for a field site visit by your class. The outcome should be that each visitor will better understand how American societal infrastructure supports identified needs.

Community Involvement: Service Learning

Instructor note: This community service opportunity could be concluded with a class presentation or report. Attend to problems that might arise from inconsistency of a participating class member’s attendance or assigned responsibility. As in other situations, following directions in this recommended service learning opportunity will result in a considerable time commitment that cannot be taken lightly. Provide a forum for reports from participants in this exercise.

Activity: How are people with disabilities able to contribute to the local economy, yet be protected and supported? Learn about and then volunteer to contribute your time to help with summer camps for children with disabilities or visit a local, area, or regional workshop for adults with disabilities (formerly: sheltered workshops). Volunteer your time as mentor or advocate or in other ways. Before departing each time, write at least a one-page journal entry about what you did, saw, and felt, and what you think you could do to encourage others to better support people with disabilities.

Enrichment Activity

Activity: The Disability Awareness Challenge Instructor note: What is a disability? How much do we know about disabilities? How prevalent are our disabilities? Prepare students to contribute to a class list of all disabilities that they suggest.

Directions Part One: List all the disabilities you can think of; you will be reminded of additional ones as you listed to the suggestions of others. Attempt to identify at least 50 different disabilities. [Paraplegic may be combined with quadriplegic, for example, in order to make room for other suggestions.]

Directions Part Two: Sort your disabilities list into three principal groups: physical, emotional or physiological. [E.g. Multiple sclerosis is a physical degeneration of one’s muscular system; schizophrenia is commonly identified as a chemical brain imbalance.] Recall from the chapter that disabilities may be permanent or temporary, evident and observable, or invisible.

Directions Part Three: Make three generalizations about how humans are different according to disability. Identify instances of unjustifiable discrimination against persons with disabilities.

What attitudinal adjustments might be made within the general U.S. population regarding our attitudes toward persons with disabilities?

Section 4: The Challenge of Diversity to American Institutions This section will describe the changes in the United States that take advantage of American population diversity. Two final two chapters represent an investigation of what efforts are effective today at dealing with diversity – and what progress is being made – in major established United States institutions. The term “multicultural” is introduced.

Chapters 13 focuses on the nature of the American educational system in pre K-12 schools and how multicultural education represents a reform especially designed to be effective with diverse learners. Chapter 14 focuses on what is being accomplished and what possibilities exist for institutional reform in the United States with regard to public and non-profit agencies, in business and industry, and in government and military entities. Learning activities presented for each of these chapters serve to focus student attention upon current practices and on possible means for increasing public and private acceptance of majority-minority cooperation at home, during leisure time activities and in the workplace.

Chapter 13: Pluralism in Schools: The Promise of Multicultural Education Overview of Concepts

Elementary, middle, and secondary schools historically have been considered the vehicle for transmitting our cultural values and knowledge to future generations. Chapter 13 describes the challenge that increasing diversity in the student population is bringing to curricula and instructional practices. Following a brief review of America’s traditional educational philosophy known as “essentialism,” this chapter describes the changes necessary to create schools and classrooms where policies, practices, curriculum, and instruction reflect the purposes and goals of multicultural education. The chapter examines culturally responsive teaching as a potential strategy for teachers to be more effective in classrooms with diverse students, and concludes by explaining how multicultural education and other related educational reforms need to be pursued for the benefit of all students and for the future of our diverse society.

Personal Clarification Exercise: Explanation

[TEXT] – The Hidden Curriculum: American Indians Activity Instructor note: Although we employ the term bias regularly, this activity asks readers to be specific in how and why certain passages might be biased. The passages presented were taken from an elementary school teacher-developed worksheet for the purpose of applying punctuation.

The bias, though unintended, demonstrates just how much we need to study this kind of exercise.

Sharing impressions in this exercise is critical, since well-directed teams and groups can usually come to realize the power of how our language shapes our values.

Suggestion: Explain a categorization system (following) when assigning this exercise. Items can be identified as: (a) imposing one’s culture on another racial or ethnic group, (b) perceiving that group as a rare (“exotic”) sub-species rather than simply human, (c) expecting other cultural groups to adopt the norms of the dominant cultural group, or (d) stereotyping all American Indians as coming from a single, narrow, and over-generalized culture.

[KEY] – The Hidden Curriculum: American Indians – Explanation

Item #1 is an example not only of ethnocentrism but also racism through the use of the word “our.” Clearly “our” is written by a white person who assumes that the children engaged in this exercise are white and that the United States belongs to them (i.e., white people).

Item #2 implies that Indians are an unusual, exotic species, one you are not likely to have seen unless you have visited a reservation as is implied as well in item #15.

Items #3 and #4 reveal the absurdity of identifying people by skin color; the bias here is in reinforcing skin color as the basis for “race” and all the stereotypes that accompany “race.”

Further, if skin is a “copper color,” why are they the “red race”?

The focal term in item #5 represents the stereotype (again) based primarily on the Plains Indians and the Indian wars of the latter half of the nineteenth century. The truth is that most Indians did not live in warrior societies. They were farmers, hunters, trappers, and traders. They were far more likely to be catching carp than counting coup.

In item #6, Indian women consider the term “squaw” a stereotypical term that is derogatory; there does not appear to be any such acceptable term in American Indian languages.

Item #7 reflects a stereotype based on the Plains Indians. There have been a variety of Indian dwellings including pueblos, hogans, heida houses, long houses, sod houses, grass houses, such as the wikiup used by Apaches, and open-air houses consisting primarily of a roof, such as the chiki used by Seminoles. Suggesting only one form of Indian dwelling diminishes the rich diversity of Native American cultures.

Item #8 is an ethnocentric statement. Maize was unknown to Europeans until they came to the new world. Indian agriculturists domesticated this plant, probably in Mexico, and shared or traded it with other Indian cultures so that maize existed in dozens of varieties all over North America by the time Europeans arrived. To make the sentence more historically accurate, it should say something like “The European’s name for maize was corn.”

Item #9 is again a stereotype based on Plains Indians, this time with reference to the nomadic hunter chasing after game. Most Indians were not nomadic but village dwellers who farmed and fished and gathered fruits and grains (e.g., wild rice). They may have herded sheep or trapped beaver, but whatever they did to feed their families did not necessarily require bows and arrows.

Item #10 is a truly ethnocentric one; in Native American cultures, there is no such group as a “tribe.” Five basic categorizations included: family, band, clan (e.g., Turtle, Bear), language group (e.g., Lakota Sioux, Dakota Sioux), or nation (e.g., Sioux, Cheyenne, Cherokee). Native Americans today tend to use the word “tribe” primarily because it was written into their treaties with the federal government.

For item #11, since all human children are known to play games as part of the maturity process, the statement implies an exotic creature rather than viewing Indian children as human.

Item #12 again employs the inappropriate term “squaw.” Further, it is unlikely that in all Indian cultures, the women would carry their children on their backs.

Items #13 and 14 represent a Cultural Imposition because the concept of a single “chief” is foreign to most Native Americans; their leadership was usually provided by a council, often a council of elders, sometimes selected by women (e.g., the Iroquois League). Because Europeans

came from a tradition of kings, emperors, and other forms of individual leadership, they assumed this was true for Native Americans as well, and it is their assumption rather than reality that is reflected in the use of the term “chief” to suggest such a leader.

Item #15, in addition to the ethnocentrism of “our country,” this sentence suggests that “Indian tribes” live in a few particular places in “the west.” To what places is the writer referring? The most logical answer is that the writer is thinking of reservations that exist primarily in Midwestern and Western states. This sentence reinforces the historic stereotypical image of the “noble savage,” suggesting that this form of human being is being preserved like an endangered species on reservations. This portrayal ignores the existence of urban Indians and Indians all over the United States who do not live on reservations. Whether they are blue-collar workers or professionals, these Indians are apparently not “real Indians,” as in “Have you ever seen a real Indian?”

Intergroup Exercise: Explanation

[TEXT] – Whom Would You Hire: Selecting Elementary Teachers Activity Instructor note: Although it relates to hiring American public school teachers, the actual focus of this activity is how we exercise personal character judgment and how, when necessary, we negotiate for second choices. Participants in this exercise tend to select candidates who most closely reflect their own educational philosophies.

Assign groups of five, preferably people who rarely have worked together; emphasize the need for group ground rules (more rules may be added as each unit agrees is necessary). Insist upon group agreement of the selected candidates; urge negotiation and reason rather than dogged stubbornness. Provide large newsprint pages for each group to post their candidate selections.

Call upon each group to explain why they selected their candidates.

Suggestion: Follow up by selecting two candidates in a whole-class group decision-making process. Call for final comments, suggestions, or recommendations of future policy in similar situations. Directions appear in the text.

Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises

Summary exercises are intended to provide: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface.

Intergroup Activity Activity: Issues in Multicultural Education Instructor note: In this multicultural education exercise, participants choose the better practice in each of ten alternatives. Teams or groups are likely to read lightly and

make snap judgments about the better alternative, so set the pace by leading the class in reading, discussing, and selecting an alternative for the first item.

Discuss implications from the results of the choice selected. Include a whole class-directed second item if need be; allow freer discussion of the remaining items, holding to the rule that each selection be supported by a simulated school policy explanation that would likely be acceptable to faculty, staff, parents, and students.

Directions: Summarize this activity with generalizations from groups regarding possible criteria for policy-making in schools. There are no correct responses to items in this exercise.

In learning to deal with a diverse American population, public, private, and parochial schools today face a plethora of concerns – from philosophical to managerial. Each of the following statement pairs represents a different response to one of those concerns.

For each pair, work with an adjoining seatmate to select the entry that comes closer to what you judge to be the better purpose or practice if you were a school board member setting district policy. Explain why you believe one choice is more appropriate than the other.

1. Seating arrangements: A. Allow students sit where they want; permit relationships to develop naturally. There is no way to force relationships between students from different cultural backgrounds. – OR – B. Ensure that students become better acquainted with classmates from varied racial, ethnic, and other diverse backgrounds, by seating culturally different students next to each other.

2. Role of schools as agents of socialization: A. Provide opportunities for students of varied backgrounds to know each other as classmates and as community members; teachers should ask students to create and implement action projects designed to address existing community problems. – OR – B. The school’s prime function is to further student academic progress; therefore class activities should focus on subject matter and preparing for tests. The task of promoting relationships between diverse students in the school or the community should be left to extra-curricular activities and to community groups.

3. Practices of proximal grouping:

A. In physical education activities like folk dancing, teachers should pair students of the same race/ethnicity rather than mixing students from different backgrounds in order to avoid potential conflicts or confrontations. – OR – B. In physical education class, teachers should consistently pair students of different races/ethnicities for dance and other activities in order to provide opportunities for interaction and relationships to develop.

4. Degree of control over groups:

A. To promote intergroup relations, teachers of subjects such as English, social studies, and foreign languages should design at least some of their lessons for the purpose of promoting knowledge and awareness of other groups. – OR – B. To promote intergroup relations, teachers should not merely provide general information about diverse groups but design lessons that incorporate data about specific groups in the local community and allow for discussions of the problems these groups may be encountering and solutions to those problems.

5. Modeling use of language: A. Since it is more important to use language to communicate ideas rather than focus on grammatical correctness, teachers should allow students from families using dialects or even “substandard” English to express themselves as they do at home. – OR – B. Teachers must encourage all students, especially students from homes where substandard English may be spoken, to attain the same standard of English language usage as is required of children from middle or upper income homes.

6. Instruction in use of English: A. Students whose spoken or written English is poor because their parents use a foreign language at home should be given extra individual help with English by their regular classroom teacher either before or after school. – OR – B. Students whose parents speak a foreign language in the home should be provided with a special class substituted for an elective course to assist them in learning English; regular classroom teachers should not be expected to devote extra time to assist such students.

7. Teaching language etiquette to the sender or the receiver: A. If a student at play during recess calls a classmate a derogatory name based on a group, a teacher overhearing this should not intervene because students need to learn how to deal with such name-calling. – OR – B. Whether it occurs on the playground, in the hallways or in class, teachers must confront any student who calls another student by a derogatory name because to ignore such language is to appear to condone it.

8. Role of school in discussing local events: A. Teachers may discuss historical problems affecting minority groups in the past, but to avoid embarrassing students in class from a minority group, teachers should not discuss contemporary problems faced by that minority group, especially if those problems exist in the local community. – OR – B. Teachers should use their classroom as a forum for student discussions of racial, religious, ethnic, social class, and other problems; no topic should be avoided simply because it is controversial or it exists in the local community.

9. Equality of opportunity:

A. Teachers should make certain that all students are afforded equal opportunities for positions of leadership and recognition in the classroom, regardless of their membership in any minority group (based on race, ethnicity, religion, etc.). – OR – B. To ensure that children have equal opportunities, teachers may need to furnish special activities for students from disadvantaged minority groups because equal opportunities are not necessarily assured by treating all students the same.

10. Modifying curriculum to accommodate children and youth not fluent in English: A. Teachers of subjects such as mathematics or science should not be expected to alter their methods and materials to accommodate the English-language deficiencies of students from bilingual homes or homes where a foreign language is spoken. – OR – B. Teachers of all subject matter areas should be prepared to alter their methods and materials to accommodate the needs of their students whether these students are in special education or are English language learners (ELL).

Intergroup Activity: Difficult Dialogues Instructor note: This difficult dialogue poses a question that may be on the minds of some course participants: “Why do we have to study this stuff?” and “Aren’t there more important topics on which to spend so much time?” Dialogues may answer the question of why we should discuss a problem that may seem pertinent only to some people; it is hoped that presentations so not focus on one topic but raise questions about the entire spectrum of human differences. Follow directions and suggestions from other Difficult Dialogues in establishing and managing this one.

Activity: Difficult Dialogues – Why Study Human Differences?

Directions: In groups of three, develop a dialogue based on the scenario below. Use the situation as the basis for your 5-minute role-play of the situation. Remain in character for questioning if directed.

Characters:   

Russian graduate student who is convening a required general science physics lab class Naturalized African American from Somalia hoping to complete her undergraduate degree and teach in Africa Serious physics major who has contributed significantly to fundamental laser research knowledge while still an undergraduate

The Situation: A student in a physics class is heard to remark: “I’m glad we’re in this course. It is good to be away from all those diversity, multicultural, and pluralism issues that we have to discuss in our Understanding Human Differences course. At least we can deal with some facts and not have to talk about race, gender, ethnic origin, or homosexuality.”

Community Involvement: Action Research

Instructor note: The key to this research project appears early in the explanation: “Using a local school district where you are allowed to conduct this research….” Data may be obtained easily from school district administrators, but care must be taken to assure that this project is objective.

Particularly when identifying problems that exist within a building, unit, or district, school officials should be involved for both accuracy and public relations accord.

Activity: Are schools more diverse today than they were even a few years ago? Using a local school or district where you are allowed to conduct this research, or, with approval, in your home school district, collect information adequate for you to develop a timeline history of the increasing diversity in the student body, teaching staff, and administration, and also look at the influence of diversity on the curriculum and on school policy.

Within your investigation of that school or district, identify current issues or concerns that emanate from issues of diversity. With explanation, provide the timeline and list of issues to your human differences instructor and to the appropriate individual in the school or district that you examined.

Community Involvement: Service Learning

Instructor note: In some areas, children and youth enjoy the availability of after-school tutoring programs; in other areas, few, if any such programs exist. This investigation can provide both researcher growth and understanding and regular tutorial assistance to some children in need. As with all service learning projects and action research, students’ written descriptions of process and conclusions are critical to a complete learning experience.

Activity: When do school children or youth receive the greatest support? One aspect of this question can be addressed by becoming familiar with elementary, middle, or secondary school tutoring programs that operate within your college, school district, or community (e.g., Boys and Girls Club tutoring programs); establish specific times to be an in-school or after-school tutor.

Chronicle the progress of those whom you tutor and the progress you make as a successful tutor.

To follow up your experience, submit to your instructor and tutor program an itemization of 10 facts that tutors should know about children or youth if they are to be successful at tutoring.

Enrichment Activities Activity: Judging Anti-Bias Experiences Instructor note: Elementary, middle, and secondary teachers often wish to develop multicultural approaches for educating children and youth in their schools. A white teacher working toward eliminating racism developed the list of activities below.

Evaluate and improve this teacher’s list as follows:

  

Is each activity described below appropriate?

Are there aspects of some activities that one might consider inappropriate toward the goal of combating racism? Why? How might they be changed?

Create other activities for teachers to undertake, either in addition or instead of these.

Possible legitimate anti-bias activities:

1. Planning for an American Indian Day in your elementary classroom where children dress in Indian costumes, tell Indian tales that they have read in class, and perform Indian dances that they have learned.

2. Confronting colleagues in the faculty lounge who insist that it would be better for everyone if LGBT students and LGBT people in the community would be less vocal and more cooperative in their demands for change.

3. Lobbying your local teacher’s union, district director, or parent organization to sponsor a tutoring service for students of color at your suburban middle school.

4. Organizing teachers to challenge the administration to commit to hiring women and people of color whenever the qualifications for applicants are relatively equal.

5. Organizing a teacher committee to protect the use of IQ tests as the most objective way to group students for the academic benefit.

6. Using your influence as faculty advisor for a student organization to persuade students to agree to raise money for an Indian Community School that has just initiated a major fundraising campaign.

7. Organizing a teacher committee to pressure the administration to remove several books that promote traditional sexist attitudes from the school district’s library/media collection.

8. Promote implementing a “Diversity Day” that would occur once every year at your suburban school where invited speakers would talk about social problems due to race, ethnicity, social class, gender, sexual orientation, and/or disability.

9. Demanding that all students speak proper English in order to better prepare them to be successful after they graduate from high school and insisting upon students correcting themselves whenever they begin to speak in their native language or in the slang/dialect of their racial or ethnic group.

10. Organizing a concerned group of white parents who wish to discuss “What Whites Should Do About Racism” in which you plan to use people of color as small group discussion leaders.

Activity: Advocating for Multicultural Education Directions: Create a team of four members who have not worked together. For each of the questions below, record four or more responses that could be widely accepted possible answers.

If you do not represent the minority group about whom each item is directed, respond nevertheless as if you were a member of that group. Present your selections and rationale to another team of four to persuade them to accept some of your responses.

1. Why do many people of color insist that multicultural education is good for all students?

2. How might elementary, middle school or secondary educators who promote multicultural education reply to criticism that multicultural education is unpatriotic?

[Note: Some Americans argue that the concept of multiculturalism is destructive in that it forces children and youth to study racial, ethnic, and cultural issues at a time when there is no longer a need to rekindle the conflicts of past American history.]

3. What could be some positive outcomes of a true multicultural education for people belonging to each of the groups listed below?

A. Native Americans B. Foreign-born naturalized Americans C. Women in science D. White sales representatives E. Bank presidents

F. Amputees G. Male music teachers H. Americans of Hungarian descent I. Mormons

3. What basic skills or subjects would you surmise each of the groups above might advocate as

being “essential” in a traditional elementary, middle, or secondary school curriculum?

Chapter 14: Pluralism in Society: Creating Unity in a Diverse America

Overview of Concepts Considerable effort is being made to instill in the American workforce a more inclusive attitude toward diversity. Chapter 14 will describe changes occurring in major institutions of our society that reflect the growing influence of pluralism as the preferred perspective in response to ongoing and growing diversity of the American people. Although certain states have initiated questions regarding the policy, the U.S. government continues to require affirmative action plans to ensure that opportunities are provided to members of groups that were discriminated against in the past and that continue to be suffer from discrimination. Higher education administrators have embraced the value of affirmative action plans to broaden the diversity of faculty as well as student populations and to argue that such diversity enhances the education of all students.

In the corporate world, business leaders recognize a growing workforce and consumer diversity and are increasingly implementing diversity training to take advantage of both. Mass media organizations have promoted diversity by placing more women and people of color in positions that have a high public visibility, and the diversity in this profession is likely to increase given the significantly increasing numbers of women and people of color currently majoring in journalism or mass communication on college campuses. The military has taken aggressive action to promote gender and racial equality in its recruitment, in promotion policies and practices, and in its diversity training programs.

Personal Clarification Exercise: Explanation

[TEXT] – Enhancing Unity in America: What Should We Do Next Activity Instructor note: This exercise asks participants to speculate and to exercise some creative problem-solving regarding what might be next steps in resolving current situations in modernday America.

Suggestion: Some class members will be more able to contribute than perhaps those with less knowledge of current affairs; nevertheless, everyone should have comments, opinions, and suggestions for each of the six questions posed. Note that only one of the items, #3, allows people to apply a response based on their personal value systems.

Tip: Responses might best follow the order of items. Manage discussion so that those few highly verbal and/or opinionated individuals are unable to dominate discussion.

Personal Clarification Exercise: Explanation

[TEXT] – Creating a More Just Society for the 99% Activity Instructor note: As with the previous exercise, students are asked to consider contemporary issues related to diversity and recommendations for how to address them. In groups of four or five, students should identify recommendations that most of them like and select someone to represent the group in a classroom discussion where each group identifies the recommendations they think would be effective and why they think so. If groups raised objections to a recommendation in their group that cause them to reject its implementation, they should

challenge a group that is advocating this recommendation to find out if and how they resolved the group’s objection.

Supplemental Student Activities The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises The summary exercises are: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface with explanation.

Personal Clarification Exercise – A Personal Post-Test Self-Check: What Will I Be? Instructor note: The 10 items in this personal profile provide students the first opportunity to reflect on their reading of the entire text. Each of the ten items asks participants to evaluate their own perspective and to make decisions about what they believe to be most important to them personally.

Directions: After readers make their individual entries, suggest sharing and discussing entry rationale – with one other person at a time; repeat the process with at least three persons. The activity pyramids from teams to groups and then to the class, where participants are asked to make comparisons between their stated responses and those of others within their group Activity: My Self-Check: What Will I Be? 1. List what you believe personally are three of the most important human differences.

2. Explain one instance where you have witnessed racism as the belief that some human population groups are inherently superior or inferior to others. Tell your personal suggestion of how that situation could have been avoided.

3. Give an example of a situation that illustrates cultural blindness. Explain how it could be remedied.

4. Describe a real or imagined situation in which you might confront “ethnocentrism.”

5. List three terms that you think are acceptable replacements for “handicapped” or “disabled.”

6. Describe your current ability at cultural communication.

7. List four recommendations for how one might better recognize cultural and ethnic heritage when communicating.

8. Suggest two or more ways that you could be an active advocate for diversity.

9. Name several ways that current American culture – workplace and personal – affects women, disabled, or any other minority groups.

10.Tell what one practice you have resolved to adopt to be an active pluralist within our diverse America.

Adopted from Evelyn Harden, “Rural Health Care: Cultural Competency Training Workbook”. National Rural Health Association, 2002 Intergroup Activity: Diversity in the Military – Legal and Ethical Issues Directions: The five scenarios described in this exercise could have occurred within a variety of institutional occupations; consider the military to be a typical institution.

Instructor note: Conduct the first situation: Sexual Harassment, with the entire class; then divide into groups to continue analyses of the other situations. Be certain that each situation is clearly summarized and that the issues involved are outlined.

With each of four groups independently considering different items, review and reporting might be more efficient. Time permitting; take the additional step of determining how each situation might be avoided in the future and what kinds of future policy could be of benefit.

Directions: How is diversity in America a daily and a personal issue? The following case studies are based on actual situations that occurred in the U.S. military services. Imagine that you have been appointed to a mediation panel to analyze each situation and make recommendations to resolve the incidents. Summarize the conflict, list sub-issues at work, and explain how you would recommend resolution of the conflict.

1. Issue: Sexual Harassment  

Complainant: Chief Master Sergeant (CMS), a white male Offender: Secretary, a Native American female

Complaint: A secretary in my office has lodged a sexual harassment complaint against me with the civilian equal opportunity office (EEO). She claims I sexually harassed her by using endearing terms and derogatory comments. She lodged this complaint yesterday based on a statement I made that she claims was offensive. The statement was made in pure jest. She usually carries a key to the duplication machine tied to a large metal hook. She appeared to be in a good mood, and I was in a good mood, so I said, “Hey, here comes my favorite hooker.” There were two other individuals standing by, and they chimed in saying, “Yeah, ours too.” Everyone laughed, including her, then went on with his or her business. Yesterday I received notice of a complaint being lodged against me. I don’t think this is fair. I had no idea she was offended by what I said, either now or in the past, and I want her to withdraw her complaint.

2. Issue: National Origin [Families of immigrant soldiers]  

Complainant: Military spouse, Asian female Offender: Military spouse, Black female

Complaint: We bowl every Friday night. I’m on a bowling team with three other women from Korea and Thailand. There is a black woman on one of the other teams who continually talks about us. She calls us names and stares at us the whole time we are bowling. She slapped her husband one night because he was talking to me about Korea. She told me that she didn’t want me anywhere near her husband, although I don’t know him and I didn’t start the conversation that night. I don’t mind the stares so much, but I get embarrassed at the way she talks about us. I reported her to the manager of the bowling alley, but he said there was nothing he could do. My husband is in the Army and has been stationed in Iraq for over five months now, so he can’t help me. The Black woman says my friends and I have no right to bowl here because it’s the Air Force Bowling Alley; the rule only states that we must be military dependents in order to join the league. I want her to stop talking about me and stop staring at me.

3. Issue: Racism  

Complainant: Army Staff Sergeant (SSgt), a Black male Offender: Marine Staff Sergeant (SSgt), a White male

Complaint: I went into the main enlisted club looking to have a beer and cool off. This Marine sitting at the bar began to stare at me. I ordered a drink and some chips and began to watch TV at the bar. The Marine SSgt made a comment that I should use the Air Force club; that they usually cater to my kind. I tried to ignore him, but he continued to make racial slurs directed at me. The bartender tried to quiet him down without success. Finally, I reported him to the night manager. They appeared to know each other well. Finally, the guy left. The night manager informed me that there might be trouble if I left by the front door, and suggested that I leave by a side door. I decided to have another drink and left by the front door. The SSgt was waiting, and we got into a fight. The police arrested both of us, releasing me to my commander. I want you to get the Marine charged with racial prejudice and get my record wiped clean.

4. Issue: Religious Discrimination  

Complainant: First Lieutenant, a Black female Offender: Lieutenant Colonel, a White male

Complaint: I have a young female First Lieutenant assigned to my unit who said she is lodging a complaint against me because I will not allow her to participate in various religious activities involving her church. The Lieutenant is an excellent musician, I’m told, and is in charge of her church choir. She claims that I’ve prevented her from attending various functions by changing her shift schedules. The Lieutenant is one of three officers assigned to the unit. We are required to have one officer on call each night, ready to respond at a moment’s notice. The Lieutenant, aside from being the newest member on board, single, and living on base, was recently trained on some delicate equipment for which one other officer is on temporary duty (TDY) to receive training. Prior to her arrival, my two male officers covered duties. With one officer being TDY, I felt the Lieutenant must shoulder a larger role of responsibility. My remaining Captain has long been involved in some off-duty education that is nearing completion. I do not feel I should hinder him in his endeavors at this time. The problem will be resolved within two months with the return of the Captain and the completion of the training by the other officer. Given these circumstances, I feel my actions are correct.

5. Issue: Racist Behavior

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Complainant: Sergeant, a Hispanic male Offender: Technical Sergeant (TSgt), a White male

Complaint: Three days ago I was involved in a name-calling incident with one of the guys in my dorm. He called me a “spic”; I called him a “gook”; we both went into our rooms and that ended it. Last night a TSgt came into the dorm looking for the guy I previously had the name-calling incident with. I came out of my door as he was going by. The TSgt asked me if I knew the room where the other guy lived. I said yeah, down the hall. The TSgt asked me to show him the room. I said I was in a hurry and really didn’t want to have anything to do with the guy. The TSgt insisted by grabbing me by the arm. I jerked my arm back, telling him not to grab me. At that time, the Korean guy who had called me a name in the earlier incident stuck his head outside the door and yelled, “Sarge, that’s the … I was telling you about. He’s always starting trouble.” I yelled back at him, saying he should mind his own business. The TSgt said he’d handle this dumb.… Based on the TSgt’s statement about the incident, I received a letter of reprimand for insubordination; I want the letter of reprimand withdrawn and the TSgt cited for prejudice.

P. B. Pedersen, 110 Experiences for Multicultural Learning Intergroup Activity: Difficult Dialogues

Instructor note: This difficult dialogue requires participants to define the term diversity and to verbalize what it may mean in a specific application – when establishing corporate policy.

Suggest that participants use their notes and texts to clarify their definition; then establish speaking roles for each of the persons involved. As in other cases, urge actors to be specific in establishing a scenario for their role-play. If time permits, characters stay in character for questions from the audience about their reasons for their positions.

Activity: Difficult Dialogues – Corporate Diversity

Directions: In groups of three, develop a dialogue based upon the scenario below. Use the situation as the basis for your 5-minute role-play.

Characters:   

Asian American 24-year-old engineer with strong ties to her parents Highly enthusiastic white 34-year-old woman active in multiple human rights causes Corporate vice president for human resources; convener of employees across the company for input regarding The Plan (see below)

The Situation: A group of corporate employees is discussing a draft of “The Plan 2015 for Company Diversity” and its impact on the approximately 20,000 staff and workers. The enthusiastic woman points out that the plan calls for ethnic and racial diversity, but that their business unit is also dealing with a broader definition of diversity that includes people’s disabilities, sexual orientation, gender, age, and ideologies. An Asian American engineer questions this, saying that she feels diversity means only race and ethnicity. The human resources director is interested in the committee expediently discussing the issue and economically developing a final draft as soon as possible.

Community Involvement: Action Research

Instructor note: This action research assignment involves on-site investigation, interviews, policy clarification, and study, and subsequent synthesis of data should describe cause-effect results to a major U.S. policy. Time for this project would suggest that it be undertaken near the beginning of the term – as would most community involvement opportunities. Given adequate time and scope, this research might become a sponsored or in-house internship project.

Activity: What is an affirmative action plan? Large organizations have implemented policy for how to develop and manage fair, balanced workforces – affirmative action plans. Collect affirmative action plans from a selected group of commercial, governmental, and educational agencies in your area. File and study each plan for major components and map those components such that you can visually demonstrate how institutional policy drives business practices.

Community Involvement: Service Learning

Instructor note: Instructors may wish to consult human resources specialists in university or corporate settings to provide input on a means of developing and managing this project. For participants already in a corporate or other human resources position or for those aspiring to enter that profession, this kind of endeavor could be invaluable learning. As with the item above, this task might become a natural internship project. Allocate ample time to develop the concept before giving the go-ahead to embark.

Directions: Locate a business, agency, school, or college that has developed a diversity task force – a group charged with developing a multicultural employee or client base, or recruiting diverse persons into one’s profession. Study the mission and anticipated outcome of the task force, then schedule a series of visits with the convener or other significant participant; discuss the progress and achievements of the group.

Offer to do research necessary to further the goals of the diversity task force. In concluding, write a report reflecting your understanding of the value of that group and present it to the person visited in order to discuss a comparison of impressions.

Enrichment Activities Activity: What is a Good Society?

Directions: What might be an ideal society where human differences were understood and where a diverse population would be treated equally? Design a hypothetically ideal community that your team or group can agree is an example of a good society.   

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Define a society as “a group of persons who share a common culture, government, institutions, land and/or a set of relationships.”

Assume that the society you have designed would then be created and you would live in it permanently.

Understand that no person in your group will know who he or she will be in that society, nor what place anyone will occupy. In other words, you will not know in advance your gender, race, ethnic background, religion, age, socioeconomic status, sexual orientation, or if you will have a disability.

Begin by identifying what ethical principles would guide all members of this society; describe how each principle will determine how your society will function.

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With the assumption and condition (above) in mind, create your version of a good society.

Based on an activity developed by John Rawls

Activity: Perspectives on Diversity in America

Directions: Each statement below represents in some way a perspective on diversity in America today; consider that the topic of each remark is our federal judiciary, the business community, K–12 education, higher education, and/or American media sources.

With a team member, take turns reading the statements aloud. As you progress, mark whether you Approve or Disapprove of the statement. Then, in any order, explain to your teammate why, in your opinion, the statement is appropriate or ill advised. Be certain that your partner clearly understands your explanation. Where needed, suggest a revised remark that might better reflect your judgment of the issue.

The goal here is not to persuade, but to be able to express your analysis clearly and concisely.

Your instructor may ask you to share your responses with the entire class before concluding the exercise.

Diversity Perspectives

1. I don’t have enough time to comprehend all these new ideas and content. Besides, people in their profession who are directly affected can handle diversity issues better by themselves. I prefer not to be involved.

Approve

. Don’t approve

. Why?

2. I really don’t plan on working in that sector. Besides, I won’t be in an area with a large ethnic or racial population, so diversity won’t be an issue to my employer or me.

Approve

. Don’t approve

. Why?

3. I am concerned with American children and youth becoming pluralistic, but I am more concerned with whether they can qualify for college or do a good job in the work force.

Approve

. Don’t approve

. Why?

4. Why make such a big deal out of human differences? We’re all Americans here. We don’t need to emphasize diversity and pluralism. We just need to learn to contribute to the U.S. economy and not be supported by it.

Approve

. Don’t approve

. Why?

5. The more time we spend studying multiculturalism, the more we will really be promoting separatism rather than uniting all of our citizenry. I went though the system when there was no multicultural focus and I don’t think I was limited by it.

Approve

. Don’t approve

. Why?

6. America is a melting pot. Everyone has an equal chance. If you want to make it in this country, all you need is a little desire and initiative.

Approve

. Don’t approve

. Why?

7. Why focus on diversity and how everyone in America is different? Besides, more than 90% of all human characteristics are alike, not different.

Approve

. Don’t approve

. Why?

8. I recognize that America is a diverse country. Aren’t we doing a good enough job getting along as it is? Why do we need to go the next step and expect to be a pluralistic society?

Approve

. Don’t approve

. Why?

Adapted from Fred Rodriguez, Education in a Multicultural Society Activity: Assessing Diversity and Pluralism in America

Instructor note: This exercise is based on the question: “How are humans different?” We are diverse in four categorically separate ways, as indicated on the accompanying table in the text.

Assign each of four groups one of the four categories: Biology, Ideology, Geography, or Economy. Major categories and their sub-categories are listed as a worksheet within the exercise.

In this case, readers are asked to explain how we are diverse and how we might be able to establish a pluralistic society. Directions: for this exercise include an example of one possible response.

Directions: American society today is indeed diverse, yet are we a pluralistic nation?

A. Select one of the following four categories with its sub-categories listed below: Biology, Ideology, Geography, or Economy. Identify within its sub-categories some ways in which the United States is diverse. Create a table of results.

B. List ways within that category in which the current U.S. population meets – or could meet – its diversity goals with what could be termed pluralist behavior or policy.

Examples: Races are well represented in the U.S. today, yet we must rid ourselves of job discrimination based on race. Interracial marriage is breaking racial barricades, yet we need to be more accepting of groups of people of other races.

Biology      

Race Gender Age Sexual Orientation Health Physical attributes

Ideology

  

Religion Politics Education

Geography   

Ethnicity Nationality Language and dialect

Economy

  

Wages Occupations Wealth Suggested Closure Activities This section of the Instructor Manual presents for your use comprehensive and summary activities that can be successful in providing closure to a course using Understanding Human Differences. Each activity is presented below and can be reproduced in whole or in part as needed. Instructor notes for activities appear immediately below.

Personal Clarification Exercise Activity: How Tolerant Are You?

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Instructor note: How Tolerant Are You? This thumbnail tolerance assessment may cause readers to pause; suggest that each item might seem obvious enough, yet when asked to choose only one, a single option may be more difficult. Accuracy of the instrument is probably secondary to the effect of asking students – of any age – to put their values to the test. Whole group discussion of results can be lively; ask such questions as: “Are you satisfied with your score?” “How would you rate yourself on the scale?” and “Is your self-concept tolerance score similar to that which resulted from the actual result of this particular assessment?” Follow up with other commitment kinds of questions: “Do you wish to improve your tolerance score?” Or: “What will you do to improve your tolerance score?” Or: “How can knowledge of this score prompt you to change particular interpersonal behaviors?” (See complete reproducible activity at the end of this section.)

In the interests of time and control, this appraisal might best be administered by reading items aloud to the group. See complete reproducible activity at the end of this section: Complete Student Activities for Summary Closure.

Intergroup Exercise: Difficult Dialogues 

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Instructor note: Instead of providing the class with a specific dialogue, use this activity following parts one and/or two of the Change the World exercise. Ask class members to re-assemble into groups that were effective during previous role-play events.

Activity: Difficult Dialogues – The Melting Pot Directions: What kind of human differences role-play can you develop? From the course and from your class activities, discuss within teams of three a message that you would like to convey to others. Develop a 5-minute skit to illustrate a scenario that sends a message about dealing with differences in today’s society. With little notice and without rehearsal time, your role-play may not be as polished as you would like; however, others need to see and hear your message. Conduct the live event as you jointly determine; remain in character for questions; or provide other guidance to the class before you begin your performance. Explain what you did this semester that you will continue to do into the future, after the course and after college. Keep the list concise; rank order items if need be. Explain how you can assure your instructor and others that you will fulfill the commitment.

Intergroup Exercise: Personal Values Statements

Activity: What You Can Do to Change the World Instructor note: This activity is in two parts. Directions are particularly important here, and the method recommended is unusual, but has been effective. The instructor sets the tone. The impact tends to come from a cumulatively reading the items. See complete reproducible activity for both parts one and two at the end of this section: Complete Student Activities for Summary Closure.

Re: Part One: The question of: What can be changed – and by whom – is especially interesting when one reads the passage aloud to another person. Having different listeners and readers provides a wide range of responses in a brief time; having readers and listeners stand tends to create a sense of focused attention not always accomplished while sitting.

Re: Part Two: This activity is powerful when each member of the group reads the same item aloud, and it becomes even more powerful as we hear the inflections of other readers. This activity takes time; don’t hurry. If discussion is possible, ask questions such as “Which behaviors do you think you can adopt most immediately?” Or: “What four from the list can you agree to observe – both consciously and deliberately – each day for the next, say, four weeks.” Discussion should follow, but only with volunteer responses. On an index card you provide, ask each person to anonymously write down the four behaviors they’ve chosen; if time permits, collect the cards and perform a weighted listing of behaviors recognized from the group.

Suggestion: Consult the Preface to this Instructor Manual, Part Four: Concluding the Course for valuable content summary, assessment, and classroom management recommendations.

Directions: [Part One] 1. While standing, read aloud the comment (below) to the person on your right.

2. Then listen to the same selection read by the person on your left.

3. After reading, and again after listening, take 3–5 minutes to discuss the question: What do you feel is the most important purpose one can fulfill in life?

“When I was a young person, I wanted to change the world. I found it was difficult to change the world, so I tried to change my nation. When I found I couldn’t change my nation, I began to focus on my town. I couldn’t change the town and as an older person, I tried to change my family. Now as an elderly person, I realize the only thing I can change is myself, and suddenly I realize that if long ago I had changed myself, I could have made an impact on my family. My family and I could have made an impact on our town. Their impact could have changed the nation and I could indeed have changed the world.” Unknown, 1100 A.D. Directions: [Part Two] 1. With the entire group standing, take turns reading each item aloud; continue re-reading the list aloud until it has been read four times 2. As you read and listen, place an x next to the number of those actions that you could perform.

Then, still standing 3. Exchange an additional action you suggest with one from a neighbor 4. List your suggestion on the board or on paper provided so that each class member has written an additional action that can be taken by those in the class and take a seat 5. Read aloud your item to the entire class Items for what you can do: 1. Listen to other people’s stories to understand their understanding.

2. Tell jokes only when they don’t make fun of people because of their ethnicity, gender, sexual orientation, health condition, or religion.

3. Walk away rather than listen to others tell jokes that make fun of people. Laughing or remaining silent is a sign of acceptance.

4. Speak up when you see someone being discriminated against.

5. Spend time with people who are different from you.

6. Read books by authors who have a different perspective from yours.

7. Spend time talking with people about discrimination; in order to have best results, make your friends as diverse as possible.

8. Recognize how institutionalized oppression permeates our society and therefore influences your understanding when reading newspapers or magazines or when listening or watching news reports.

9. Understand the privilege that you have as a result of the group of which you are a member, such as your gender, ethnicity, sexual orientation, class, religion, or disability.

10. Write letters to the editor that point out discrimination in your community. 11.

11. Support groups that fight discrimination.

12. Don’t support businesses or other organizations that discriminate.

13. Be aware that prejudice and discrimination come in many forms and accepting one is in effect promoting all.

14. Become aware of your own prejudices.

15. Make sure that your children and other children within the community have an education that appreciates the contributions of all people in our society.

16. Write letters or e-mails to your congressional representatives advocating legislation that is nondiscriminatory.

17. Become aware of the language that you use and try to use language that is inclusive and nondiscriminatory.

18. Don’t use racist, sexist, or other language that identifies your sentiments as prejudiced.

19. Ask questions, but don’t make assumptions about people.

20. Take next steps even though there have been major strides in fighting discrimination. Not everyone is treated fairly and equitably.

21. Be forgiving.

22. Let people know when they do or say things that are offensive to you. If you do not, it becomes your problem rather than theirs.

23. Be respectful and be honest with yourself about what you do, say, and think.

Remember: Behavior is caused. Every action and reaction starts with our own behavior. We cannot dictate how others must behave; we don’t usually know what were the causes.

Intergroup and Interpersonal Exercises

Activity: Personal Assessment: How Tolerant Are You? Instructor note: It is possible to sample a person’s attitudes to assess tolerance levels. If participants respond honestly to each item, this exercise may suggest areas of which to be aware.

Directions: For each of the following questions, circle the response that best describes you.

When you have completed the exercise, add up your converted scores using the converting chard provided and total the converted scores to obtain a final figure. Compare that figure with the scale at the end of this exercise. As time permits, analyze each item, comparing your own score for each item with the answer having the lowest numerical weight.

1. Most of your friends are: A. Similar to you B. Very different from you and from each other C. Like you in some respects, but different in others

2. When someone does something of which you disapprove, you: A. Break off the relationship B. Tell how you feel but keep in touch C. Tell yourself it matters little and behave as you always have 3. Which virtue is most important to you: A. Kindness B. Objectivity C. Obedience 4. When it comes to beliefs, you: A. Do all you can to make others see things the same way you do B. Actively advance your point of view but stop short of argument C. Keep your feelings to yourself 5. Would you hire a person who has had emotional problems?

A. No B. Yes, provided there is evidence of complete recovery C. Yes, if the person is suitable for the job 6. Do you voluntarily read material that supports views different from your own?

A. Never B. Sometimes C. Often 7. You react to old people with A. Patience B. Annoyance C. Sometimes A, sometimes B 8. Do you agree with the statement, “What is right and wrong depends on the time, place and circumstance?”

A. Strongly agree B. Agree to a point C. Strongly disagree 9. Would (or did) you marry someone from a different race?

A. Yes B. No C. Probably not 10. If someone in your family were gay, you would likely:

A. View this as a problem and try to change the person to a heterosexual orientation B. Accept the person as a gay person with no change in feelings or treatment C. Avoid and/or reject that person 11. You react to little children with: A. Patience B. Annoyance C. Sometimes A, sometimes B 12. Other people’s personal habits annoy you A. Often B. Not at all C. Only if extreme 13. If you stay in a household run differently from yours (e.g.: cleanliness, manners, meals, and other customs) you: A. Adapt readily B. Quickly become uncomfortable and irritated C. Adjust for a while, but not for long 14. With which statement do you most agree?

A. We should avoid judging others because no one can fully understand the motives of another person B. People are responsible for their actions and have to accept the consequences C. Both motives and actions are important when considering questions of right and wrong Quiz Score: Circle your score for each of the answers and total your score: 1. A=4; B= 0; C=2 8. A=0; B= 2; C=4 2. A=4; B = 2; C=0 9. A=0; B= 4; C=2 3. A=0; B= 2; C=4 10.A=2; B= 2; C=4 4. A=4; B= 2; C=0 11.A=0; B= 4; C=2 5. A=4; B= 2; C=0 12.A=4; B= 0; C=2 6. A=4; B= 2; C=0 13.A=0; B= 4; C=2 7. A=0; B= 4; C=2 14.A=0; B= 4; C=2 Total score:

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  

0 – 14: If you score 14 or below, you are a very tolerant person and dealing with diversity comes easily for you.

15 – 28: You are basically a tolerant person and others think of you as tolerant. In general, diversity presents few problems for you, but you may be broadminded in some areas and have less tolerant ideas in other areas of life, such as attitudes toward older people or malefemale social roles.

29 – 42: You are less tolerant than most people and should work on developing greater tolerance of people different from you. Your low tolerance level could affect your business or personal relationships.

43 – 56: You have a low tolerance for diversity. The only people you are likely to respect are those with beliefs similar to your own. You reflect a level of intolerance that could cause difficulties in today’s multicultural environment.

Adapted from “The Tolerance Scale” Maria Heiselman, Naomi Miller, & Bob Schlorman in Building Community: the Human Side of Work, 1966

Afterword Reading about the past and discussing the present reality of human differences in America represent the beginning of a new and vital awareness of interactions between people. But it is only a beginning. Knowing how interpersonal communication occurs and how to avoid or resolve conflicts between people and groups is of little value to the bigot because bigots are constrained from action only when the consequences appear to be more severe to themselves than to those they hate. Knowing the causes of prejudice is of little value to the worker who allows prejudice to corrode an appreciation for the worth of other individuals or groups.

Recognizing historical precedents for our current actions does little for the neighbor who ignores this knowledge and denounces those who complain of continuing discrimination.

Being able to recognize racism, sexism, homophobia, and other forms of oppression toward minority persons or groups is of no use to any person who gives a blind eye to harassment, contempt, and oppression.

Positive attitudes about diversity must be demonstrated, and when positive behaviors are demonstrated, positive attitudes are strengthened. Follow the rules for respect of others and respect will accrue in return. Apply the lessons in this study of how humans are different and discover the scientific truth reported in genome research that human beings are 96% alike, no matter where we live, no matter what we’ve done.

So why spend so much time studying differences that comprise fewer than 4% of us?

Because that 4% has been allowed to overpower us, to divide, separate, anger, segregate, offend, and hurt. Our emphasis on the 4% has permitted us to classify, rank, categorize, and demean others. It has allowed us to watch as others grow weary, become discouraged, starve, suffocate, and die.

Practice and repetition are important. Discussion and debate are vital. Proposition and negotiation are necessary. Nothing we have written in this text has any value unless you agree to follow a positive and constructive philosophy based on optimism about diversity and then demonstrate that optimism in word and deed. We know that it is possible, and we believe that it is necessary. If enough Americans believe this is the right thing to do, then together we can sustain this novel experiment with a democracy that promotes freedom and opportunity for all its citizens.

No experience is complete without reflecting on one’s learning and without opportunity to aggregate thoughts, values, opinions, and beliefs into a coherent personal statement. These exercises allow for summarizing and for drawing conclusions about how humans are different in America today.

Lee Goodhart, 2013, The University of Wisconsin-La Crosse

TEST BANK AND ANSWER KEY Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language CHAPTER OUTLINE THE ROLE OF VALUES IN HUMAN DIFFERENCES What is the relationship between a person’s values and behaviors?

What inconsistencies exist between American values and American behaviors?

Are values individually chosen or are we taught to accept certain values?

How does the way values are taught explain the inconsistency between values and behavior?

Why should anyone be concerned about inconsistencies between values and behavior?

Should parents rather than schools teach values to children?

What problems can interfere with making ethical decisions?

DEFINING TERMS RELATED TO HUMAN DIFFERENCES How do negative attitudes develop?

How does confirmation bias influence people, and can it be overcome?

What are the differences among race, ethnicity, and nationality?

What are minority groups and why are they called minority groups?

How have minority groups been perceived by the majority?

How have labels been used to define and control subordinate groups?

What is the impact of labels on individuals who are labeled?

How are negative bureaucratic terms as harmful as social derisive terms?

How has our society responded to social problems experienced by minority groups?

RELEVANT TEST ITEMS Multiple choice 1-12 Essay 28-30

Multiple Choice 13-23 Essay 31 - 32

Multiple Choice Questions 1. What is a belief? a. A combination of attitudes b. Instruction that forces someone to accept an ideology c. An inference a person makes about reality d. An inclination that inhibits impartial judgment 2. What is an inference about reality? a. A value b. An attitude c. A belief d. A bias 3. People decide to take action or avoid an action based on their a. Values b. Beliefs c. Attitudes d. Universalistic perspective 4. Danny has worked hard all his life to send his children to college. He went to a parent teacher meeting and participated in his sons’ school activities. He was frugal with his money, missing vacations and expensive activities, to save for a college fund. To Danny education is a(n) a. Belief b. Value c. Attitude d. Universalistic perspective 5. Qwashma is a 16 year old girl. She does not want to dress in styles her parents like because she insists that she wants to show her own individual style; however, she and her friends dress exactly alike, even sharing clothing, jewelry, makeup and hair coloring. What is Qwashma demonstrating? a. Indoctrination b. Consistent inconsistency c. Values d. Majority rule 6. Which of the following is not a listed as a top nine core values of American society? a. Right to bear arms b. Equality c. Rule of law d. Community and National Welfare 7. Six year old Jhante insists he can dress himself for school alone but he often ends up wearing strange combinations of superhero costumes and cowboy boots. His mom wants him to dress nicely so in the morning she lays out 2 shirts and 2 pants for him to pick from. What approach is Jhante’s mother using to get him to dress nicely? a. Setting an example b. Appealing to his conscience c. Limited choices

d. Persuading or convincing 8. Dr. Cartaina assigns his students in an introductory education class to watch a movie about a great teacher and discuss the difficulties and triumphs the teacher faced during class. In what way is Dr. Cartaina teaching the value of perseverance to his students? a. Reinforcing dogma b. Enforcing rules and regulations c. Offering limited choices d. By providing inspirational materials 9. Courtney’s parents tell her that she should never smoke, giving her many reasons why it is a bad habit, however they smoke. What are Courtney’s parents illustrating? a. Values b. Indoctrination c. Commitment d. Hypocrisy 10. As a teenager, Je questions his parents’ values and wants to make up his own mind about his life. His parents insist that to question them goes against the family and they expect him to accept their values without question. What does this way of teaching values illustrate? a. Indoctrination b. Hypocrisy c. Limiting choices d. Persuasion to accept values 11. According to Kniker (1977) which of the following is not an effective method to approach teaching values? a. Tell children what to do and expect them to do it without question b. Listen to the perspectives of others c. Offer opportunities for discussion and debate d. Ask them to consider how their actions will affect others 12. Joe is an accountant who believes that women are not good in mathematical professions. He is in charge of hiring someone to help out in his business part time. After interviewing two candidates, he hires the male over the female although she was better qualified for the job. This is an example of what concept? a. Bias b. Discrimination c. Stereotype d. Prejudice 13. Put the following terms in order from least intensity to strongest intensity. a. Stereotype, bias, prejudice, bigotry b. Bias, stereotype, prejudice, bigotry c. Bigotry, prejudice, stereotype, bias d. Bias, stereotype, bigotry, prejudice 14. Stereotypes that are considered positive a. Are not harmful because they cast persons or groups favorably.

b. Are more accurate than negative stereotypes. c. Allow for more accurate perceptions of persons or groups to be formed. d. Create inaccurate perceptions of persons or groups.

15. Which of the following statements is not accurate about stereotypes? a. Stereotypes can be positive or negative. b. Positive stereotypes can be as harmful as negative stereotypes. c. Stereotypes allow accurate perceptions about others to be formed. d. Stereotypes assume a person has a particular trait based on their group membership.

16. How can teachers encourage students to overcome confirmation bias? a. By asking them to take a stance and stick to it b. By teaching students to be open minded when faced with contradictory or ambiguous information c. By telling them to accept the word of the teacher as fact d. By realizing that it is not the job of schools to teach values and following the beliefs of the parents 17. Terry believes that teenagers are lazy troublemakers even though he has experienced many teenagers who work hard at their jobs and in school. When he sees a teenager not working or reads a newspaper story about a teenager who gets in trouble, he complains loudly about the lack of work ethic in teenagers today. What is Terry exhibiting? a. Discrimination b. Bigotry c. Confirmation bias d. Values 18. Calvin, a Caucasian man from South Africa, moved to the United States at the age of 20 to go to school for physical therapy. He stayed in the United States and became a U.S. citizen. During a session his client, Nanci, noticed his unusual accent and asked him where he was from. When he replied South Africa, the client smiled and said, “Well, you are the first white African American I have ever met.” This made Calvin uncomfortable and he quickly changed the subject. Was Nanci correct in saying Calvin was a white African American? a. Yes, Calvin’s race was white and his ethnicity was African and his nationality was American. b. Yes, Calvin’s ethnicity was white and his nationality was African and his race was American. c. No, Calvin was white and African Americans are black. d. No, Calvin nationality will always be South Africa even if he changes his citizenship.

19. Race refers to while ethnicity refers to . a. A scientific concept; cultural differences b. Physical differences; cultural differences c. A non-scientific concept; nationality d. Skin color; an individual’s native language

20. You are at a meeting. In the meeting are 12 white males, 14 black males, 2 Latino males, 29 White females, 36 black females and 4 Latina females.

Which group would be considered the majority or dominant group by American standards? a. White females b. White males c. Black males d. Black females 21.A A distinction between the terms ʺminority groupʺ and ʺdiversityʺ is that a. They can be used interchangeably. b. ʺMinority groupsʺ concede power to majority groups while ʺdiverseʺ groups share power equally. c. ʺMinority groupʺ refers only to race while ʺdiversityʺ refers to all manner of human differences. d. ʺMinority groupʺ implies an oppressive power differential while ʺdiversityʺ refers to all manner of human differences.

22. How are group labels and human behavior related? a. There is no correlation has been found between group labels and human behavior. b. A person’s sense of identity is not affected by labels. c. Prejudice is often based upon those labels. d. Labels cannot be used to control group behavior.

23. Differences in the interpretations of the words ʺmigrantʺ and ʺsettlerʺ illustrate the power of a. Language and labeling. b. Consistent inconsistency. c. Discrimination. d. Values.

24. At what age does true racial awareness, or the understanding that skin color can carry negative connotations, become an issue for children? a. Four to five b. Six to seven c. Eight to nine d. Nine to ten 25. Why is name calling as damaging to the dominant group members as to the minority group members? a. it makes the name callers feel inferior. b. It creates boundaries that cannot be crossed without difficulty. c. It does not allow minority groups to claim certain words as their own. d. It negatively affects the dominant group by putting them in a superior position.

26. Socially derisive terms used in bureaucratic contexts a. Are less harmful than informal social labels. b. Demonstrate that poor people are culturally flawed. c. Need to be considered carefully in order to reduce stereotyping.

d. Have the sanction of authority therefore promoting powerful negative messages.

27. When addressing social problems, what does the exceptionalistic perspective focus on? a. Problems are caused by individual defects. b. Problems can be solved by individuals. c. Problems are a result of social structures. d. Problems are both predictable and preventable.

Essay Questions 28. List the seven traditional approaches to teaching values. Provide an example for each.

29. Research has demonstrated a consistent inconsistency between a person’s reported values and their observable behaviors. Describe a current issue occurring on your campus or at your institution where people’s beliefs and values seem to be at odds with their behaviors. Provide an explanation as to why such an inconsistency might be occurring.

30. Explain the steps and give an example of how a personal belief may lead to a behavior.

31. Define and provide examples of bias, stereotype, prejudice, and bigotry. Then, define discrimination and explain how it is different from each of the first four terms listed previously.

32. Define and provide examples that explain and connect the concepts majority group, minority group, and labeling.

CHAPTER 1 ANSWER KEY Multiple Choice Questions 1.

C Correct Answer: An inference a person makes about reality Feedback for Correct Answer: Kniker (1977) suggests that beliefs are inferences about reality that take one of three forms: descriptive, evaluative, or prescriptive.

Text Reference: What is the difference between beliefs and values?

2.

C Correct Answer: A belief Feedback for Correct Answer: Beliefs are inferences a person makes about their reality.

Text Reference: What is the difference between beliefs and values?

3.

A Correct Answer: Values Feedback for Correct Answer: Values determine our choices: Values are the foundation for actions we choose to take—or to avoid.

Text Reference: The Role of Values in Human Differences 4.

B Correct Answer: Value Feedback for Correct Answer: Values lead us to take action or avoid actions based on our beliefs and attitudes.

Text Reference: The Role of Values in Human Differences 5.

B Correct Answer: Consistent inconsistency Feedback for Correct Answer: The tendency for people to say we believe in a certain value and then engage in contradictory behavior is consistent inconsistency.

Text Reference: What is the relationship between a person’s values and behaviors?

6.

A Correct Answer: Right to bear arms Feedback for Correct Answer: Although this is in the Constitution of the United States it was not listed as one of the top nine core values of Americans.

Text Reference: What is the relationship between a person’s values and behaviors?

7.

C Correct Answer: Limited choices Feedback for Correct Answer: By giving him two choices, her value of dressing nicely and his need to make his own choices are being met.

Text Reference: Are values individually chosen or are we taught to accept certain values?

8.

D Correct Answer: By providing inspirational materials Feedback for Correct Answer: Dr. Cartaina provides inspirational teaching movies to his students to teach the value of perseverance to his students.

Text Reference: Are values individually chosen or are we taught to accept certain values?

9.

D Correct Answer: Hypocrisy Feedback for Correct Answer: When values and rules are taught but not

10.

A

11.

A

12.

B

13.

B

14.

D

15.

C

16.

B

17.

C

lived in everyday life, this is hypocrisy.

Text Reference: How does the way values are taught explain the inconsistency between values and behavior?

Correct Answer: Indoctrination Feedback for Correct Answer: Indoctrination is the intent to dictate cultural values that must be accepted rather than assist people in deciding what is right and wrong.

Text Reference: How does the way values are taught explain the inconsistency between values and behavior?

Correct Answer: Tell children what to do and expect them to do it without question Feedback for Correct Answer: This is not an effective way to teach children values according to Kniker.

Text Reference: Should parents rather than schools teach values to children?

Correct Answer: Discrimination Feedback for Correct Answer: Discrimination is an action taken based on negative attitudes.

Text Reference: Defining Terms Related to Human Differences Correct Answer: Bias, stereotype, prejudice, bigotry Feedback for Correct Answer: These attitudes are in order of intensity from least to greatest.

Text Reference: Defining Terms Related to Human Differences Correct Answer: Create inaccurate perceptions of persons or groups.

Feedback for Correct Answer: Positive stereotypes can have its drawbacks because it creates inaccurate perceptions of people perceived to belong to a certain group.

Text Reference: How do negative attitudes develop?

Correct Answer: Stereotypes allow accurate perceptions about others to be formed.

Feedback for Correct Answer: Stereotypes keep accurate perceptions about a person from being formed because it assumes traits about a person based on group membership.

Text Reference: How do negative attitudes develop?

Correct Answer: By teaching students to be open minded when faced with contradictory or ambiguous information Feedback for Correct Answer: If schools engage students in learning activities to promote being “open-minded,” students could be taught to be aware of and take into account the influence of confirmation bias.

Text Reference: How does confirmation bias influence people and can it be overcome?

Correct Answer: Confirmation bias Feedback for Correct Answer: Newberg and Waldman (2006) describe confirmation bias as the tendency to accept information reinforcing one’s beliefs while ignoring information contradicting those beliefs.

Text Reference: How does confirmation bias influence people and can it

18.

A

19.

B

20.

B

21.

D

22.

C

23.

A

24.

C

be overcome?

Correct Answer: Yes, Calvin’s race was white and his ethnicity was African and his nationality was American.

Feedback for Correct Answer: Although the assumption is that all African American’s are black is often made, people from Africa come from many racial backgrounds. His nationality changed once he changed his citizenship, although his ethnic background did not.

Text Reference: What is the difference between race, ethnicity, and nationality?

Correct Answer: Physical differences; cultural differences Feedback for Correct Answer: Race is based on perceptions of physical differences; ethnicity is based on cultural differences (Jones, 1997).

Text Reference: What is the difference between race, ethnicity, and nationality?

Correct Answer: White males Feedback for Correct Answer: By American standards, white males are the dominant group and others are considered to be minorities based on power structure.

Text Reference: What are minority groups and why are they called minority groups?

Correct Answer: ʺMinority groupʺ implies an oppressive power differential while ʺdiversityʺ refers all manner of human differences.

Feedback for Correct Answer: Minority group members possess limited power compared to members of a dominant group. Diversity refers to the presence of human beings with perceived or actual differences based on a variety of human characteristics.

Text Reference: What are minority groups and why are they called minority groups?

Correct Answer: Prejudice is often based upon those labels.

Feedback for Correct Answer: The existence of derisive labels and their variety suggest the extent to which prejudices exist. Stephan (1999) insists that reducing prejudice requires that teachers help children become aware of the tendency to attach negative labels to others.

Text Reference: How have labels been used to define and control subordinate groups?

Correct Answer: Language and labeling.

Feedback for Correct Answer: Reactions to the two terms are significantly different, even though both terms describe people engaged in a similar quest.

Text Reference: How have minority groups been perceived by the majority?

Correct Answer: Eight to nine Feedback for Correct Answer: True racial awareness does not tend to become a significant issue until children are eight or nine years old.

Text Reference: What is the impact of labels on individuals who are labeled?

25.

B

26

D

27.

A

Correct Answer: It creates boundaries that cannot be crossed without difficulty.

Feedback for Correct Answer: Highwater believes that derisives, derogatory terms, damage individuals in the dominant group as well as those in minority groups because derisive language creates boundaries.

Text Reference: What is the impact of labels on individuals who are labeled?

Correct Answer: Have the sanction of authority therefore promoting powerful negative messages.

Feedback for Correct Answer: Derisive bureaucratic terms are powerful purveyors of negative images primarily because they have the sanction of authority behind them.

Text Reference: How are negative bureaucratic terms as harmful as social derisive terms?

Correct Answer: Problems are caused by individual defects.

Feedback for Correct Answer: The exceptionalistic perspective views problems as a consequence of individual defect, accident, or unfortunate circumstance.

Text Reference: How has our society responded to social problems experienced by minority groups?

Essay Questions 28 Suggested Response: 1) Setting an example – We set an example for our children by eating healthy food and getting daily exercise.

2) Enforcing rules and regulations - When students are late to class they lose 5 points from their participation grade.

3) Persuading or convincing – We debate rules with our children and try to convince them of why they are correct. They also try to persuade the parent to take their side.

4) Appealing to one’s conscience – When one child takes the toy of another child, we ask, “How would you feel if he took your toy?”

5) Offering limited choices – “You can wear the red shirt or the green shirt.”

6) Providing inspirational materials / experiences – In history class, students learn about the great achievements of famous people.

7) Reinforcing religious or cultural dogma – All the great religions of the world have some version of the “Golden Rule.”

Text Reference: See Are values individually chosen or are we taught to accept certain values?

29 Suggested Response: On campus recycling and responsibility to the future is a value. The institution provides recycling bins in the hallways of the classroom building and in the library and dorm entryways. Students participate in recycling projects and poster contests. However, if you look in any trashcan, you can see plastic drink bottles filling them up instead of being in the bin just 20 feet away. This may occur because students don’t think about the recycling bins. They may believe that one bottle won’t make a difference or they feel

30

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walking 20 feet is to out of the way for them. They also may have a habit of throwing things out as they leave a classroom instead of waiting. Also students are so focused on the here and now that recycling for the future has no meaning for them.

Text Reference: See How does the way values are taught explain the inconsistency between values and behavior?

Suggested Response:  Beliefs are inferences about reality. A person may believe that women should not work. They should be taking care of children at home. He may also believe that women should be subservient to men.  A cluster of beliefs creates an attitude. The person who has the previous beliefs may have the attitude that a woman’s voice is not worthy of being heard and her opinion does not matter. He may also believe she is a second class citizen.  From these attitudes, a value is formed and this value generates an action or deliberate choice to avoid an action. A person who has the previous beliefs may value a man’s opinion over a woman’s opinion and may value spending money on his needs rather than her needs. An action that can occur with these beliefs is spending money on a new set of gold clubs or a boat that he wants rather than a new car for her or new clothing. He may feel that his wants are more important and deserving of the family money than her needs.

Text Reference: See The role of beliefs and values in human differences.

Suggested Response:  Bias is a mild inclination towards or against someone or something. It can be positive or negative. For example, a person can prefer to date someone who is dark haired and brown eyed but is okay with dating someone with blue eyes and blond hair.  A stereotype is a positive or negative trait or traits ascribed to a certain group and to most members of that group. For example, a stereotype about 13-year-old girls is that they are giggly and self-centered. This may or may not be true of all 13-year-old girls.  A prejudice is a negative attitude toward a group and persons perceived to be members of that group; being predisposed to behave negatively toward members of a group. An example of a prejudice is believing African American young males are dangerous to others and like to fight and rob people. A person who believes this may avoid areas where they hang out or cross the street when they see a group of them walking toward them.  Bigotry is an extreme negative attitudes leading to hatred of a group and persons regarded as members of the group. An example of bigotry is a person who takes every chance they get to talk negatively about a certain group of people and tries to get everyone to listen to his or her opinion. The next step up from bigotry is discrimination.  Discrimination is defined as actions or practices carried out by a member or members of dominant groups, or their representatives, that

32

have a differential and negative impact on a member or members of subordinate groups. Discrimination is not only a dislike or stereotype but it is actively making a negative impact on a group or someone believed to be in the group. An example of discrimination is not hiring people of a certain ethnicity or not going to a store or restraint that has people of a certain ethnicity working there.

Text Reference: See Defining Terms Related to Human Differences Suggested Response:  A majority group is the group that has the power no matter the numbers of people in that group. In the United States the upper middle class, white, heterosexual, Christian male is considered the majority even though their numbers do not represent 51% of the US population.  The minority group does not refer to numbers but to their limited power in society. Majority groups label minority groups. Minority groups can be identified according to differences based on age, marital status, parental status, educational status, geographic location, physical characteristics, and other factors that influence individual personality and behavior.  This sets up artificial boundaries between the groups and allows the majority group to keep others in check through labeling.  Labels are not only informal social labels that we call each other but sanctioned bureaucratic names that bring up powerful images. These have power because they are used by those in authority. The use of labels can change how we view certain groups. African American males may be referred to as “thugs,” ‘gangstas,” or “inner city youth.” All of these bring up negative connotations.

Text Reference: See Defining Terms Related to Human Differences

Chapter 2: Understanding Prejudice and Its Causes CHAPTER OUTLINE CONCEPTIONS AND MISCONCEPTIONS OF PREJUDICE What are examples of misconceptions about prejudice?

How widespread is prejudice?

How are prejudices reflected in American media?

What examples of prejudice exist in our language?

How does gender prejudice in our language promote sexist attitudes?

What sexist terms for men could be considered derisive?

Aren’t some prejudices positive?

THE PERPETUATION OF PREJUDICE How are prejudices perpetuated?

Denial rationalizations Victim-blaming rationalizations Avoidance rationalizations CAUSES AND CONSEQUENCES OF PREJUDICE What are the major causes promoting the development of prejudice?

How does frustration cause prejudice?

What do stereotypes have to do with uncertainty, and how do they cause prejudice?

How does threat to self-esteem cause prejudice?

How does competition for status, wealth, and power cause prejudice?

What is racial profiling?

What other forms of discrimination are a consequence of prejudice?

Is prejudice the main cause of discrimination in society?

How does the interest theory explain discrimination?

How is discrimination explained by the institutionalized discrimination theory?

What can schools do to reduce prejudice?

CHAPTER OUTLINE Multiple choice 1-8 Essay 31-32

Multiple choice 917 Essay 33

Multiple choice 1830 Essay 34-35

Multiple Choice Questions 1. What can be said about the relationship between rational thinking and prejudice? a. The great rational minds of the world have had no prejudices. b. It is possible to be rational and prejudiced at the same time. c. Holding prejudices keeps rational thinkers for being able to achieve greatness. d. It is not possible to be rational and prejudiced at the same time.

2. What does it become when prejudice develops into hatred? a. Bigotry b. Discrimination c. Denial rationalization d. Elitism 3. Which of the following has not been a factor in leading nations around the world to confront historic prejudices? a. Economic globalization b. Immigration c. Laws limiting immigration d. Population migration 4. How do media encourage prejudice? a. By realistically portraying minorities b. By challenging stereotypical characteristics of minorities c. By showing minorities in stereotypical ways d. By reflecting the true attitudes of Americans 5. Which of the following sentences does not contain an example of the black/white syndrome in the English language? a. I was blacklisted from joining the club. b. You are my white knight in shining armor! c. He was only convicted of a white-collar crime. d. I am planning to wear a little black dress to the party.

6. Which of the following is not an example of how gender prejudice in our language promotes sexist attitudes? a. “I will meet Dr. Johnson tomorrow and I hope he is friendly.” b. “When I grow up I want to be a firefighter.” c. “Janet may be blonde but she is pretty smart.” d. “You only scraped your knee. Man up and walk it off.”

7. When a negative attitude is acted upon it becomes a. Prejudice. b. Bias. c. Discrimination. d. Bigotry.

8. Which of the following statements is an example of the misuse of the term prejudice? a. “I am prejudiced against the Fighting Bears’ football term. Their fans are always so nasty.” b. “Of course I am prejudiced. Teenagers are so lazy.”

c. “I don’t want to sound prejudiced but if we let that group home open in the neighborhood we will not be safe anymore.” d. “I am prejudiced for my football team. I always support them.”

9. Which of the following is not an example of how prejudices are rationalized? a. Denial b. Victim-blaming c. Avoidance d. Fact seeking 10. Refusing to recognize that there are problems in society as a result of prejudice and discrimination is an example of a. Victim-blaming rationalization b. Denial rationalization c. Avoidance rationalization d. Scapegoat rationalization 11. Which of the following statements is an example of denial rationalization? a. “She would not have been raped if she had not worn such a skimpy outfit.” b. “Yes, women have had to struggle for equality but look how far they have come in the political arena.” c. “African-Americans cannot claim discrimination in hiring since affirmative action was instituted.” d. “She might be a popular cheerleader but I am smarter.”

12. Which is the best definition for victim-blaming rationalizations for prejudice? a. It is the flaws and deficiencies of minorities that cause their problems, so society does not need to change. b. Prejudice and discrimination do not cause problems in society. c. The best people ascend to a place of superiority in society and represent a natural aristocracy. d. One person gains at the expense of others and sharing power means a reduction of power.

13. All of the following are examples of victim blaming rationalizations except which one? a. If women don’t want to be targets of crime, they need to take selfdefense classes. b. The poor should get jobs if they don’t want to live in poverty. c. He was just at the wrong place at the wrong time. d. It is the natural order of things that a woman should stay at home and take care of the kids.

14. How is an avoidance rationalization different from denial and victim-blaming rationalizations? a. Avoidance rationalizations deny that societal problems stem from prejudice and discrimination. b. Avoidance rationalizations address prejudice and discrimination as a problem for individuals rather than the entire society. c. Avoidance rationalizations do not perpetuate prejudice and discrimination.

d. Avoidance rationalizations acknowledge societal problems stem from prejudice and discrimination.

15. Which of the following arguments uses an avoidance rationalization to perpetuate prejudice? a. If those women didn’t have so many babies, they could come off welfare. b. Instead of studying why we are so different in this diversity class, why don’t we study how we are alike. c. Now that an African-American president has been elected, there is no more racism in the United States. d. Gay people should keep their sexual preferences to themselves if they don’t want to be bothered.

16. You are in a teacher’s meeting when the principal expresses her frustration over so many African American male students being suspended. One of the teachers states, “I know it’s a problem, but we have had fewer suspensions this year than we had at this time last year.” What type of prejudice rationalization is this? a. Denial rationalization b. Victim blaming rationalization c. Avoidance rationalization d. Personal denial rationalizations 17. Two boys were severely beaten at a high school football game. When the attackers were questioned by the police, they rationalized their attacks by saying, “Those two were fags and they deserved it.” What type of prejudice rationalization is this? a. Victim blaming b. Denial rationalization c. Avoidance rationalization d. Scapegoating rationalization 18. One of your neighbors on the cul-de-sac must move because their house was foreclosed on because both parents lost their jobs. At a good-bye get together one of the other neighbors whispers to you, “Well, they were never our type of people anyway. He can’t keep a decent job, and the kids are dirty all the time.

Can you believe what color they painted their living room? Good riddance!”

What type of attitude is demonstrated in this conversation? a. Zero-sum b. Elitist c. Denial rationalization d. Interest theory 19. The president of the PTA is always complaining about the amount of work she has to do but when you ask her why she doesn’t delegate some of the work to others she replies, “I can’t do that. The principal relies on me. And if I let one of those other mothers take over, next thing you know, they will be running the school and I won’t have any say so in how things are run around here.” What type of attitude is this? a. Zero-sum

b. Elitist c. Denial rationalization d. Institutionalized discrimination 20. Of the four primary causes of prejudice which one focuses on blaming others for your problems and finding a scapegoat? a. Resorting to stereotypes b. Threat to self esteem c. Competition for status, wealth, and power d. Frustration-aggression 21. What do people tend to do when they are forced to deal with unfamiliar groups of people that reinforce prejudice? a. Become frustrated and aggressive b. Feel a threat to self esteem c. Resort to stereotypes d. Start competing for wealth, power and status 22. Maria is a new girl at the high school who tries out for the cheerleading team.

She is so good that she is made head of the squad. Maxie, the cocheerleader who thought she was a shoo-in for head this year, starts spreading rumors about Maria and accuses her of sleeping with the quarterback of the team, whose mother happens to be the cheerleading squad advisor. Soon the rest of the class starts whispering about Maria behind her back and excluding her from activities in and out of the classroom.

What cause of prejudice is Maxie illustrating? a. Scapegoating b. Uncertainty leading to stereotypes c. Frustration leading to aggression d. Threat to self-esteem 23. How does competition in the classroom encourage prejudice? a. The uncertainty of who the other group is builds up stereotyping. b. Competition builds an “us versus them” mentality. c. Losers in the classroom activity will lose their self-esteem. d. Students who are frustrated become aggressive with others.

24. Which of the following is not an example of racial profiling? a. Stopping a car full of black teenagers while they are driving in an upper middle class neighborhood b. A Middle Eastern looking man being pulled out of the line and being searched at the airport c. Everyone having to present a driver’s license or voter’s registration card before voting. d. Requiring people of presumed Hispanic descent to present their proof of citizenship when asked.

25. Which of the following is a passive negative response to prejudice? a. Verbal abuse towards others b. Physical assaults c. Genocide

d. Avoiding interactions with people who are not members of our own group 26. Although studies have shown that prejudice has been reduced in recent years, there has not been a reduction in discrimination. Which of the following theories is not a given reason for continuing discrimination? a. Prejudicial theory b. Internal colonialism theory c. Interest theory d. Institutionalized discrimination theory 27. How does the interest theory explain discrimination? a. People discriminate in order to protect their own power and privilege. b. Dominant groups exploit subordinate groups to control resources. c. Institutional policies and practices have negative effects on subordinate groups. d. Racial profiling keeps immigrants from being able to advance in their careers.

28. The homeowner’s association in Snowhill meets every third Tuesday at 10:00 am over brunch to discuss matters of the neighborhood. This group is mostly run by nonworking mothers who are available at this time of day. They decide that the neighborhood will once again participate in the annual Christmas parade, not taking into account the religious practices of newer members of the community. When some people complain, they are called unneighborly and accused of not supporting the children. What discrimination theory explains the perpetuation of prejudice towards those who chose not to participate in the parade? a. Internal colonialism theory b. Institutionalized discrimination theory c. Interest theory d. Zero-sum theory 29. Which of the following is not a way to reduce prejudice? a. Providing accurate information b. Establishing equitable workplace policies and practices c. Encouraging competition d. Challenging negative attitudes 30. Which of the following classroom activities can be used to reduce prejudice? a. Writing and sharing stories about each other’s families b. Giving prizes to students for the best dressed and smartest c. Ignoring students when they make prejudicial remarks d. Having teacher’s pets in the classroom

Essay Questions

31. Think about the television you watch and the commercials you have seen.

What prejudices and stereotypes are reinforced? Why do the media continue to reinforce these prejudices and stereotypes?

32. The old saying is “Sticks and stones may break my bones, but words will never hurt me” can give permission for children to call each other names.

When you have listened to a group of children or teenagers on the playground or in the mall or even when you are with your group of friends, what types of sexist and derisive terms are used in the conversations?

Although these are often seen as funny or “just picking” what messages do these words send?

33. Prejudice is perpetuated through three types of rationalizations: denial, victim blaming, and avoidance. Explain what each rationalization is and give an example of each that occurs on a college campus.

34. Two of the four major causes of prejudice involve (a) finding a scapegoat for one's problems and (b) having little knowledge of or experience with groups other than one's own. Explain how these two factors may cause prejudice.

35. Explain the three theories of discrimination and give examples of each.

CHAPTER 2 ANSWER KEY Multiple Choice Questions 1.

B Correct Answer: It is possible to be rational and prejudiced at the same time.

Feedback for Correct Answer: Rational people can hold prejudices.

Text Reference: What are examples of misconceptions about prejudice?

2.

A Correct Answer: Bigotry Feedback for Correct Answer: When prejudice reaches the intensity of hatred, it becomes bigotry.

Text Reference: Conceptions and Misconceptions of Prejudice 3.

C Correct Answer: Laws limiting immigration Feedback for Correct Answer: Laws limiting immigration reinforce historic prejudices.

Text Reference: How widespread is prejudice?

4.

C Correct Answer: By showing minorities in stereotypical ways Feedback for Correct Answer: Media portrays minorities in stereotypical ways thereby reinforcing prejudicial attitudes.

Text Reference: How are prejudices reflected in American media?

5.

D Correct Answer: I am planning to wear a little black dress to the party.

Feedback for Correct Answer: Little black dress is describing a color of a clothing item and not an example of the black/white syndrome in the English language.

Text Reference: What examples of prejudice exist in our language?

6.

B Correct Answer: “When I grow up I want to be a firefighter.”

Feedback for Correct Answer: In reading the sentence you do not know if it was said by a male or a female because the firefighter is used instead of fireman. The use of man as a generic term usually brings up the image of men only.

Text Reference: How does gender prejudice in our language promote sexist attitudes?

7.

C Correct Answer: Discrimination Feedback for Correct Answer: Negative behavior is discrimination: We no longer merely hold a negative attitude—we have acted on that attitude.

Text Reference: Aren’t some prejudices positive?

8.

D Correct Answer: “I am prejudiced for my football team. I always support them.”

Feedback for Correct Answer: Some people misuse the term prejudice by saying they are prejudiced for something, but a prejudice is always a negative attitude.

Text Reference: Aren’t some prejudices positive?

9.

D Correct Answer: Fact seeking Feedback for Correct Answer: Rationalizations seek to justify prejudices and perpetuate them. If facts were sought, prejudices would be reduced.

Text Reference: How are prejudices perpetuated?

10. B Correct Answer: Denial rationalization

11.

C

12.

A

13.

D

14.

D

15.

B

16.

C

17.

A

18.

B

Feedback for Correct Answer: In making denial rationalizations, we refuse to recognize that there are problems in our society resulting from prejudice and discrimination.

Text Reference: Denial rationalizations Correct Answer: “African-Americans cannot claim discrimination in hiring since affirmative action was instituted.”

Feedback for Correct Answer: This is a denial rationalization because the speaker is denying that discrimination is an issue today in the hiring of African Americans.

Text Reference: Denial rationalizations Correct Answer: It is the flaws and deficiencies of minorities that cause their problems, so society does not need to change.

Feedback for Correct Answer: Victim-blamers focus on the group being harmed by societal prejudices and insist that society doesn’t need to change: The group needs to change.

Text Reference: Victim-blaming rationalizations Correct Answer: It is the natural order of things that a woman should stay at home and take care of the kids.

Feedback for Correct Answer: This is a denial rationalization that asserts that there are no problems and things are as they should be.

Text Reference: Victim-blaming rationalizations Correct Answer: Avoidance rationalizations acknowledge societal problems stem from prejudice and discrimination.

Feedback for Correct Answer: Unlike people who employ denial and victim-blaming, those who promote avoidance rationalizations recognize the problems in society as stemming from prejudice and discrimination.

Text Reference: Avoidance rationalizations Correct Answer: Instead of studying why we are so different in this diversity class, why don’t we study how we are alike.

Feedback for Correct Answer: This argument avoids the issue of understanding the uniqueness that makes people diverse and how these differences can lead to prejudice and discrimination as well as an appreciation for what makes people unique.

Text Reference: Avoidance rationalizations Correct Answer: Avoidance rationalization Feedback for Correct Answer: They are avoiding the principal’s implied concern over disproportionate suspensions by rationalizing that “things are getting better” without suggesting any kind of solution.

Text Reference: The Perpetuation of Prejudice Correct Answer: Victim blaming Feedback for Correct Answer: The attackers blamed their behavior on the perceived sexual orientation of the boys they beat, rather than accept responsibility for their actions.

Text Reference: The Perpetuation of Prejudice Correct Answer: Elitist Feedback for Correct Answer: This condescending attitude promotes the

19.

A

20.

D

21.

C

22.

D

23.

B

24.

C

25.

D

26

A

belief that those in the lower levels of society deserve to be where they are and that successful people have earned their place in society.

Text Reference: Causes and Consequences of Prejudice Correct Answer: Zero-sum Feedback for Correct Answer: People with zero-sum attitudes do not share power because the assumption is that the personal gains of one individual mean a loss for someone else.

Text Reference: Causes and Consequences of Prejudice and Discrimination Correct Answer: Frustration-aggression Feedback for Correct Answer: The frustration-aggression hypothesis maintains that as frustration builds, it leads to aggressive action and fining a scapegoat.

Text Reference: How does frustration cause prejudice?

Correct Answer: Resort to stereotypes Feedback for Correct Answer: Because of our lack of accurate information, we may believe in stereotypes as a way to convince ourselves that we know about certain groups.

Text Reference: What do stereotypes have to do with uncertainty, and how do they cause prejudice?

Correct Answer: Threat to self-esteem Feedback for Correct Answer: If members of an inferior group become successful, their achievements threaten those whose self-esteem are based on feelings of group superiority and unconsciously transform a condescending attitude into prejudice.

Text Reference: How does threat to self-esteem cause prejudice?

Correct Answer: Competition builds an us versus them mentality.

Feedback for Correct Answer: There is evidence that competition fosters prejudicial attitudes.

Text Reference: How does competition for status, wealth, and power cause prejudice?

Correct Answer: Everyone having to present a driver’s license or voter’s registration card before voting.

Feedback for Correct Answer: If everyone is required to present proof of eligibility before voting, it cannot be considered racial profiling.

Text Reference: What is racial profiling?

Correct Answer: Avoiding interactions with people who are not members of our own group Feedback for Correct Answer: In contrast to confrontational negative behavior stemming from prejudice and bigotry, a more passive negative response to prejudice is to avoid members of other groups.

Text Reference: What other forms of discrimination are a consequence of prejudice?

Correct Answer: Prejudicial theory Feedback for Correct Answer: Prejudicial theory is not a reason for continuing discrimination even though prejudice has decreased.

27.

A

28.

B

29.

C

30.

A

Text Reference: Is prejudice the main cause of discrimination in society?

Correct Answer: People discriminate in order to protect their own power and privilege.

Feedback for Correct Answer: Instead of being motivated by prejudice, people discriminate against individuals from subordinate groups because of self-interest and to protect their power and privilege.

Text Reference: How does the interest theory explain discrimination?

Correct Answer: Institutionalized discrimination theory Feedback for Correct Answer: This theory describes institutional policies and practices that have different and negative effects on subordinate groups. Since the homeowner’s association is controlled by non-working neighbors, they make the decisions for the entire neighborhood and do not offer a voice to those who cannot be at home for the meetings.

Text Reference: How is discrimination explained by the institutionalized discrimination theory?

Correct Answer: Encouraging competition Feedback for Correct Answer: Competition for resources can increase prejudice and discrimination when people try to protect their own interests and gain power and status.

Text Reference: How is discrimination explained by the institutionalized discrimination theory?

Correct Answer: Writing and sharing stories about each other’s families Feedback for Correct Answer: Teaching students to respect the background of each other and to learn accurate information about each other can reduce prejudice.

Text Reference: How is discrimination explained by the institutionalized discrimination theory?

Essay Questions 31 Suggested Response: During television programs and commercials several stereotypes may be presented. Some may include blondes are dumb or ditzy, African American males are athletic, overweight women are housekeepers, people who wear glasses are smart, handicapped people rarely appear in this world, gay men are effeminate, Latinos have large families. Stereotypes are often used for humor and to reinforce humorous situations. Although many programming issues would work with other characters and commercials could advertise their products with a more diverse group of actors, the media reinforces stereotypes and prejudices because it appeals to unconscious beliefs of the consumer.

Typically consumers don’t recognize these advertisements as stereotypes because these images are so familiar that they seem not to be stereotypes at all, but rather to portray reality.

Text Reference: How are prejudices reflected in American media?

32 Suggested Response:

33

34

. When the object of this name calling gets upset, he or she is told they are just being sensitive or that the name caller was “just picking” but these words can have a negative effect. These names dehumanize people and if heard often enough, people can internalize the messages and start believing them.

This effects self-esteem in a negative way and can have lifelong consequences. These words also reinforce sexist, racist, homophobic and prejudicial attitudes.

Text Reference: What examples of prejudice exist in our language?

Suggested Response:  Denial: In making denial rationalizations, we refuse to recognize that there are problems in our society resulting from prejudices and discrimination. We deny first that there is a problem and then deny that we would ever participate in causing this problem. An example might be a white person when asked why he doesn’t like black people saying, “I like all people, I even have a black friend back at home.”  Victim-blaming: Victim-blaming is just as it sounds, blaming the victim for any difficulties and problems that may occur. Victim-blamers focus on the group being harmed by societal prejudices and insist that society doesn’t need to change: The group needs to change. An example that might be heard on a college campus might be, “Of course she gets treated badly by her boyfriend. She is always wearing those short dresses and dressing like a skank.”  Avoidance: Those who promote avoidance rationalizations recognize the problems in society as stemming from prejudice and discrimination however; they avoid confronting issues by offering a solution that addresses only part of a problem, or suggesting a false solution that does not address the problem at all. An example on a college campus occurs in diversity classes quite often. Students may ask, “Why can’t we focus on how all people are alike instead of looking at how we are different. I don’t see people’s color; I like them the way they are.”

Text Reference: The perpetuation of prejudice Suggested Response:  When people are frustrated, they find a scapegoat to bear the brunt of their frustration. They don’t want to admit that they might have to change or find a new way to solve problems. They would rather the blame be given to someone else. For example, when there are high numbers of unemployment, immigrants are often blamed for the economic down turn. This causes people who may never have even met an immigrant to start taking abut immigrant reform and campaigning to remove “illegal aliens” from the state. It turns the conversation about unemployment from how to solve the difficulties to a conversation about us versus them which reinforces prejudice.  When other cultures are avoided unexposed people have a tendency to believe what they read, see in the media, and hear from others as the truth about a group. Unfortunately these messages are usually

35

stereotypes and prejudiced beliefs. If people do not expose themselves to other cultures, they have no experiences to compare these messages to and are more susceptible to believing the negative messages they are exposed to.

Text Reference: What are the major causes promoting the development of prejudice?

Suggested Response:  Interest theory: When people are trying to protect their own power and privilege, they discriminate against other groups to protect their selfinterests. When a neighborhood does not want a group home to be built for fear of increase crime or decreasing property values, they are looking out for their interest without investigating the real effect of group homes on a neighborhood.  Internal colonialism theory: This theory is based on keeping the dominant group – usually white males, in power. An example of occurs when people of color are denied entrance into college sororities and fraternities based on their ethnic backgrounds.  Institutionalized discrimination theory: This occurs when institutional policies and practices that have different and negative effects on subordinate groups. Those are not usually official policies, but are understood rules that reinforce discrimination. An example of this occurs when men in a company go out for drinks after work and continue to discuss business and corporate politics while the business women leave to pick up children and take care of the home in the evenings. Women miss out on a lot of business dealings when they do not participate in the after-hours activities.

Text Reference: Is prejudice the main cause of discrimination in society?

Chapter 3: Communication, Conflict, and Conflict Resolution CHAPTER OUTLINE COMMUNICATION AND CONFLICT What is an appropriate definition of communication?

How does assigning meaning lead to conflict?

How does nonverbal communication lead to conflict?

What are other misconceptions about communication?

How does effective communication occur?

What does this communication model suggest about conflict resolution?

How can attitudes toward people or groups create conflict?

What are the levels of cultural awareness?

CULTURE, COMMUNICATION STYLE, AND CONFLICT What are some communication style differences that are based on culture?

How does gender influence communication styles?

How do gender differences in communication styles lead to misunderstanding and conflict?

CONFLICT RESOLUTION What does “zero tolerance” mean and has it been effective in schools?

With so much conflict occurring, how can conflicts be resolved?

What values and skills are necessary for conflict resolution to be effective?

How do people develop moral reasoning abilities?

RELEVANT TEST ITEMS Multiple choice 1-12 Essay 31-33

Multiple choice 13-20 Essay 34

Multiple choice 21-30 Essay 35

Multiple Choice Questions 1. A common misconception about communication is a. It involves both verbal and nonverbal communication. b. It simply means telling people something. c. Good communicators seek constant feedback d. Verbal and nonverbal communications may not always match each other.

2. When the speaker’s words are interpreted by the listener differently than what was originally intended, what is most likely to occur? a. Minimalization b. Multiplicity c. Praxis d. Conflict 3. According to a study by Heath (2006), middle class children are more successful at communication and language skills when they enter school than lower income children for what reason? a. They have a wider range of memorization and creativity skills upon entering school. b. They come to school with strong creative skills but weaker memorization skills. c. They come to school with strong memorization skills but weaker creativity skills. d. They are viewed as being smarter based on their economic status.

4. There seem to be many conflicts between the staff at a new school. The principal thinks the conflicts are due to communication issues because all the teachers are from other schools and have different backgrounds. In a meeting the principal asks the teachers to throw out thoughts about communication so they can start to solve their conflicts. Which of the following statements is the only accurate statement about communication? a. “We have a breakdown in communication in the school.” b. “Communication is always a good thing and we should encourage it.” c. “Just because we talk about the problems does not mean we have successful communication.” d. “If we can just learn to communicate our problems will be solved.”

5. Which of the following is not a commonly held misperception about communication? a. Communications often break down. b. Communication always solves problems. c. Communication is a natural human ability. d. Communication is a tool that can be used for good or bad purposes.

6. One of your low-income students turns in his work late. Using your student’s lateness to reinforce expectations that low-income people have a poor work ethic is an example of a. Selective perception. b. Minimalization. c. Relativism.

d. Tolerance.

7. Identify the correct sequence of steps in the “Circular Theory of Interpersonal Communication.” a. Attitudes towards people and groups; verbal and nonverbal action; observations and assumptions; conclusions and judgments b. Observations and assumptions; verbal and nonverbal action; attitudes towards people and groups; conclusions and judgments c. Attitudes towards people and groups; observations and assumptions; conclusions and judgments; verbal and nonverbal action d. Attitudes towards people and groups; observations and assumptions; verbal and nonverbal action; conclusions and judgments 8. Which one of the following includes elements in the ʺCircular Process of Communicationʺ model? a. Saying or doing something and later regretting it b. Having first impressions and making value judgments c. having a positive orientation toward people and suspending judgment d. Being prejudiced and acting on it 9. Tara and LaQuisha are fighting on the playground. You break them up and take them inside to find out what happened. What is the best question to ask when trying to effectively manage this conflict? a. “Who started the fight?” b. “Why are you fighting?” c. “Who threw the first punch?” d. “Who is going to apologize first?”

10. For effective conflict management to take place what must be identified? a. Who started the conflict b. Who the injured party is c. The actual cause of the conflict d. The actions taken during the conflict 11. What level of Kimmel’s cultural awareness is needed in order to avoid or resolve conflicts? a. Cultural chauvinism b. Minimalization c. Tolerance d. Understanding 12. In Kimmelʹs levels of cultural awareness, what is minimized in the minimalization level and why? a. The differences between cultural groups to emphasize universal human needs and behaviors b. The conflicts between cultural groups to emphasize the need for tolerance c. The similarities between cultural groups to emphasize the uniqueness of each group d. The cultural differences to emphasize individual differences 13. What is the best way to deal with conflict when the group members are from different cultures?

a. Establish who has the most to gain from the conflict b. Determine the perception of each group member about the cause of the conflict c. Have the person who started the conflict explain the reason behind the conflict d. Separate the group by cultural similarities so they do not have to interact with each other 14. How are communication styles different between blacks and whites? a. Black people present unbiased and objective arguments while white people accept the existence of bias and are skeptical of objectivity. b. White people distrust people who are not passionate in their speech while black people prefer impersonal and dispassionate speech. c. Black people use aggressive words to warn of physical aggression while white people do not. d. Middle class white people see aggressive language as a precursor to aggressive behavior while black people believe aggressive language doesn’t have to lead to physical aggression.

15. Why are there communication differences between the genders? a. They are socialized differently as children b. Their brain structure is vastly different. c. Females are devious and cunning while men are arrogant and intimidating. d. Each gender is genetically predisposed to communicate the way they do.

16. Gender communication style differences are likely to occur as a result of all of the following, except which one? a. There are differences in the ways boys and girls are socialized. b. Boys are often encouraged to play aggressively while girls are encouraged to play ʺniceʺ. c. Boys are genetically predisposed to be dominant, which is often reflected in the ways boys communicate. d. Boys are encouraged to play in large competitive groups while girls are encouraged to play with smaller groups talking and collaboration.

17. Which of the statements best reflects how women communicate? a. Women are better at reading nonverbal cues than men. b. Women make less eye contact than men. c. Women are more direct when making requests than men. d. Women are less concerned with consensus than men.

18. Which statement best reflects how men communicate? a. Men are better at reading nonverbal cues than women. b. Men are less direct than women in making requests. c. Men make less eye contact than women. d. Men are more concerned with group consensus than women.

19. It is 6:00 on a Saturday. Leon and Dayna are driving home from work when Dayna says, “We haven’t been to that new Italian restaurant yet. Do you want to stop there and eat dinner?” He answers no and drives home as Dayna

22.

stares out the window with her arms crossed. An hour later he is watching TV and asks Dayna what is for dinner. She sighs and ignores him. He is totally confused. What difference in communication style did not contribute to Leon’s confusion? a. He did not realize her question was actually a request. b. As a male in the relationship, he should make the decisions. c. He thought she was asking a genuine question so he gave his opinion. d. He thought since she did not reply to his desire to go home, she was in agreement with him.

20. At recess the girls are trying to decide on the rules of a game involving a ball.

In the middle of discussion the boys get mad and Terrance grabs the ball out of Judy’s hand and throws it to Mike who runs with it. He shouts, “You girls are too slow.” In the middle of play the boys yell out rules and chase each other. Judy runs to the teacher and complains loudly that the boys don’t play fair. What would be the best response for the teacher to make while trying to educate Judy on communication styles? a. “Boys just like to scare girls and be the boss.” b. “You girls took too long to make a decision so the boys had every right to take the ball.” c. “Boys and girls are different when they play games. Boys like to get the game started and make up rules then. It doesn’t matter to them if everyone agrees like girls do.” d. “I will make Mike and Terrance stay in during recess tomorrow.”

21. Which of the following scenarios best describes bullying that is often experienced by girls? a. pushing b. shoving c. tripping d. being the subject of rumors All of the following accurately reflect cyberbullying EXCEPT a. 9% of adolescent students report being cyberbullied b. boys are three times more likely to be cyberbullied than girls c. cyberbullying can appear on social media sites such as Facebook d. 93% of public schools have limited access to social networking websites to protect students 23. What is not punishable in the zero tolerance school policy? a. Nonviolent, but disruptive, behaviors b. Refusing to stand for the Pledge of Allegiance c. Bringing weapons to school d. Drug related infractions 24. What has been a result of the zero tolerance policy in schools? a. Racial bias and a lack of conflict prevention b. A more positive school climate c. Higher academic achievement d. Decrease in dropout rates

25. Which of the following sayings illustrates the value of reciprocity in conflict resolution? a. “Winners never quit and quitters never win.” b. “How we treat others says more about who you are than who they are.” c. “Do unto others as you would have them do unto you.” d. “The weak can never forgive. Forgiveness is the attribute of the strong.”

26. Which of the following is not an effective strategy used in skilled disagreement? a. Understanding that criticizing an idea is not criticizing the person b. Keeping quiet if something is not understood in order to avoid conflict c. Remembering that the solution affects everyone, not just the winner d. Having everyone contribute to the discussion and actively listen to others 27. Damar, a well-liked football star and Yrden, a poor immigrant who has just moved into the neighborhood, get into a fight on the playground. They are both taken to the principal’s office. The teacher tells the principal that the fight started over a football. She says, “Yrden claims it is his but I doubt it since he is too poor to afford it and Damar is the football star after all. Yrden should be suspended.” The principal says he will listen to both sides of the story before deciding what happened and the punishment. What conflict resolution value is the principal exhibiting that the teacher is not? a. Fallibility b. Reciprocity c. Nonviolence d. Equality 28. Solutions to conflict that are imposed through coercion a. Are reasonable when the values of equality and nonviolence cannot be met. b. Provide a constructive opportunity for both parties to grow and change. c. Do not provide lasting solutions to conflict. d. Enforce the belief that everyone should be treated equally.

29. Perry’s theory of moral reasoning is grounded in a. Social development. b. Cognitive development. c. Physical development. d. Emotional development.

30. After seeing a movie about saving whales and learning about their dwindling numbers, Ashiya becomes very concerned. She researches this problem, writes her representatives in congress, and even goes to college to major in marine biology. She focuses her life’s work on saving the whales. According to Perry’s continuum of moral reasoning, at what stage is Ashiya? a. Commitment b. Relativism c. Multiplicity d. Dualism

Essay Questions 31. You and your friend are having a discussion about politics. Even though you don’t both agree about most political topics, you are both trying to be respectful and maintain a friendly atmosphere. The more you talk, the angrier you each get about the topic but you try to maintain a quiet voice and a smile on your face. Suddenly your friend gets very angry and yells that you are being stubborn, not listening to her, and treating her like someone who does not know what she is talking about. You are totally confused but later as you think about it you realize you have given off nonverbal cues that may have given her this impression. Describe what nonverbal cues have to do with communication and what your nonverbal cues are that may lead people to think you are not paying attention or not agreeing with them?

32. Communication styles can vary greatly depending on how a child is raised.

How might your communication style differ from your future students and how might this lead to difficulties in the classroom.

33. You are a teacher. It is right after school and you have run into a grocery store to get some treats before the open house in school tonight. As you turn down an aisle you see coming from the other side of the aisle, a parent you have been trying to get in touch with for ages to talk about Fred, a student who has been especially disruptive in class lately. She is dressed very nicely in clothes that look like she is going on a date. Create a “Circular Model of Communication” for the teacher and the parent as they approach each other.

34. Men and women have different communication styles. Describe a time you and a person of another gender miscommunicated because of your communication styles. Explain why the communication errors occurred and what could have been changed to avoid the problems.

35. You are going to be an elementary teacher and you want to teach your student to resolve conflicts. What are the four values that must be taught and how can you explain them so that elementary students can understand them?

ANSWER KEY Multiple Choice Questions 1.

B Correct Answer: It simply means telling people something.

Feedback for Correct Answer: One common misconception about communication is that communication simply means telling people something.

Text Reference: How does nonverbal communication lead to conflict?

2.

D Correct Answer: Conflict Feedback for Correct Answer: When the meaning assigned to a speaker’s words becomes significantly different from what was intended, a conflict is likely to occur.

Text Reference: How does assigning meaning lead to conflict?

3.

A Correct Answer: They have a wider range of memorization and creativity skills upon entering school.

Feedback for Correct Answer: Middle class children are successful at memorization and didactic activities during early elementary years; they are also able to adjust to activities emphasizing creativity or critical thinking in later years.

Text Reference: What are other misconceptions about communication?

4.

C Correct Answer: “Just because we talk about the problems does not mean we have successful communication.”

Feedback for Correct Answer: Communication competence is equal to communication effectiveness.

Text Reference: What are other misconceptions about communication?

5.

D Correct Answer: Communication is a tool that can be used for good or bad purposes.

Feedback for Correct Answer: This is true about language and not an assumption.

Text Reference: What are other misconceptions about communication?

6.

A

7.

C

Correct Answer: Selective perception.

Feedback for Correct Answer: If an individual believes a stereotype about someone from a certain group, that stereotype is likely to be reinforced by selective perceptions.

Text Reference: How does effective communication occur?

Correct Answer: Attitudes towards people and groups; observations and assumptions; conclusions and judgments; verbal and nonverbal action Feedback for Correct Answer: The communicator has attitudes towards people and groups before they make observations and assumptions about others.

8.

B

9.

B

10.

C

11.

D

12.

A

13.

B

14.

D

Text Reference: How does effective communication occur?

Correct Answer: Having first impressions and making value judgments Feedback for Correct Answer: Part of the “Circular Process of Communication” is having first impressions and making value judgments Text Reference: How does effective communication occur?

Correct Answer: “Why are you fighting?”

Feedback for Correct Answer: Effective conflict resolution does not focus superficial attention to actions but instead analyzes other factors to identify probable causes of the conflict.

Text Reference: What does this communication model suggest about conflict resolution?

Correct Answer: The actual cause of the conflict Feedback for Correct Answer: Effective conflict resolution rejects superficial attention to actions and analyzes other factors to identify probable causes of the conflict.

Text Reference: What does this communication model suggest about conflict resolution?

Correct Answer: Understanding Feedback for Correct Answer: At the understanding level conflict is avoided or resolved because there is no judgment of different cultural realities and cultural differences are respected and accepted.

Text Reference: What are the levels of cultural awareness?

Correct Answer: The differences between cultural groups to emphasize universal human needs and behaviors Feedback for Correct Answer: By doing this, a stronger sense of relationship or connectedness with culturally different people is built.

Text Reference: What are the levels of cultural awareness?

Correct Answer: Determine the perception of each group member about the cause of the conflict Feedback for Correct Answer: If a conflict occurs in a group whose members are different races or cultures, individuals in the group must articulate their perceptions about the cause of the conflict to see if everyone has a similar perception.

Text Reference: What are some communication style differences that are based on culture?

Correct Answer: Middle class white people see aggressive language as a precursor to aggressive behavior while black people believe aggressive language doesn’t have to lead to physical aggression.

Feedback for Correct Answer: Most white children learn to repress aggressive feelings and maintain a calm demeanor even though they may be furious. If they begin using language aggressively, it is likely that a fight is imminent. For some black males, however, words can be used aggressively without a conflict.

15.

A

16.

C

17.

A

18.

C

19.

B

20.

C

21.

D

22.

B

Text Reference: What are some communication style differences that are based on culture?

Correct Answer: They are socialized differently as children Feedback for Correct Answer: Communication differences based on gender are said to originate in differences in the way boys and girls are socialized.

Text Reference: How does gender influence communication styles?

Correct Answer: Boys are genetically predisposed to be dominant, which is often reflected in the ways boys communicate.

Feedback for Correct Answer: Communications styles are predominately based on how children are socialized rather than genetic predisposition.

Text Reference: How does gender influence communication styles?

Correct Answer: Women are better at reading nonverbal cues than men.

Feedback for Correct Answer: Burgoon (2002) reported that women are more competent at giving and understanding nonverbal messages than men.

Text Reference: How does gender influence communication styles?

Correct Answer: Men make less eye contact than women.

Feedback for Correct Answer: Burgoon (2002) reports that men make less eye contact than men.

Text Reference: How does gender influence communication styles?

Correct Answer: As a male in the relationship, he should make the decisions.

Feedback for Correct Answer: His intention was not one of dominance in the relationship but a misunderstanding of the underlying reason behind her question.

Text Reference: How do gender differences in communication styles lead to misunderstanding and conflict?

Correct Answer: “Boys and girls are different when they play games.

Boys like to get the game started and make up rules then. It doesn’t matter to them if everyone agrees like girls do.”

Feedback for Correct Answer: With such an emphasis on cooperation, being nice, and caring about how others might feel, girls become women who are concerned about not imposing their wants or demands, preferring consensus.

Text Reference: How do gender differences in communication styles lead to misunderstanding and conflict?

Correct Answer: being the subject of rumors.

Feedback for Correct Answer: Girls and boys generally experience bullying differently. Girls tend to be victims of name calling, insults, being the subject of rumors, and being intentionally excluded from activities. Boys tend to be pushed, shoved, tripped, or spit upon.

Text Reference: Conflict Resolution Correct Answer: b. boys are three times more likely to be

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cyberbullied than girls Feedback for Correct Answer: Females are victims of cyberbullying three times as often as males.

Text Reference: Conflict Resolution Correct Answer: Refusing to stand for the Pledge of Allegiance Feedback for Correct Answer: If students are refusing to stand due to religious reasons, it is not a punishable offence.

Text Reference: What does “zero tolerance” mean and has it been effective in schools?

Correct Answer: a. Racial bias and a lack of conflict prevention Feedback for Correct Answer: “Zero tolerance” programs have been a failure, not only as a policy to prevent conflict, but also because their results appear to show a racial bias.

Text Reference: What does “zero tolerance” mean and has it been effective in schools?

Correct Answer: “Do unto others as you would have them do unto you.”

Feedback for Correct Answer: Reciprocity means that participants in a conflict must behave toward others with the same sense of fairness and attentiveness that they would want for themselves as illustrated by the golden rule.

Text Reference: What values and skills are necessary for conflict resolution to be effective?

Correct Answer: Keeping quiet if something is not understood in order to avoid conflict Feedback for Correct Answer: It is helpful when participants restate ideas they’re not clear on so that everyone understands the issue from all perspectives being presented.

Text Reference: What values and skills are necessary for conflict resolution to be effective?

Correct Answer: Equality Feedback for Correct Answer: Equality refers to the belief that every human being, regardless of status, occupation, or wealth, deserves to be treated respectfully, with consideration for his or her values, beliefs, and behavior.

Text Reference: What values and skills are necessary for conflict resolution to be effective?

Correct Answer: Do not provide lasting solutions to conflict.

Feedback for Correct Answer: Coercing others into accepting an imposed solution winds a long and tragic path through human history leaving little evidence that solutions imposed by the strong on the weak are effective—or lasting—solutions.

Text Reference: What values and skills are necessary for conflict resolution to be effective?

Correct Answer: Cognitive development Feedback for Correct Answer: Perry’s theory is based on the

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assumption that changes in moral reasoning are related to cognitive development.

Text Reference: How do people develop moral reasoning abilities?

Correct Answer: Commitment Feedback for Correct Answer: Relativistic thinkers who continue to develop their moral reasoning are attracted to the idea of making commitments to certain personal truths, ideals, or causes that seem to give meaning to their lives.

Text Reference: How do people develop moral reasoning abilities?

Essay Questions Suggested Response: People pay more attention to nonverbal cues than to actual words especially when they contradict each other. Estimates of how much meaning is taken from interpretations of nonverbal communication have been as high as 93%, although Burgoon (2002) estimated that 60% to 65% is more realistic. Some nonverbal cues that indicate the speaker is not being honest with his or her words include gritting teeth, looking away, rolling eyes, rubbing hands, clenching fists etc.

Text Reference: How does nonverbal communication lead to conflict?

Suggested Response: The teacher may have been raised in a household that valued pragmatic language that taught children strict views of right and wrong. The teacher may have learned there was one right answer and embellishments were not encouraged. The student of this teacher may have been raised to make up stories with lots of details. The student also may come from a community that encourages ‘talkin’ junk” and using aggressive language. Conflicts may happen in the classroom when the teacher is seeking one right answer and the student invents many with explanations as to why the answer is correct. The teacher may not understand that the students can speak aggressively without fighting.

Text Reference: What are other misconceptions about communication?

Suggested Response: Although all scenarios would be different, here is one suggestion.  Attitudes toward people or groups Teacher: Well there she is getting ready for a date She won’t return my calls and I bet she won’t come to the open house either.

Parent: There is that teacher that won’t leave me alone. She wants me to call during school hours but I am at work and they won’t let me take personal calls on the factory floor.  Observations and judgments: Teacher: Of course she is going out on a date during the week instead of staying home with her children.

Parent: Look at her being all judgmental about how I am dressed. I see her looking me up and down. She looks uptight.  Conclusions and judgments: Teacher: She doesn’t care about his education. If she did then she would return my calls and stay at home at night.

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Parent: No wonder Fred doesn’t like her.  Verbal and nonverbal action: Teacher: Clenching teeth and fake smiling says, “So nice to see you. I hope I see you at the open house tonight.”

Parent: Looking down and gripping the cart, “I work as a hostess as a second job and I can’t make it.”

Text Reference: How does effective communication occur?

Suggested Response: These will vary greatly but they should include aspects of the differences in communication styles. An example might be: My boyfriend and I were supposed to go out on a date. I wanted to go to the movies and spend time just with him and not with his friends. As we were leaving one of his friends called and wanted us to join the group at the Burger Hut. When he asked if I that was okay, I said “fine” but I really didn’t mean it. I crossed my arms and stared at him so he should have known better. I didn’t speak to him or his friends at the Hut and when he took me home I wouldn’t even kiss him good night. He wanted to know why I was mad and I told him that we were supposed to go to the movies and I didn’t want to spend time with his friends. He replied that he thought it was okay since I said it was fine and then he had the nerve to leave me hanging.

This problem occurred because I had not been honest with I said I was fine to go to the Burger Hut. I should have been more honest. I can’t expect him to read my mind.

Text Reference: How do gender differences in communication styles lead to misunderstanding and conflict?

Suggested response:  Fallibility – It is okay to be wrong sometimes. You cannot always be right. Let someone else be right sometimes.  Equality – Everybody is the same. Treat everyone with respect. It doesn’t matter what a person looks like or what they are wearing, everyone is the same on the inside.  Reciprocity – Treat others the way you want to be treated. If you want others to be nice to you, then you have to be nice to them.  Nonviolence – Hitting is never the answer. Talk it out not hit it out.

Text Reference: What values and skills are necessary for conflict resolution to be effective?

Chapter 4: Immigration and Oppression: The Assault on Cultural and Language Diversity CHAPTER OUTLINE CAUSES OF XENOPHOBIA AND NATIVISM IN THE UNITED STATES Why were Nativists anti-Catholic?

Why were Nativists opposed to radical immigrants?

NATIVISM, POLITICS, AND SOCIAL CHANGE How successful were the nativists in their political activities?

Why did nativists fail to form a major political party?

What influenced twentieth-century nativist attitudes in America?

How did racism affect nativist attitudes and actions?

What groups were affected by the addition of racism to xenophobia?

THE PARADOX OF XENOPHOBIA AND NATIVISM IN A NATION OF IMMIGRANTS How did the eugenics movement influence antiimmigrant attitudes?

How is the English Only movement an example of xenophobic behavior?

What changes in immigration have occurred since the passage of the Immigration and Nationality Act of 1965?

What American nativist attitudes and actions are evident today?

How do immigrants today contribute to the American economy?

What myths about immigrants do many Americans believe?

THE VALUE OF CULTURAL AND LINGUISTIC DIVERSITY Why should immigrants maintain their native language?

Why do immigrants tend to lose their native language?

What alternative pedagogical strategy have American educators proposed?

Have research studies identified effective approaches to ELL instruction?

Why should educators be advocates for bilingual programs?

Multiple Choice Questions

RELEVANT TEST ITEMS Multiple Choice 1-7 Essay 31-32

Multiple Choice 8-13 Essay 33

Multiple Choice 14-22 Essay 34

Multiple Choice 23-30 Essay 35

1. Whenever Jamia sees someone wearing traditional Middle Eastern clothing or a woman with a hijab, she gets very upset. She will cross the street to avoid them and turn down another aisle in the store to avoid them. If she accidentally comes close to someone she believes is Muslim or Middle Eastern she gets nervous and has to leave immediately. What is Jamia experiencing? a. Assimilation b. Anti-Semitism c. Nativism d. Xenophobia 2. What is xenophobia? a. The demand that immigrants reject their ethnic identity and conform to dominant American ways b. The fear of people from other nations c. The process of adapting cultural traits in order to be identified with that country d. The ideology advocating for the protection of “native” inhabitants of a country from immigrants viewed as dangerous or threatening 3. Both Ben Franklin and George Washington believed in a. A homogeneous, Anglicized population. b. A mixture of cultures to strengthen the colonies. c. An established American culture that was a mixture of Anglo culture and other cultures from around the world. d. A heterogeneous population and culture.

4. What strategy was not used by American Catholics to avoid anti-Catholic violence? a. Creating their own private school system b. Publishing their own Catholic newspapers c. Changing religious affiliation to Protestant d. Starting Catholic organizations for political and community action 5. When the United States was being established what religion was most influential? a. Catholicism b. Judaism c. Protestant Christianity d. Mormonism 6. What claim was central to the nativist perspective? a. Immigrants were un-American b. Immigrants brought a rich history and culture to the American culture. c. Americans were anarchists. d. Immigrants should become nationalized citizens and participate in political activity.

7. Union actions to demand better wages and working conditions a. Were thought of as distinctly ʺAmericanʺ in that these actions demonstrated freedom of speech. b. Were largely supported by the Native American party.

c. Were unnecessary given that most immigrants prospered quickly upon arriving to the U.S. d. Were thought of as an expression of anarchist, radical ideals.

8. What was the Know-Nothing’s original political platform? a. To increase the influence of Catholics and immigrants b. To stop the political influence of Catholic and immigrants c. To support Abraham Lincoln for president d. To condemn secret political organizations and activities 9. What issue split apart the Know-Nothing party and American parties and decreased their political force? a. Immigration b. Slavery c. Religious freedom d. Xenophobia 10. What did nativists groups believe would happen if European ethnic groups continued to immigrate to the United States after World War I? a. The immigrants would assimilate into American culture. b. The culture of the United States would be enriched. c. Their industriousness would build up American businesses. d. The Anglo ideal would disappear.

11. How were German Americans treated in the early 1900s? a. They were considered to be model immigrants with a favorable work ethic. b. They were encouraged to maintain their German customs and culture. c. They were denounced for abandoning their German heritage in favor of becoming Americanized. d. They were denounced for claiming dual identity.

12. What was the result of a scientific study published by William Ripley of the Massachusetts Institute of Technology in which he categorized three European races? a. The lessening of xenophobic fears because he proved there were few differences in the races b. An increase in immigration to the United States c. An increase in nativism by suggesting that individuals with blonde-hair and blue-eyes should be given preferential treatment d. An increase in intercultural marriages to improve the diversity their offspring 13. What was the concept of race based on in the early 1930s? a. National origin b. Color of the skin c. Religion d. Immigration status 14. The purpose of the eugenics movement was to a. Help immigrants assimilate into American society. b. Improve racial qualities for future generations. c. Diversify the genetic stock of Americans for a stronger blood line.

d. Provide a safe place for new immigrants to live as they learned about the American way of life.

15. Which of the following was not a legacy of the eugenics movement? a. Standardized testing b. Special Education c. Race based IQ theories d. The English Only movement 16. What group is the most affected by the English Only movement? a. African Americans b. Asian immigrants c. Latino immigrants d. European Americans 17. Which is not a result of the passage of the Immigration and Nationality Act of 1965? a. New immigrants to the United States were primarily European and white. b. The majority of new immigrants to the United States were people of color. c. In forty years the foreign born population increased from 10 million to 40 million. d. The largest group of immigrants came from Latin American, primarily from Mexico.

18. Demographically, what is the predicted racial make-up of the United States by the year 2050? a. The majority of immigrants will be of Asian descent. b. Whites will continue to make up the majority of Americans even with the increased influx of immigrants. c. After a brief increase in population size people of color will be the minority again. d. The majority of immigrants will be of Latin descent.

19. How has Arizona’s attitude toward immigrants affect school curriculum? a. The teaching of ethnic studies in public schools was outlawed. b. They have encouraged Mexican American studies in order to increase the academic achievement of recent immigrants. c. Textbooks were made available in both English and Spanish. d. A new ethnic studies law now requires schools with more than 30% immigrant populations to offer ethnic studies classes.

20. Which of the following is not a myth about Latino immigrants? a. Undocumented workers receive welfare and health care depleting the limited resources of state and local governments. b. Undocumented workers do not contribute to the U.S. economy. c. Immigrants do not want to learn English. d. Latinos have influenced American culture.

21. Which is not an example of how immigrants contribute to the American economy? a. They take the worst jobs.

b. They pay state income taxes. c. They pay billions in sales taxes. d. They have more disposable income than any group in the U.S. 22. The “broken windows” theory states that a. Vacant or abandoned buildings are a sign of neighborhood decline. b. Immigrants brought vitality to urban areas. c. An economically dynamic area benefits native-born people. d. Large concentrations of immigrant populations result in more crime.

23. Which two languages are spoken by the most people in our world? a. English and Spanish b. Spanish and Hindustani c. Hindustani and English d. Mandarin Chinese and English 24. What percentage of children attending U. S. schools came from homes where a language other than English is spoken? a. 10% b. 17% c. 21% d. 33% 25. What happens to the native language of immigrants in the United States after a few generations? a. They maintain their language at home but they do not speak it in public. b. It is maintained because immigrants refuse to learn English or to assimilate into American culture. c. They only learn enough English to function in their daily lives. d. They lose their native language by the third generation.

26. What was the primary purpose of the Bilingual Education Act in 1968? a. To make children of immigrants literate in English b. To create pockets of different languages throughout the country c. To place immigrant children in separate classrooms so they would not bring down the academic performance of American children d. To make both immigrant children and American children bilingual 27. Which of the following arguments do advocates use to support the use of bilingual education? a. It is a way for maintaining the students’ native language rather than helping them assimilate quickly. b. It separates them from their English-speaking peers. c. Research supports English-only programs more than bilingual education. d. When taught in their native language, students achieve more academic success.

28. What do five independent meta-analyses of programs educating English Language Learners (ELL) reveal? a. Teaching students to read in their first language usually results in lower reading achievement in English.

b. Tests results reveal that ELLs tend to have higher scores on measures of academic achievement when they are given in English. c. Students in bilingual education programs tend to be both bilingual and bi-literate. d. English language learners may learn to speak English fluently but they will always have difficulty in reading and writing skills.

29. How would you set up your class if you were teaching in a two-way immersion class? a. An aide would teach ELL students while you taught English speaking students. b. You would pair English speaking children with ELLs to help both students become bilingual. c. The classroom would have two teachers working in the same classroom, one who spoke English and one who spoke the native language of the ELL students. d. Students who were ELL would leave the room for academic instruction but stay in the classroom for other activities.

30. The primary difference between being a refugee and an immigrant is that refugees are defined as immigrants who are a. Escaping from persecution in their homeland. b. Homeless and penniless with no means of support. c. Sponsored and supported by churches. d. Temporary visitors who plan to return to their homeland.

Essay Questions 31. Did the “Native American” political party and other nativists contribute to antiimmigrant sentiments in the 1800 and 1900s? Defend your response.

32. What is nativism and xenophobia and how are they being expressed in today’s society?

33. Describe the Eugenics movement and its impact on nativist views in the United States.

34. Give a brief history of the English Only movement.

35. Give three of the six myths regarding immigrants coming to the United States.

Explain the reality which contradicted each myth.

Chapter 4 Answer Key

Multiple Choice Questions 1.

D Correct Answer: Xenophobia Feedback for Correct Answer: Her fear and prejudice of Middle Eastern and Muslim people is an example of xenophobia.

Text Reference: Causes of Xenophobia and Nativism in the United States 2.

B Correct Answer: The fear of people from other nations Feedback for Correct Answer: Xenophobia is the fear of or prejudice against people from other nations.

Text Reference: Causes of Xenophobia and Nativism in the United States 3.

A Correct Answer: A homogeneous, Anglicized population.

Feedback for Correct Answer: Franklin’s desire to Anglicize nonBritish immigrants and Washington’s desire for a homogeneous population can be described as a benign form of nativism based on nationalistic concerns.

Text Reference: Causes of Xenophobia and Nativism in the United States 4.

C Correct Answer: Changing religious affiliation to Protestant Feedback for Correct Answer: This was not a strategy used by Catholics to avoid anti Catholic violence.

Text Reference: Nativism as anti-Catholicism 5.

C Correct Answer: Protestant Christianity Feedback for Correct Answer: At its birth the United States was a nation strongly influenced by Protestant Christianity.

Text Reference: Nativism as anti-Catholicism 6.

A Correct Answer: Immigrants were un-American Feedback for Correct Answer: The belief that immigrants participated in un-American activities and were a threat to the American way of life was central to the nativist perspective.

Text Reference: Nativism as anti-radicalism 7.

D Correct Answer: Were thought of as an expression of anarchist, radical ideals.

Feedback for Correct Answer: Nativists saw union actions as unAmerican, especially when the “foreigners” expressed socialist, anarchist, or other radical ideas.

Text Reference: Nativism as anti-radicalism 8.

B Correct Answer: To stop the political influence of Catholic and immigrants Feedback for Correct Answer: Staunchly anti-immigrant and antiCatholic, Know-Nothings were concerned with what they perceived as the growing political influence of Catholics.

Text Reference: How successful were the nativists in their political activities?

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Correct Answer: Slavery Feedback for Correct Answer: The political success of nativism in the 1850s was brief because the issue of slavery began to take precedence over anti-Catholic prejudice and fears, and it divided the Know-Nothings.

Text Reference: Why did nativists fail to form a major political party?

Correct Answer: The Anglo ideal would disappear.

Feedback for Correct Answer: After World War I, nativists continued to complain that the Anglo ideal for America would disappear if diverse European ethnic groups continued to immigrate to America.

Text Reference: What influenced twentieth-century nativist attitudes in America?

Correct Answer: They were denounced for claiming dual identity.

Feedback for Correct Answer: They were admonished because German Americans insisted on maintaining their dual identity as Americans of German descent.

Text Reference: What influenced twentieth-century nativist attitudes in America?

Correct Answer: An increase in nativism by suggesting that individuals with blonde-hair and blue-eyes should be given preferential treatment Feedback for Correct Answer: Based on emerging theories about race, Nativists argued that for U.S. citizenry to achieve unity, immigrants of the blue-eyed, blond-haired Teutonic should be given preference.

Text Reference: What new development affected xenophobic attitudes in the United States?

Correct Answer: National origin Feedback for Correct Answer: The idea of perceiving Italians, Irish, or others as separate races based on their national origins seems strange today; yet most Americans, including members of identified “races,” accepted this designation.

Text Reference: What groups were affected by the addition of racism to xenophobia?

Correct Answer: Improve racial qualities for future generations.

Feedback for Correct Answer: British scientist Francis Galton coined the term eugenics as “the study of agencies under social control that may improve or repair the racial qualities of future generations, either physically or mentally” (Lynn, 2001, p. 4).

Text Reference: The Paradox of Xenophobia and Nativism in a Nation of Immigrants Correct Answer: Special Education Feedback for Correct Answer: Special Education did not grow out of the eugenics movement.

Text Reference: The Paradox of Xenophobia and Nativism in a Nation of Immigrants Correct Answer: Latino immigrants Feedback for Correct Answer: Spanish is the first language of majority of immigrants, so English Only laws largely affect Latino immigrants,

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preventing many of them from being able to gain access to useful information.

Text Reference: How is the English Only movement an example of xenophobic behavior?

Correct Answer: New immigrants to the United States were primarily European and white.

Feedback for Correct Answer: Prior to 1965, most U.S. immigrants were white and primarily European, but in the first three decades after this immigration reform was implemented, about 80% of immigrants were people of color.

Text Reference: What changes in immigration have occurred since the passage of the Immigration and Nationality Act of 1965?

Correct Answer: The majority of immigrants will be of Latin descent.

Feedback for Correct Answer: Demographers predict that people of color, especially Latinos, will continue to be the majority of immigrants in the future.

Text Reference: What changes in immigration have occurred since the passage of the Immigration and Nationality Act of 1965?

Correct Answer: The teaching of ethnic studies in public schools was outlawed.

Feedback for Correct Answer: Arizona has exceeded what other states have done when it also passed a bill outlawing the teaching of ethnic studies in schools.

Text Reference: What American nativist attitudes and actions are evident today?

Correct Answer: Latino’s have influenced American culture.

Feedback for Correct Answer: It is easy to identify Latino influences on American music, entertainment, literature, business, scholarly activity, and even on the English language.

Text Reference: What American nativist attitudes and actions are evident today?

Correct Answer: They have more disposable income than any group in the U.S. Feedback for Correct Answer: Immigrants are only about 5.2% of the workforce, undocumented workers pay billions in sales taxes; in 2010 they paid over $1billion in income taxes (Dubose, 2013). They pay state income taxes ranging from $2million (Montana) to $3billion (California) and 75% of undocumented workers pay into social security to fund benefits that they are not likely ever to receive (Sorgel, 2016). Text Reference: How do immigrants contribute to the American economy?

Correct Answer: Vacant or abandoned buildings were a sign of neighborhood decline or disorder.

Feedback for Correct Answer: The broken windows theory from the early 1980s said vacant or abandoned buildings were a sign of neighborhood decline or disorder and encouraged crime, but by

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occupying vacant housing, immigrants sent a different message about the vitality of these neighborhoods.

Text Reference: How do immigrants contribute to the American economy?

Correct Answer: Mandarin Chinese and English Feedback for Correct Answer: The four languages spoken by the most people in our world are Mandarin Chines (over 1 billion) , English (1 billion), Spanish (f00 million), and Hindustani (490 million), but over 200 languages today are spoken by more than a million people (KryssTal, 2010).

Text Reference: Attitudes toward Cultural and Linguistic Diversity Correct Answer: 21% Feedback for Correct Answer: According to Ryan (2013), 21% of all K– 12 students in the United States currently come from a home where a language other than English is spoken.

Text Reference: Why should immigrants maintain their native language?

Correct Answer: They lose their native language by the third generation.

Feedback for Correct Answer: By the third generation, English is usually the only language spoken at home, resulting in grandchildren who are only able to talk to their grandparents in English.

Text Reference: Why do immigrant families tend to lose their native language?

Correct Answer: To make children literate in English Feedback for Correct Answer: It is the main purpose of the bill to bring millions of school children into the mainstream of American life and make them literate in the national language of the country in which they live: namely, English (Crawford, 2000, p. 88).

Text Reference: What alternative pedagogical strategy have American educators proposed?

Correct Answer: When taught in their native language, students achieve more academic success.

Feedback for Correct Answer: Studies found that students whose first language was not English achieved more academic progress in English when they also had instruction in their first language.

Text Reference: What alternative pedagogical strategy have American educators proposed?

Correct Answer: Students in bilingual education programs tend to be both bilingual and biliterate.

Feedback for Correct Answer: English Language Learners in bilingual education programs tended to develop sufficient literacy skills to be not only fluent in speaking two languages, but also fluent in reading and writing in both languages (i.e., not only bilingual but biliterate).

Text Reference: Have research studies identified effective approaches to ELL instruction?

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Correct Answer: You would pair English speaking children with ELLs to help both students become bilingual.

Feedback for Correct Answer: In a program with Spanish-speaking students, the students learning Spanish use their ELL peers as language tutors, and ELLs use their partners to tutor them in English.

Text Reference: Why should educators be advocates for bilingual programs?

Correct Answer: Escaping from persecution in their homeland.

Feedback for Correct Answer: According to the United Nations, a refugee is a person “unable or unwilling to return to his or her country because of a well-founded fear of persecution... based on race, religion, nationality, or membership in a particular social group or political party” (Pipher, 2002, p. 18).

Text Reference: What myths about immigrants do many Americans believe?

Essay Questions 31. Suggested Response: The Native American party insisted on 21 years residency before new immigrants could be eligible for citizenship. They were mainly concerned about immigrant voting because they were not prepared to be self-governing since immigrants came from countries that were governed by monarchs. At first they were only hostile towards Irish and Catholic and later their hostility to include any “foreigner” who expressed socialist, anarchist or other radical ideas. Their nativist ideals were expressed in newspaper editorials and political cartoons. They were also concerned with the numbers of new immigrants who were taking up available land in the West and MidWest and their growing numbers in urban areas. Anti-immigrant sentiment fueled xenophobia and fear of the growing political power of immigrants.

Text Selection: Causes of Xenophobia and Nativism in the United States 32. Suggested Response: Nativism is an anti-immigrant ideology that advocates the protection of “native” inhabitants from new or potential immigrants who they view as threatening or dangerous. Xenophobia is the fear or prejudice against people from other nations.

Today nativism and xenophobia are expressed through the hatred of immigrants, especially Hispanic immigrants, who are seen as taking jobs from “Native” Americans. Political cartoons, articles and editorials are written about how Hispanics are taking over America. They are seen as trying to change it into a new Hispanic nation by forcing everyone to speak Spanish. Americans also express fear and prejudice about Muslims and people of Middle Eastern descent. The media has reinforced the idea that they are to be feared and they want to kill innocent people.

Text Reference: Causes of Xenophobia and Nativism in the United States 33. Suggested Response: The Eugenics movement advocated for the advancement of the Teutonic (also called “Nordic” or “Anglo Saxon”) race.

These people were primarily blue-eyed and blonde. Nativists argued that in order to achieve unity, immigrants should be of these races. Teddy Roosevelt

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encouraged Anglo Saxon women to have more children than immigrant children in order to keep America strong. Laws were made that outlawed interracial marriage. Anti-Semitism also grew. Textbooks reinforced these ideas by stating that people from North and West Europe were illiterate, docile and lacking in ability and hey did not understand the Anglo Saxon views of liberty, law, order and public decency. These views lead to the passage of the immigration law establishing quotas for immigrants based on country of origin.

Text Reference: Nativism, Politics, and Social Change Suggested Response: The English Only movement grew out of the Eugenics movement. Supporters lobbied for literacy tests for immigrants before they could enter the United States. During World War I, there were laws forbidding public displays of German words and banning the teaching of German in schools. Today, English Only advocates are working toward the goal of establishing English as the official language of the United States. They believe the use of bilingual government forms, street signs, menus, and telephone messages legitimize these languages and elevates the status of languages other than English. They also believe this is a threat to the English language being spoken in the US. The English Only movement expanded after immigration reform in 1965 resulted in an increase in people of color and Hispanics immigrating to the US. English Only supporters believe immigrants do not want to learn English. The real agenda of the US English, an English Only organization, is to resist racial and cultural diversity in the United States.

Currently almost half of the states have declared English as the official language and some state laws prohibit their government from printing materials in other languages.

Text Reference: The Paradox of Xenophobia and Nativism in a Nation of Immigrants Suggested Response:  Immigrants come to the country penniless, ignorant and with very little education so they have to immediately go on welfare. o In 2007, 28% of U.S. immigrants had a college degree but they make take minimum wage jobs because the U.S. does not recognize their degree or certifications. Immigrants receive welfare at about the same rate Americans do and undocumented immigrants are not eligible to receive public assistance.  Immigrants refuse to assimilate into the American culture. o At first immigrants cling to their culture and traditions but they typically integrate their cultural heritage with American culture, producing a hybrid of traditions and values taken from both. The assimilation of immigrants is further complicated by a backlog of those pursuing naturalization, a process that can take years if not decades before immigrants are granted legal permanent resident status.  The United States takes more than their fair share of immigrants and other countries need to take more. o Canada, Australia, Germany and Switzerland accept more

immigrants than the U.S. Between 70% and 80% of immigrants around the world are refugees. The United States accepts less than 1% of the refugees; several other countries admit a higher percentage. According to the 2000 Census, immigrants constituted 10% of the U.S. population.  The main problem with U.S. immigration is the large numbers of illegal immigrants. o Illegal immigrants make up 20% of the immigrant population and about 2% of the U.S. population. In fact, over 41% of illegal immigrants in the United States entered legally, often recruited by employers, and only become illegal by remaining after their work visas expired.  Illegal immigrants are responsible for increased crime and disease in the U.S. o There is no medical research reporting an increase in diseases stemming from the presence of immigrants. This myth came from a report published by the American Legion and has since been investigated and proven false. Illegal immigrants account for only 6.1% of crime. Many of those immigrants are in prison for violating immigration laws not for violent crime.  Immigrants take jobs away from Americans. o Immigrants are necessary for to sustain American economic growth. Immigrants take on the lowest paying and the dirtiest jobs that most native born citizens do not want to have. Studies have found that an influx of immigrants actually increases local job availability. To keep costs down many businesses are demanding immigrant labor for their jobs.

Text Reference: What myths about immigrants do many Americans believe?

Chapter 5: Race and Oppression: The Experiences of People of Color in America CHAPTER OUTLINE NATIVE AMERICANS What did Europeans learn from Native Americans?

What did European settlers fail to learn from Native Americans?

What relationships did colonists have with native people?

What was the main source of conflict between Europeans and Indians?

Why are Indian treaties still important today?

Why were Native American treaties consistently violated?

What are other contemporary issues affecting indigenous people?

AFRICAN AMERICANS How were the black indentured servants treated differently?

Where and how did the British procure Africans?

Why did so many Africans die during the Middle Passage?

What was it like to be a slave?

How did Africans resist the oppression of slavery?

Why did blacks fight on the American side during the Revolutionary War? How did the U.S. Constitution address the issue of slavery?

Who opposed slavery and what did they do?

What was the Underground Railroad?

Did slaves and free blacks fight for the Union during the Civil War? Did blacks play a role in shaping the new South?

How did black citizens in the South respond to this transformation?

What did Du Bois want for black Americans?

What were black Americans doing to cope with race problems?

What was the Harlem Renaissance?

Was there a decrease in discrimination against blacks after World War I? Did the New Deal programs help black Americans?

What gains did black Americans make during World

RELEVANT TEST ITEMS Multiple choice 1-8 Essay 31

Multiple choice 9-16 Essay 32-33

War II? What happened to African Americans after the war?

What did the civil rights movement achieve for African Americans?

ASIAN AMERICANS What actions did nativists initially take against the Chinese in America?

Why didn’t Chinese men bring their wives and families?

Who employed Chinese immigrants?

What kind of hostile actions did the Chinese encounter?

How did Americans view the Japanese before World War II? What was a picture bride?

Where were Japanese immigrants employed?

How did the war affect American attitudes toward Japanese families living in the United States?

What actions were taken against the Japanese during World War II? What other Asian immigrants faced anti-Asian attitudes?

What is the model minority myth?

How does the model minority myth distort reality?

HISPANIC AMERICANS/LATINOS/AS Which Spanish-speaking group was the first to come to the United States?

What was the experience like for Mexicans immigrating to the United States?

Why did attitudes toward Mexicans change during World War II? What were the Zoot Suit Riots?

Was it better for Latinos after the war?

How did Mexican Americans respond to discrimination after the war?

How did Puerto Ricans become citizens of the United States?

What effect did becoming part of the United States have on Puerto Rico?

How do the experiences of Puerto Ricans in the United States compare to those of other Latino groups?

Why has the experience of Cubans been so different from that of Puerto Ricans?

Multiple choice 17-21 Essay 34

Multiple choice 22-30 Essay 35

What happened to the Cubans who came to the United States?

What other Latino groups live in the United States?

Why have many Americans objected to Latino immigration?

Multiple Choice Questions 1. How did Columbus treat the native people of Hispaniola when he “discovered” the island? a. He kidnapped them to use as slaves. b. He treated them as a culture from which much could be learned. c. He partnered with them to mine gold on the island. d. He took many of them back to Spain as a novelty item to the King and Queen’s court.

2. Medical practices of indigenous peoples a. Were well-respected by early European immigrants. b. Were scorned by early European immigrants. c. Based almost entirely on shamanist practices unrelated to more modern medicine. d. Provide a foundation for much of what modern medicine has become.

3. In terms of tribal governance and equality, Cherokee women a. Were considered subservient to the men of the tribe in all matters. b. Were treated as equals within the tribe and allowed to participate in tribal governance. c. Were honored as mothers but not allowed to participate in the governing of the tribe. d. Were allowed to listen at tribal gathering but not allowed to participate.

4. The main conflict between European colonists and Native Americans was over land. What principle refers to peaceful seizure of land that was considered to be underutilized by the indigenous people? a. Terra nullius b. Vacuum domicilium c. Occupatio bellica d. Nomadis peoplius 5. Treaties signed by the United States and Native American tribes a. Are strictly honored by the United States government. b. Are usually advantageous to both parties. c. Resulted in financial gains for Native American tribes. d. Are agreements between sovereign nations.

6. Although Native Americans were relegated to reservations they were allowed to a. Hunt and fish on tribal lands outside their reservation borders b. Marry Native Americans from other reservations. c. Live off the reservation if they were working and providing for their family. d. Travel west to settle on unclaimed lands.

7. Use of Native American depictions or references as school mascots a. Is appropriate when proper Indian delegates have seen and agree with the depiction or reference. b. Have been denounced as racist and offensive not only by individual Native Americans but by most Native American tribal councils.

c. Is objectionable to most sports fans. d. Is reasonable when used to "honor" and show respect for Native American Culture.

8. Revenue from gambling facilities on Indian Reservations a. Has corrupted Indian culture and tradition. b. Makes up for much of what was lost in terms of Indian culture and tradition. c. Provides adequate financial resources to ensure that Indian culture and tradition is passed down to future generations. d. Accounts for very little of the overall income of the Native American population.

9. Which of the following was not characteristic of the middle passage? a. Suicide was a major cause of death b. One out of three slaves died during middle passage c. Disease such as typhoid, small pox, and yellow fever were rampant d. Corpses of dead slaves were routinely thrown overboard 10. What was the result of black soldiers fighting for the colonies during the Revolutionary War? a. They returned to being slaves once the war was over. b. Their bravery refuted pervasive stereotypes. c. Washington freed any slaves who fought in the war. d. Blacks often received no compensation as a result of service.

11. When the Constitution of the United States was drafted, how were slaves counted in determining political representation? a. They were not counted when determining political representation b. Each slave was considered a person in determining representation but only men were allowed to vote. c. They were counted as three fifths of a person d. Each male slave was counted as one half a person.

12. What was the purpose of the Congressional Enlistment Act? a. It denied black men the right to enlist in Union Civil War regiments. b. It established lower pay for black regiments fighting in the Civil War. c. It allowed Union soldiers to take slaves from the Confederacy and enlist them in Union regiments. d. It allowed Confederate regiments to force slaves to fight for the Confederacy 13. How did Booker T. Washington approach education for blacks in the south? a. He believed black people would accept inequality if they could have economic opportunity. b. He thought education was the key to equality between the races. c. He wanted to train blacks to do the work usually reserved for white people such as doctors, engineers and pharmacists. d. He marched on Washington, DC. demanding equal funding for the education of black children and white children.

14. In the 1910s, a massive immigration of blacks from south to north occurred as a result of a. Better schooling for blacks in northern cities. b. The open communities being created as a result of the Harlem Renaissance. c. Continued racism and oppression by southern whites. d. The interruption of European immigration caused by WWI which resulted in labor shortages.

15. The ruling in Brown vs. Board of Education a. Was more of a moral than practical victory as segregation has persisted throughout America's system of education. b. Marked the end of the Civil Rights Movement. c. Effectively desegregated thousands of southern schools and ushered in the Civil Rights Movement. d. Resulted in the concept of separate but equal.

16. By 1968, the percentage of blacks that were registered to vote was the same as for whites, at a. 24% b. 45% c. 60% d. 82% 17. What was the purpose of the Chinese Exclusion Act of 1882? a. To prohibit Chinese prostitutes from being imported by entrepreneurs b. To forbid interracial marriage c. To exclude Chinese born citizens from participating in government d. To prohibit Chinese immigration for the next ten years 18. In the early 1900s, Yellow Peril was reported by California newspapers as a. Reference to the disproportionate number of Asian immigrants who were male to those who were female. b. A reference to the numbers of Asian immigrants who were engaging in collective entrepreneurship. c. Challenges faced by Asian immigrants as a result of crossing the Pacific. d. A belief that Japanese immigrants would not Americanize.

19. Which of the following was not a result of the Alien Land Law of 1920 prohibiting non-U.S. citizens from owning or leasing land? a. A new Alien Land Law was passed that prohibited the use of children's names to buy or lease land. b. Hostility was lessened because they were not in competition with whites anymore for agricultural jobs c. Japanese immigrant were further isolated and alienated from participating in the U.S. d. Japanese immigrants leased land through the Nisei, their Americanborn children.

20. Why were Filipino immigrants restricted to 50 people annually in 1934?

a. They tended to be active in labor unions which caused resentment. b. They refused to fight during WWI and later in WWII. c. There were too many Filipinos in urban areas already and the government wanted to balance out the number of immigrant populations. d. They brought with them diseases people already in the U.S. were not immune to.

21. According to Fong and Shinagawa, several harmful distractions created by the model minority myth include all but which of the following? a. The model minority myth places undue pressure on young Asian Americans to educationally and professionally succeed b. The model minority myth fuels competition and resentment between Asian Americans and other groups c. The model minority myth detracts from both the subtle and overt racial discrimination encountered by Asian Americans d. The model minority myth distorts gender differences between and within minorities 22. What led to a large Mexican immigration to the U.S. in the 1880s? a. They were recruited to work in the U.S. after the Chinese Exclusion Act of 1882. b. The U.S. won millions of square miles from Mexico in the MexicanAmerican War and offered Mexicans U.S. citizenship. c. There was a drought in Mexico which destroyed farm land and led to mass famine. d. They were recruited to rid the Southwest of Indians who were still living there.

23. American attitudes towards Mexican Americans during WWII a. Remained strained as most Mexican-Americans refused to support the war effort. b. Improved as a result of labor shortages created by increases in military service and the internment of Japanese immigrants. c. Worsened as a result of the zoot-suit riots. d. Improved as the U.S. became more open-minded about their continental allies.

24. What group makes up the largest Spanish speaking ethnic group in the United States? a. Cuban Americans b. Puerto Rican Americans c. Columbian Americans d. Mexican Americans 25. How did Puerto Rico become a territory of the United States? a. The United States gained control over Puerto Rico as a result of the Spanish-American War. b. The United States gained control over Puerto Rico as a result of the Mexican- American War.

c. Puerto Rico requested the U.S. to take control of them in order to avoid being controlled by the Spanish government. d. Puerto Rico was originally discovered by Columbus and he claimed the land for the colonies.

26. What effect did the shift in the numbers of independently owned farms to corporately owned farms have on Puerto Rico? a. Puerto Rico's economy flourished as a result of large increases in agricultural production. b. Puerto Rico's population doubled in size as a result increased food availability which leads to better health for the population. c. The economy changed from small farms producing food to meet the local need to large farms hiring low-wage workers and exporting their products. d. Factory jobs flourished and the over-all rate of unemployment declined.

27. Why do Puerto Ricans have a higher unemployment rate than other Latino groups in the United States? a. They have settled in urban areas where there is a lack of unskilled and semiskilled jobs. b. They have a harder time gaining U.S. citizenship and green cards in order to work than other groups. c. They have refused to learn English or assimilate well into the culture. d. They will not send their children to U.S. public schools, preferring to educate them in their homes.

28. Which group of Latino immigrants has the highest median household incomes? a. Puerto Rican Americans b. Mexican Americans c. Cuban Americans d. Dominican Americans 29. Immigrants arriving from Central America typically come to the U.S. to a. Access to better education. b. Escape political turmoil and violence. c. Join relatives who have preciously immigrated. d. Earn higher wages.

30. Mexican Americans responses to discrimination after World War II included all but a. Mendez v. Westminster School District b. Brown v. Board of Education c. Cesar Chavez Movement d. La Raza Unida Essay Questions 31. Explain why it is inappropriate to use Native American images as mascots for sports teams.

32. How were blacks treated in the new South after the Civil War? 33. Compare the messages of Booker T. Washington and W.E.B. Dubois.

34. How does the model minority myth create resentment among people of color toward Asian Americans?

35. Differentiate why certain specific Hispanic and Latino/a groups began to immigrate to the United States.

CHAPTER 5 ANSWER KEY Multiple Choice Questions 1.

A Correct Answer: He kidnapped them to use as slaves.

Feedback for Correct Answer: Columbus kidnapped a number of Arawaks to auction as slaves in Spain.

Text Reference: How did Columbus treat the native people of Hispaniola when he “discovered” the island?

2.

D Correct Answer: Provide a foundation for much of what modern medicine has become.

Feedback for Correct Answer: Suzuki and Knudtson (1992) estimate that 75% of prescription drugs derived from plants were discovered based on clues stemming from the healing practices of the indigenous peoples of the world.

Text Reference: What did European settlers fail to learn from Native Americans?

3.

B Correct Answer: Were treated as equals within the tribe and allowed to participate in tribal governance.

Feedback for Correct Answer: Women were considered to be an important part of the tribe. They were allowed to own property and participate in the governance of the tribe.

Text Reference: What did European settlers fail to learn from Native Americans?

4.

C Correct Answer: Occupatio bellica Feedback for Correct Answer: European nations took possession of Indian land by creating a new concept called occupatio bellica, which refers to peaceful seizure of land underutilized by the indigenous people.

Text Reference: What was the main source of conflict between Europeans and Indians?

5.

D Correct Answer: Are agreements between sovereign nations.

Feedback for Correct Answer: A treaty signed by an Indian nation and the United States was an agreement between sovereign nations.

Text Reference: Why are Indian treaties still important today?

6.

A Correct Answer: Hunt and fish on tribal lands outside their reservation borders Feedback for Correct Answer: Many treaties signed over a century ago relegated Indians to small reservations but affirmed their right to hunt and fish on tribal lands beyond reservation boundaries.

Text Reference: Why were Native American treaties consistently violated?

7.

B Correct Answer: Have been denounced as racist and offensive not only by individual Native Americans but by most Native American tribal councils.

Feedback for Correct Answer: Many Native Americans and tribal councils have spoken out against Indian logos and mascots for sports

8.

D

9.

A

10.

B

11.

C

12.

B

13.

A

14.

D

teams, saying they are racist and offensive.

Text Reference: What are other contemporary issues affecting indigenous people?

Correct Answer: Accounts for very little of the overall income of the Native American population.

Feedback for Correct Answer: One of the few facts about contemporary Indians that seems to be widely known is that they operate casinos, even though less than 1% of the total Native American population makes substantial revenue from gambling profits.

Text Reference: What are other contemporary issues affecting indigenous people?

Correct Answer: Suicide was a major cause of death.

Feedback for Correct Answer: Although some slave jumped into shark infested waters to escape the middle passage ships, suicide was not a major cause of death.

Text Reference: Why did so many Africans die during the Middle Passage?

Correct Answer: Their bravery refuted pervasive stereotypes.

Feedback for Correct Answer: The bravery of black soldiers refuted the pervasive stereotypes, but their achievements were betrayed when the U.S. Constitution was drafted.

Text Reference: Why did blacks fight on the American side during the Revolutionary War? Correct Answer: They were counted as three fifths of a person Feedback for Correct Answer: Each slave was counted as three fifths of a person, giving significant political power to southern states.

Text Reference: How did the U.S. Constitution address the issue of slavery?

Correct Answer: It established lower pay for black regiments fighting in the Civil War. Feedback for Correct Answer: Black soldiers protested the Congressional Enlistment Act that established lower compensation for them.

Text Reference: Did slaves and free blacks fight for the Union during the Civil War? Correct Answer: He believed black people would accept inequality if they could have economic opportunity.

Feedback for Correct Answer: At the Atlanta Cotton Exposition of 1895, Washington declared that he believed black people would be willing to accept social inequality in exchange for economic opportunity.

Text Reference: How did black citizens in the South respond to this transformation?

Correct Answer: The interruption of European immigration caused by WWI which resulted in a labor shortages.

Feedback for Correct Answer: Migration of blacks from the south to the north increased significantly between 1914 and 1918 when World

15.

A

16.

C

17.

D

18.

A

19.

B

20.

A

War I created labor shortages because so few Europeans immigrated.

By the time the war ended, a million southern blacks had moved to northern cities.

Text Reference: What were black Americans doing to cope with race problems?

Correct Answer: Was more of a moral than practical victory as segregation has persisted throughout America's system of education.

Feedback for Correct Answer: In 1954, the Brown v. Board of Education decision overturned decades of legal discrimination based on race. It was a victory more in principle than in practice as segregation in America persisted.

Text Reference: What happened to African Americans after the war?

Correct Answer: By 1968, the percentage of blacks that were registered to vote was the same as for whites, at 60%.

Feedback for Correct Answer: The Voting Rights Act of 1965 outlawed voter suppression tactics, and was extraordinarily successful in expanding the opportunity for racial minorities to register and vote.

Text Reference: What did the civil rights movement achieve for African Americans?

Correct Answer: To prohibit Chinese immigration for the next ten years Feedback for Correct Answer: Although Chinese immigrants constituted less than 1% of the U.S. population in 1882, Congress passed the Chinese Exclusion Act to prohibit Chinese immigration for the next ten years.

Text Reference: What kind of hostile actions did the Chinese encounter?

Correct Answer: A belief that Japanese immigrants would not Americanize.

Feedback for Correct Answer: In 1905, California newspapers initiated a campaign against the Yellow Peril based on the belief that the Japanese, like the Chinese, could not or would not adopt the American culture Text Reference: How did Americans view the Japanese before World War II? Correct Answer: Hostility was lessened because they were not in competition with whites anymore for agricultural jobs Feedback for Correct Answer: Japanese immigrants were disappointed that their success, their efforts to assimilate, and their children’s citizenship status did not reduce hostility against them.

Text Reference: Where were Japanese immigrants employed?

Correct Answer: They tended to be active in labor unions which caused resentment.

Feedback for Correct Answer: Of the 45,000 Filipinos who had entered the United States by 1930, most were young men who worked as agricultural workers or domestic servants. Filipinos tended to be

21.

D

22.

A

23.

B

24.

D

25.

A

26.

C

active in labor unions, causing resentment among both white landowners and other laborers.

Text Reference: What other Asian immigrants faced anti-Asian attitudes?

Correct Answer: The model minority myth distorts gender differences between and within minorities Feedback for Correct Answer: The model minority myth is about the superiority of Asians over other ethnicities rather than about gender differences.

Text Reference: What is the model minority myth?

Correct Answer: They were recruited to work in the U.S. after the Chinese Exclusion Act of 1882.

Feedback for Correct Answer: In the 1880s, Mexicans began crossing the border into the United States, recruited by American employers after the Chinese Exclusion Act was passed in 1882.

Text Reference: What was the experience like for Mexicans immigrating to the United States?

Correct Answer: Improved as a result of labor shortages created by increases in military service and the internment of Japanese immigrants.

Feedback for Correct Answer: When the United States entered the war, the government began negotiations for Mexicans to replace the workers who had joined the military and the Japanese workers who had been taken to relocation camps.

Text Reference: Why did attitudes toward Mexicans change during World War II? Correct Answer: Mexican Americans Feedback for Correct Answer: Today, Mexican Americans are two thirds of all Latinos, the largest Spanish speaking ethnic group in the United States followed by Puerto Ricans and Cubans.

Text Reference: How did Mexican Americans respond to discrimination after the war?

Correct Answer: The United States gained control over Puerto Rico as a result of the Spanish-American War. Feedback for Correct Answer: In 1897, the Spanish government agreed to give Puerto Rico more autonomy, but the Spanish-American war made Puerto Rico a U.S. possession.

Text Reference: How did Puerto Ricans become citizens of the United States?

Correct Answer: The economy changed from small farms producing food to meet the local need to large farms hiring low-wage workers and exporting their products.

Feedback for Correct Answer: Although the United States built more roads and schools, the basis of the economy was transformed from small farms producing food to meet the local need to large farms hiring low-wage workers and exporting their products.

27.

A

28.

C

29.

B

30.

B

Text Reference: What effect did becoming part of the United States have on Puerto Rico?

Correct Answer: They have settled in urban areas where there is a lack of unskilled and semiskilled jobs.

Feedback for Correct Answer: The percentages of Puerto Ricans unemployed or on welfare have been higher than for other Latino groups. In part, the high unemployment rate is the result of a decline in unskilled and semiskilled jobs in urban areas where they have settled.

Text Reference: How do the experiences of Puerto Ricans in the United States compare to other Latino groups?

Correct Answer: Cuban Americans Feedback for Correct Answer: Compared to other major Latino groups in the United States, Cuban Americans have recorded the highest median household incomes.

Text Reference: What happened to the Cubans who came to the United States?

Correct Answer: Escape political turmoil and violence.

Feedback for Correct Answer: Immigrants from Central America have usually come to the United States to escape political turmoil and violence in countries such as Guatemala, Honduras, Nicaragua, and El Salvador.

Text Reference: What other Latino groups live in the United States?

Correct Answer: Brown v. Board of Education Feedback for Correct Answer: Mendez v. Westminster School District helped the NAACP to bring Brown v. Board of Education to the Supreme Court in 1954.

Text Reference: How did Mexican Americans respond to discrimination after the war?

Essay Questions 31. Suggested Response: The use of Native American images for sports mascots has been seen as racist and offensive by Native American tribal councils and they have asked schools and colleges to stop displaying such images. Although most sports fans do not see the offence and feel they are showing honor and respect, the images used are either savages that lived long ago and were exterminated or are contemporary Indians who lost their culture and have been degraded. This reinforces the idea that Native Americans do not exist in contemporary society outside of reservations Text Reference: What are other contemporary issues affecting indigenous people?

32. Suggested Response: Black males could vote and run for office. Sixteen were elected to the U.S. House of Representatives, one became governor of Louisiana, six were lieutenant governors, and over 600 were elected to state legislatures. In response to the new found freedom and political presence, the Knights of the Ku Klux Klan intimidated blacks and ostracized white who were supportive of the new social order. Many racists groups used violence,

33.

34.

35.

especially at night, to regain power over those who did not agree with them.

Blacks were harassed into not voting and many were forced to move or were lynched. Federal troops left the south by 1877. In the 1880s and 1890s the U. S. Supreme Court sanctioned legislation that prevented blacks from voting, removed them from jury rolls, maintained their segregated schools and required racial segregation in public transportation and public facilities.

Text Reference: Did blacks play a role in shaping the new South?

Suggested Response:  Booker T. Washington wanted to educated blacks in a manner that would appeal to both blacks and whites. He focused on educating blacks to participate in the workforce in accepted areas of agriculture and factory work. He believed that black people would accept social inequality in exchange for economic opportunity. He worked within the status quo, gaining support from the community and northern white industrialists who wanted a trained workforce in the South.  W.E.B. Dubois, on the other hand thought, black Americans deserved more and rejected the idea that social inequality was acceptable under any circumstances. Although he did support vocational education, he also pushed for higher education for those who demonstrated academic ability. Dubois’s methods were confrontational and overt rather than working within the status quo. He helped found the National Association for the Advancement of Colored People (NAACP) and American Negro Academy for black intellectuals. He attacked racism and promoted racial equality in his research, reports, essays, and even fiction.

Text References: How did black citizens in the South respond to this transformation? What did Du Bois want for black Americans?

Suggested Response: White Americans have praised Asian American for working hard to overcome obstacles and achieve success People of color are told that if they work hard they could be successful and failure is their own fault. It also distracts from the realities of discrimination against Asian Americans, especially the more recent Asian American immigrants.

Text References: What is the model minority myth?

Suggested Response:  Mexicans found themselves in America after Texas was annexed and the Mexican –American war ended with the U.S. gaining millions of square miles from Mexico. They later came to the Southwest as cheap labor under the Bracero Program. They continue to immigrate to the U.S. as day laborers and seasonal agricultural workers.  Puerto Ricans are technically U.S. citizens since they are a territory. In the 1940s they began to immigrate because of the poor economy and economic hardships faced in Puerto Rico.  Cubans came to America to escape Castro after he took over Cuba and declared it a communist nation.  Dominicans immigration surged in the early 1980s because of the global recession that drove down sugar prices, creating a huge foreign debt and an unemployment rate of 30%.



People from Guatemala, Honduras, Nicaragua, and El Salvador usually immigrate to escape political turmoil and violence in their home country.  Chileans immigrate because of political repression.  Other South Americans immigrate for better jobs, higher salaries and greater opportunity.

Text Reference: Hispanic Americans/Latinos/as

Chapter 6: Religion and Oppression: The Struggle for Religious Freedom CHAPTER OUTLINE RELIGIOUS DIVERSITY IN COLONIAL AMERICA

RELEVANT TEST ITEMS Multiple choice 1-5 Essay 31

How did the first colonists deal with religious diversity?

How did the colonies promote the concept of religious freedom?

How was the principle of religious freedom established in all the colonies?

THE EMERGING CONCEPT OF RELIGIOUS FREEDOM What was the relationship between Deism and Christianity?

Why was there so little reference to religion in the original Constitution?

Why wasn’t religious freedom guaranteed in the Constitution?

Did the First Amendment establish religious freedom in the new nation?

Was any group actively persecuted for their religious beliefs?

THE RISE AND FALL OF ANTI-CATHOLICISM What was the impact of large numbers of Catholic immigrants?

Why was hostility directed toward Catholics?

What were the Philadelphia Bible Riots?

What caused anti-Catholic sentiments in the United States to subside?

How did religious diversity increase following the Civil War? What non-Christian religions were included among immigrants?

Did increasing numbers of non-Christians cause anti-Catholic prejudice to diminish?

How did the 1928 election demonstrate antiCatholic prejudice?

Why were Jews regarded as a separate race?

In what ways was anti-Semitism promoted?

What influence did the Holocaust have on American attitudes

Multiple choice 6-10 Essay 32

Multiple choice 11-20 Essays 33-34

THE IMPACT OF IMMIGRATION REFORM ON RELIGIOUS DIVERSITY How have Americans responded to the increasing religious diversity?

How have K–12 schools taught students about the concept of religious freedom?

How can public schools teach about religion in a way that respects all religions?

Multiple choice 21-30 Essay 35

Multiple Choice Questions 1. What was the relationship between religious groups and government in colonial America? a. Colonists did not want colonial governments to establish churches in their colonies. b. Because of the doctrine of religious freedom, the various churches existed peacefully together. c. Dominant religious groups expected their faith to become the established church of their colony. d. Colonists did not want colonial government to give financial support to their churches.

2. By 1775 most immigrants came to the colonies to a. Pay taxes to support the established church. b. Practice their religion freely. c. Become missionaries to the Indians. d. Gain riches during the “Gold Rush.”

3. Compared to other colonies, which two provided the clearest alternative to the Old World tradition of state support for an established church? a. Pennsylvania and Rhode Island b. Massachusetts and Maryland c. Virginia and Pennsylvania d. Vermont and Maryland 4. Pennsylvania's "Holy Experiment" involved a. Abolishing an established church in favor of open style meetings. b. Establishing a colonial church that could be attended voluntarily. c. Sharing communities between Newport Jews and Rhode Island Quakers. d. Bringing to Pennsylvania people from diverse faiths.

5. What was the result of the Great Awakening? a. It established that the differences between Protestants sects were not important. b. It split Protestants into various sects because they could not agree on basic doctrine. c. It declared the Catholic faith as the one true religion d. It replaced a denominational approach to Christianity with a sectarian view that declared the Quakers as the one true faith.

6. What do Deists believe? a. Humans have no control over everyday events. b. God is an active force in the daily world. c. There is no God. d. God created the world but was not an active force in the everyday world.

7. How did the writers of the U.S. Constitution defy European tradition when writing the Constitution? a. By calling God “the Great Governor of the World” b. By deliberately excluding any reference to God

c. By expressly stating that each state could determine which religion to include in their state charters instead of declaring a national religion d. By allowing each person to determine which church their taxes would support 8. What is the only reference to religion in the Constitution of the United States? a. To hold office the person must not have ecclesiastic or civil allegiance to any foreign power b. Thomas Jefferson’s “Statute for Religious Freedom” c. No religious test is required as qualification for office or public trust d. “The Great Governor of the World” was the source of the government’s power and authority 9. The "freedom to worship according to one's religious beliefs" as illustrated in the Bill of Rights a. Did not persuade all thirteen states to allow Catholics to vote until many years after the signing of the Constitution. b. Immediately ended all tax subsidies to established churches. c. Protected all religious from persecution but not atheists because they had no religious beliefs. d. Was supported by only a narrow majority of the original architects of the document.

10. Which denominational group literally left the United States because of religious persecution? a. Church of England b. Calvinist c. Latter Day Saints (Mormons) d. Unitarian 11. Why was there such a dramatic increase in Catholic immigrants between 1820 and 1865? a. There was a mass migration of Irish immigrants, most of whom where Catholic. b. The Catholic Church encouraged mission to the United States to convert the country to Catholicism. c. They came so their children could receive a Catholic education at the private school system established in the U.S. d. They were being persecuted in Europe so they came to the United States for religious freedom.

12. Anti-Catholicism was initially a result of a. Catholic schools that lobbied for tax dollars to offset the costs of Catholic education materials. b. The Philadelphia Bible riots. c. Rumors of convents kidnapping and torturing Protestant women. d. Fear and distrust among Protestants combined with a large influx of Catholic immigrants.

13. Which of the following contributed least to anti-Catholic attitudes in 19th century America? a. The Philadelphia Bible Riots

b. The Civil War c. The Know Nothings d. The Native American Party 14. What challenges did the Catholic and Protestant churches face following the Civil War? a. Surges in immigration lead to distinct ethnic and cultural differences regarding how catholic and protestant worshippers approached their faiths. b. Catholic and Protestant churches in the North were unable to embrace church goers who fought on the side of the South. c. Male causalities as a result of the war changed the complexity of religious practices. d. An influx of black churchgoers assimilated into congregations who were not ready to have them.

15. What does an agnostic believe? a. God does not exist. b. God created the world but a system of natural laws govern the world. c. Their Christian faith is the one “true faith.” d. The existence of God can neither be proved nor disproved.

16. What was significant about the 1928 Presidential election regarding religious diversity? a. It was the first time a Roman-Catholic was elected as a U.S. president. b. The Ku Klux Clan marched on Washington in opposition of a Jewish candidate for U.S. President. c. Anti-Catholic prejudice contributed to the defeat of a presidential candidate. d. Franklin Roosevelt was elected president ushering a new wave of acceptance of religious freedoms.

17. In 1451 the king of Spain declared the blood purity statute that declared Jewish converts could not hold office in the Catholic Church. What did this assert about Jews that would later become an accepted belief? a. Jewish people are to be considered a racial group rather than a religious group. b. Jewish people are not allowed to convert to other religions. c. Judaism is first and foremost a religion and not a race of people. d. Jewish people are a dominant race and are a threat to world dominance.

18. Given Catholics immigrating to America had experienced varying degrees of oppression a. It was not surprising that Catholics openly supported Jewish immigrants when facing similar persecution. b. It was surprising that Catholics remained neutral when Protestants vilified Jewish immigrants. c. It was not surprising that Catholics secretly sheltered Jewish immigrants from the hostile persecution imposed by Protestants.

d. It was surprising that Catholics joined with Protestants in vilifying Jewish immigrants.

19. Which of the following is not accurate about The Protocols of the Elders of Zion? a. It was used as a basis for objecting to the appointment of a Felix Frankfurter, a Jewish statesman, to the Supreme Court in the 1930s. b. After learning it was forgery Henry Ford changed his views about Jews and stopped his anti-Semitic prejudices. c. It was about a conspiracy by Jews to undermine Christian civilization and establish world supremacy. d. The text was originally written in the 1800s by Russian loyalists supporting the czar.

20. Following World War II and the atrocities of the Holocaust, a. Polls began to report that negative attitudes towards Jews were increasing. b. American soldiers, affected by what they had seen overseas, began to develop anti-Semitic attitudes. c. There was an increase in converts to Judaism. d. Anti-Semitic beliefs and attitudes tapered throughout America.

21. What Act allowed for the dramatic change in the racial and religious make up of immigrants to the United States? a. The Protocols of the Elders of Zion b. The Immigration and Nationality Act of 1965 c. Patriot Act d. The Freedom of Religion Act 22. What religious minority in the United States is the fastest growing, and as such bears the brunt of religious animosity? a. Buddhists b. Jews c. Muslims d. Mormons 23. While Muslim Americans constitute the second largest religion in the U.S., a. The majority of this population is foreign born. b. There are numerous fractions to the Islamic faith therefore decreasing the over-all visibility of the religion. c. Three-fourths of this population reports experiencing or knows someone who has experienced anti-Muslim behavior. d. The population is rapidly shrinking due to negative media portrayals.

24. Following the authorization of the Patriot Act after the September 11, 2001, 82,000 Muslim immigrants were fingerprinted and interrogated. Of these how many had enough evidence to declare them “suspected” terrorists? a. 11 b. 110 c. 1100 d. 11,000 25. Interfaith dialogues promoted by Harvard University and Mall of America

a. Have resulted in reduced numbers of Anglo-Protestant undergraduate applications. b. Demonstrate the importance of providing opportunities for students to sample faiths so that they might make more committed decisions about their own faiths. c. Have come under scrutiny for not promoting dialogues between all faiths. d. Demonstrate the importance of engaging people in religious discussions so as to foster understanding of faiths different than their own.

26. What was the result of the 2002 Ninth Circuit court ruling in Newdow v. United States Congress? a. Public school students do not have to recite the Pledge of Allegiance when others in the class say it. b. The Pledge of Allegiance may not be said in school because school is a coercive setting that puts pressure on students to conform. c. Even if they do not recite the Pledge of Allegiance, students must stand while others say it. d. It took the phrase “under God” out of the Pledge of Allegiance.

27. Which of the following was not a key court ruling during the latter half of the 20th century that brought greater secularization to public schools? a. Schools could not offer prayers by religious leaders at commencement ceremonies. b. Posting of the Ten Commandments in schools was found to be unconstitutional. c. Creationism was found to be based on science and therefore could be taught alongside the theory of evolution. d. Children cannot be required to recite the Pledge of Allegiance.

28. Religious expressions such as prayer, by students in public schools a. Should not be prevented, as long as the expression is not a disruption. b. Are acceptable in public schools when state constitutions allow it. c. Are strictly forbidden as a result of laws requiring separation of church and state. d. Often lead to disruptions between believers and secularists.

29. According to a 2011 Pew Research survey, which of the following groups do Americans feel more antagonistic toward? a. Catholics b. Jews c. Atheists d. Muslims 30. Which of the following statements is not true in terms of the relationships between religion and schools? a. Teaching about religion is now a part of state standards for teachers as long as accurate information about fundamental beliefs is provided for all major word religions.

b. Schools receiving federal funds must allow the formation of Secular Student Alliances (SSA) for atheists and agnostic students if they sponsor other student groups. c. Religious groups may use the facilities if other community groups also have access to the school. d. Schools may not use the Bible in school for any purpose.

Essay Questions 31. We are taught that colonists came to the New World for freedom of religion.

Why is this both true and false?

32. How were various religion groups kept from wielding any political power in the 1700s and early 1800s even though “No religious Test shall ever be required as a Qualification to any Office or public Trust under the United States” (Article VI) was written in the Constitution and “the freedom to worship according to one’s personal religious beliefs” was guaranteed in the Bill of Rights?

33. Why has a majority in the United States harbored such a long and deep distrust of Catholics? Explain what events, persons, or characteristics served to prolong such anti-Catholic behavior into the 20th century.

34. How was anti-Semitism promoted in the United States during late 1800s and through World War II? 35. Religious freedom requires understanding of different faiths. What religions have you been exposed to and how do they differ from your own?

CHAPTER 6 ANSWER KEY Multiple Choice Questions 1.

C Correct Answer: Dominant religious groups expected their faith to become the established church of their colony.

Feedback for Correct Answer: To reestablish Old World practices, dominant religious groups such as the Anglicans in Massachusetts expected their faith to be designated the established church of their colony and to be supported by an allotment of local tax dollars.

Text Reference: How did the first colonists deal with religious diversity?

2.

B Correct Answer: Practice their religion freely...

Feedback for Correct Answer: Puritans came to the New World to practice their religion freely but had no intention of allowing others the same freedom.

Text Reference: How did the first colonists deal with religious diversity?

3.

A Correct Answer: Pennsylvania and Rhode Island Feedback for Correct Answer: Although Quaker dominance caused some friction, compared to other colonies, Pennsylvania and Rhode Island provided the clearest alternative to the Old World tradition of state support for an established church.

Text Reference: How did the colonies promote the concept of religious freedom?

4.

D Correct Answer: Bringing to Pennsylvania people from diverse faiths.

Feedback for Correct Answer: Penn undertook deliberate efforts to bring to Pennsylvania people from diverse faiths and was the first colony to experiment with the idea of denominational churches instead of an established church.

Text Reference: How did the colonies promote the concept of religious freedom?

5.

A Correct Answer: It established that the differences between Protestants sects were not important.

Feedback for Correct Answer: The impact of the Great Awakening on religious freedom was that it denied the significance of differences between Protestant sects.

Text Reference: How was the principle of religious freedom established in all the colonies?

6.

D Correct Answer: God created the world but was not an active force in the everyday world.

Feedback for Correct Answer: Deists believed God created the world and a system of natural laws that governed it but they did not believe that God was an active force in the everyday world.

Text Reference: What was the relationship between Deism and Christianity?

7.

B Correct Answer: By deliberately excluding any reference to God Feedback for Correct Answer: The authors of the U.S. Constitution cited “We the People” as the source of the government’s power and authority, deliberately excluding any reference to God.

8.

C

9.

A

10.

C

11.

A

12.

D

13.

B

Text Reference: Why was there so little reference to religion in the original Constitution?

Correct Answer: No religious test is required as qualification for office or public trust.

Feedback for Correct Answer: As they wrote the Constitution, the authors affirmed the principle of religious freedom by stating, “No religious Test shall ever be required as a Qualification to any Office or public Trust under the United States” (Article VI). When completed, this was the only reference to religion, and it was not widely supported.

Text Reference: Why wasn’t religious freedom guaranteed in the Constitution?

Correct Answer: Did not persuade all thirteen states to allow Catholics to vote until many years after the signing of the Constitution.

Feedback for Correct Answer: Although the freedom to worship according to one’s personal religious beliefs was guaranteed in the Bill of Rights, it was guaranteed in principle more than in practice.

Text Reference: Did the First Amendment establish religious freedom in the new nation?

Correct Answer: Latter Day Saints (Mormons) Feedback for Correct Answer: When Brigham Young replaced Joseph Smith as leader of the Mormon Church he convinced them to follow him to distant lands. After a 1000 mile journey they settled in Mexican territory which later became the territory of Utah after the Mexican American War. Text Reference: Was any group actively persecuted for their religious beliefs?

Correct Answer: There was a mass migration of Irish immigrants, most of whom where Catholic.

Feedback for Correct Answer: Between 1820 and 1865, of approximately 2 million Irish immigrants to the United States, over a million were Catholic.

Text Reference: The Rise and Fall of Anti-Catholicism Correct Answer: Fear and distrust among Protestants combined with a large influx of Catholic immigrants.

Feedback for Correct Answer: Immigrants have almost always provoked hostility in some Americans, but the arrival of so large numbers of Catholics fueled Protestant fears and created an atmosphere of suspicion and distrust.

Text Reference: What was the impact of large numbers of Catholic immigrants?

Correct Answer: The Civil War Feedback for Correct Answer: The politics of slavery and race put the politics of anti-Catholicism aside and although anti-Catholic prejudice renewed after the Civil War, it did not reach the same level.

Text Reference: What caused anti-Catholic sentiments in the United States to subside?

14.

A

15.

D

16.

C

17.

A

18.

D

19.

B

Correct Answer: Surges in immigration lead to distinct ethnic and cultural differences regarding how catholic and protestant worshippers approached their faiths.

Feedback for Correct Answer: Catholic immigrants came from Germany, Ireland, Poland, Italy, and Czechoslovakia, with different traditions and customs related to their worship. The majority of Protestant immigrants were Lutherans whose diversity resulted in Finnish, Icelandic, Swedish, Danish, German, and Norwegian Lutheran churches.

Text Reference: How did religious diversity increase following the Civil War? Correct Answer: The existence of God can neither be proved nor disproved.

Feedback for Correct Answer: English scientist Thomas Huxley declared himself an agnostic, believing that one could neither prove nor disprove the existence of God. Text Reference: What non-Christian religions were included among immigrants?

Correct Answer: Anti-Catholic prejudice contributed to the defeat of a presidential candidate.

Feedback for Correct Answer: The Democratic Party nominated Alfred E. Smith, the first Catholic to run for president. The Klan and other anti-Catholic organizations insisted that the Vatican was directing Smith’s campaign with a Jesuit committee assigned to persuade Protestants to ignore Smith’s religion as an issue.

Text Reference: How did the 1928 election demonstrate anti-Catholic prejudice?

Correct Answer: Jewish people are to be considered a racial group rather than a religious group.

Feedback for Correct Answer: In 1451, the King of Castile (Spain) endorsed a blood purity statute declaring that Jewish converts could not hold office in the Catholic Church. This was the beginning of the transformation of Jews being perceived in racial rather than religious terms.

Text Reference: Anti-Semitism in America Correct Answer: It was surprising that Catholics joined with Protestants in vilifying Jewish immigrants.

Feedback for Correct Answer: Ironically, despite their experience of oppression, Catholics joined Protestants in vilifying Jews.

Text Reference: Why were Jews regarded as a separate race?

Correct Answer: After learning it was forgery Henry Ford changed his views about Jews and stopped his anti-Semitic prejudices.

Feedback for Correct Answer: Even though Ford apologized and ceased publishing his newspaper, he continued to maintain and express anti-Semitic attitudes.

Text Reference: In what ways was anti-Semitism promoted?

20.

D

21.

B

22.

C

23.

C

24.

A

25.

D

Correct Answer: Anti-Semitic beliefs and attitudes tapered throughout America.

Feedback for Correct Answer: By 1965, Time magazine reported that “anti-Semitism is at an all-time low,” and that overt expressions of antiSemitism were “out of fashion.”

Text Reference: What influence did the Holocaust have on American attitudes?

Correct Answer: The Immigration and Nationality Act of 1965 Feedback for Correct Answer: When President Lyndon Johnson signed the Immigration and Nationality Act of 1965, not only did the racial makeup of incoming immigrants change dramatically, but their religious affiliation did as well.

Text Reference: Immigration and Increasing Religious Diversity Creating New Issues for Religious Freedom Correct Answer: Muslims Feedback for Correct Answer: Muslim Americans have received the brunt of negative religious animosities, in part because they are the largest religious minority in America.

Text Reference: How have Americans responded to the increasing religious diversity?

Correct Answer: Three-fourths of this population reports experiencing or knows someone who has experienced anti-Muslim behavior.

Feedback for Correct Answer: Seventy-five percent of Muslims have personally experienced or know someone who has encountered antiMuslim behavior.

Text Reference: How have Americans responded to the increasing religious diversity?

Correct Answer: 11 Feedback for Correct Answer: Of the 82,000 Muslim immigrants who were fingerprinted and interrogated under the Patriot Act, officials could only find enough evidence to declare 11 of them as “suspected” terrorists.

Text Reference: How have Americans responded to the increasing religious diversity?

Correct Answer: Demonstrate the importance of engaging people in religious discussions so as to foster understanding of faiths different than their own.

Feedback for Correct Answer: Interfaith discussions not only address commonalities between faiths, but encourage honest dialogue concerning differences in beliefs. It is essential that students at colleges and universities engage in religious discussions because religious freedom requires understanding of different faiths.

Text Reference: How have Americans responded to the increasing religious diversity?

26.

B

27.

C

28.

A

29.

C

30.

D

Correct Answer: The Pledge of Allegiance may not be said in school because school is a coercive setting that puts pressure on students to conform.

Feedback for Correct Answer: The court concluded that schools could not have students recite the pledge even if they are allowed to choose to not participate because the school setting is a coercive context that puts pressure on students to conform to the majority.

Text Reference: How have K-12 schools taught students about the concept of religious freedom?

Correct Answer: Creationism was found to be based on science and therefore could be taught alongside the theory of evolution.

Feedback for Correct Answer: In 1987, Edwards v. Aguillard established that schools could not teach creationism as an alternative to evolutionary theory because creationism was based on religious beliefs and did not satisfy the criteria to constitute a scientific theory.

Text Reference: How have K-12 schools taught students about the concept of religious freedom?

Correct Answer: Should not be prevented, as long as the expression is not a disruption.

Feedback for Correct Answer: Although schools cannot force students to pray, they cannot prevent a student from praying, as long as the prayer does not create a disruption.

Text Reference: How can public schools teach about religion in a way that respects all religions?

Correct Answer: Atheists Feedback for Correct Answer: A 2011 Pew Research survey reported that Americans felt more antagonistic to atheists than to immigrants, Jews, Muslims or lesbians and gay men.

Text Reference: How can public schools teach about religion in a way that respects all religions?

Correct Answer: Schools may not use the Bible in school for any purpose.

Feedback for Correct Answer: Schools are encouraged to teach objectively about all religions, and even about the Bible. No study of civilization is complete without the study of the religion and its relationship to the advancement of civilization.

Text Reference: How can public schools teach about religion in a way that respects all religions?

Essay Questions 31. Suggested Response: This is true because colonist wanted to escape the Church of England’s rule and the dominant religion of their home country.

They wanted the ability to practice their own faith and religion. However, when they arrived in the New World, they were not always allowed the freedom to practice their religion. Each colony wanted to practice their religion but had no intention of allowing others the same freedom. The colony established a

32.

33.

34.

dominate religion and the people who lived there were expected to follow it.

The expected their faith to be designated as the established church of the colony and to be supported by the colonial government and tax dollars.

Blasphemy laws were directed at those who did not belong to the colony’s majority faith and severe punishments were delivered.

Text Reference: Religious Diversity in Colonial America Suggested Response:  Some states required office holders had to recite an oath that they had no ecclesiastic allegiance to any foreign power. Devout Catholics could not take this oath so they were not allowed to hold an office. It was over 5 years before Catholics were granted the right to vote in all states.  In New Jersey every office holder had to be Protestant.  All states denied Jews the right to hold political office by requiring office holders to take an oath that they believed in Jesus Christ. In 1826 Maryland was the first state that allowed Jews to vote and hold office.

North Carolina and New Hampshire did not allow Jews to vote until the late 1800s.  Mormons were denied religious freedom and eventually fled the United States for Mexican territory.

Text Reference: The Emerging Concept of Religious Freedom Suggested Response: In the past in Europe Catholics had persecuted, tortured, and even killed those who defied its authority in the past. The numbers of Catholic immigrants increased suddenly and dramatically in the 1800s. Fearing Catholics gaining power, the political activities of Tammany Hall, a labor organization in New York City, to assist Catholic voters intensified anti-Catholic sentiments.

Popular novels were written in which Catholics kidnapped and tortured Protestant women and later rumors were spread that a convent in Massachusetts had done just that. This convent was later burned to the ground even though those rumors were never proven. Public school textbooks depicted priests as living in luxury and oblivious to the poor and hungry. The Catholic Church was described as the enemy of freedom and knowledge because of its history of religious persecution and its suppression of the Bible.

The Catholic Church created an alternative private school system. In Philadelphia, the public schools did allow Catholic students to study from the Douay (Catholic) Bible when Bible reading was required. The Native American party protested this and soon a riot broke out over this, resulting in several deaths and burned buildings. Anti-Catholic nativists attacked Catholic voters and property during the 1955 elections. Although anti-Catholic sentiment declined during the Civil War, it flared occasionally.

Text Reference: The Rise and Fall of Anti-Catholicism Suggested Response: In the 1870s, American public school textbooks referred to Jews as “a race,” using traditional stereotypes of Jews as greedy, selfish, and manipulating. Jews were described as unethical entrepreneurs who tried to monopolize certain professions and as the devious power behind the throne in many European countries. There was an increase of Jewish

35.

immigrants from 1890 to 1914 and the popular press presented them as being unable to assimilate to American ideals. As numbers of Jews began to go to college, many universities established quotes for Jewish enrollment. Henry Ford, a publisher of The Dearborn Independent, printed the text of “The Protocols of the Elders of Zion,” which documented the activities of a Jewish conspiracy plotting a revolution to undermine Christian civilization and establish Jewish supremacy throughout the world. Even though this was exposed as a forgery and Ford apologized, the damage had been done. In the 1930s President Franklin Roosevelt appointed a Jew to the Supreme Court, Felix Frankfurter. However, anti-Semitic priest Charles Edward Coughlin attacked the president for communist views and reprinted the “The Protocols of the Elders of Zion” despite the evidence of its forgery. His followers, the “Christian Frontier” organization, affixed obscene materials to Jewish businesses or synagogues and even assaulted Jews they chanced to encounter. By the end of World War II 58% of Americans agreed with the statement, “Jews have too much power in the United States”. Many newspapers, magazines and movies reinforced the idea that Anti-Semitism was no longer acceptable. Many Americans were still anti-Semitic, but they knew it was inappropriate to act on their feelings.

Text Reference: Anti-Semitism in America Suggested Response: These answers will vary according to students and their exposure to various religions and religious experiences.

Text Reference: How have Americans responded to the increasing religious diversity?

Chapter 7: Rejecting Oppressive Relationships: The Logic of Cultural Pluralism for a Diverse Society CHAPTER OUTLINE DIVERSITY IN THE UNITED STATES How have members of the majority responded to diverse groups?

ATTITUDES ABOUT DIVERSITY What does it mean to have an Anglo conformity perspective?

How did the BIA boarding schools promote Anglo conformity with Indian children?

Which immigrant groups benefited from Anglo conformity?

What does it mean to describe America as a melting pot?

How is the separatist perspective negative?

What attitudes about diversity does pluralism promote?

What are some arguments from people who are opposed to pluralism?

Why should American society become pluralistic?

VALUING INDIVIDUAL DIFFERENCES Must one be actively involved in change to be a pluralist?

What kinds of activities can create social change?

RELEVANT TEST ITEMS Multiple choice 1-6 Essay 31-32

Multiple choice 7-22 Essay 33-34

Multiple choice 23-30 Essay 35

Multiple Choice Questions 1. Between 2050 and 2060 which group will constitute 47% of the population in the United States? a. Non-Hispanic whites b. Hispanic, Latino c. Asian d. Asian Indian 2. According to the Pew Research Center (2015), what percentage of people living in the United States was born in another country. a. 2% b. 13% c. 22% d. 33% 3. Given demographic forecasts that illustrate the U.S. population will continue to become even more diverse, a. It is not important to plan for and evaluate how the white majority will respond to these changes. b. It is imperative that Americans understand how the social security system works. c. It is important that white people continue to make a living wage more than any other group. d. The trend of smaller cities and smaller states becoming more diverse will likely continue.

4. Which statement is incorrect about Terry’s “ups” and “downs”? a. “Ups” are in constant competition with “downs.” b. Individuals belonging to both subordinate and dominant groups fail to empathize with subordinates they dominate. c. Members of dominant groups have trouble understanding what members of subordinate groups want. d. Most people are a mixture of both “up” and “down” groups.

5. According to Terry’s up/down metaphor which of the following persons is exclusively a member of “up” groups? a. Marianna, A white, single, lesbian female b. Rashad, A white male who has converted to Islam c. Jason, A white married male with 2 children who attends the Methodist church d. Ashley, An African American female who works for a Fortune 500 company as CFO 6. According to Terry’s up/down metaphor which of the following persons would be exclusively a member of “down” groups? a. Mason, A Baptist Minister b. Tracy, An African American Muslim c. Keenan, A CEO of a large manufacturing company d. Johnny, A tennis player with 3 children 7. Among the following historic and contemporary perspectives towards ethnic diversity, which remains the dominant perspective of most Americans?

a. Melting pot b. Separatism c. Pluralism d. Anglo conformity 8. Anglo conformity is not illustrated when a. Immigrants are expected to adopt American ways of thinking and doing. b. Immigrants are valued for their bilingual abilities. c. Immigrants are expected to stop speaking native languages and begin speaking English as soon as possible. d. Immigrants are expected to abandon the customs, ceremonies, and traditions of their ethnic heritage.

9. An aspect of Bureau of Indian Affairs boarding schools was to move Indian Children away from their homes to provide a. The best instruction available, given that most teachers weren't able to work on tribal lands. b. A learning environment free from family obligations. c. A learning environment that was far removed from Indian values and traditions. d. A broad learning environment suitable for many ages and representing multiple tribal groups.

10. The core values that framed Bureau of Indian Affairs boarding schools, conformity, uniformity, and individual achievement, ultimately failed because a. The values conformity, uniformity, and individual achievement, were contrary to intrinsic Indian values. b. After much struggle, there was perceived to be little value in educating Indian children. c. The values were abandoned in favor of curricular goals such as arithmetic and literature. d. The values couldn't be articulated between Indian students and white teachers due to language barriers.

11. Immigrant groups that benefited from Anglo conformity a. Were groups that became proficient at the English language. b. Were groups that quickly adopted a system of Protestant beliefs. c. Were groups that easily assimilated to American traditions and customs. d. Were groups that were white and who could, therefore, pass as Caucasian.

12. What was the idea behind the “American Melting Pot” perspective? a. Immigrants need not abandon their entire heritage, but instead melt into the dominant culture and form a new identity b. When coming to America the new immigrants’ identity will melt away and they will adopt the American culture c. When immigrants mix with Americans they will want to melt into the superior American culture

d. As immigrants intermarry with each other, they will change the racial make-up of the United States 13. The "American Melting Pot" perspective, a way of describing how ethnic differences would blend into one, new, American identity a. Was first coined by early 19th century playwright, Israel Zangwill. b. Was a means of encouraging immigrants to maintain and celebrate their ethnic differences. c. Continued to favor white, Anglo-Saxon Protestants over persons of color. d. Was among the first perspectives acknowledging the positive influence of Blacks, Asians, Native Americans, and Latinos in America.

14. What is a major argument against the melting pot perspective? a. It disregards the diversity of immigrants. b. It emphasized the differences that immigrants have from Americans. c. It allows immigrants to maintain their home language and therefore reinforces communication issues. d. It causes the culture of America to constantly change as new immigrants groups move into the country.

15. Which statement is not an actual outcome of the color blind perspective? a. It implies a negative attitude about race. b. To be color blind is to pretend that a person is white in order to be able to associate with them, work with them, or view them in a positive way. c. Teachers must be color blind in order to provide students with the same education. d. To be color blind is the most common expression of the melting pot perspective.

16. What is the most pessimistic and easiest to recognize attitude about diversity? a. Anglo-conformity b. Pluralist c. Melting pot d. Separatist 17. The separatist perspective towards ethnic diversity suggests which of the following? a. Different racial and ethnic groups should come together and not remain separate. b. Its goal is peaceful coexistence based on tolerant attitudes towards one another. c. Hostility can be avoided by acknowledging the basic differences between racial and ethnic groups. d. Only by interacting with each other can different groups learn to respect each other.

18. What is cultural pluralism? a. Equal coexistence of diverse cultures in mutually supportive relationships

b. Establishing entirely separate societies for each group to exist within a larger society c. Immigrants from various diverse backgrounds should blend together to form one distinctly American identity d. The belief that people should not notice or consider the skin color of others 19. Pluralism is not based on a. Equal opportunity for all people b. Respect for human dignity c. No single pattern of living is good for everyone d. People in a diverse culture should conform to the dominant culture 20. According to pluralists, what is tolerance? a. Understanding the differences of others b. Appreciating the differences of others because they enrich society c. Restraint but not understanding about differences d. An adequate response to a diverse nation such as the United States 21. How does pluralism view human differences? a. Pluralism encourages people to identify with their heritage as well as identifying themselves as Americans. b. It advocates ignoring differences to avoid problems that arise from them. c. Human differences will never disappear and will always case conflict. d. A homogenous society is a harmonious one.

22. Which of the following is the most suitable response to the argument against Cultural Pluralism, which states, “emphasizing groups within societies encourages group-identification and undermines Nationalism.” a. People cannot be Nationalists without recognizing their culture. b. Nations are made up of groups and so group pride is as important to national unity as national pride. c. Seeing pluralists as inherently unpatriotic is a misinterpretation of pluralism. d. Being proud of one’s cultural group is inherently patriotic.

23. According to Terry’s matrix for oppressive and anti-oppressive behaviors, which combination is most pluralistic? a. Anti-oppressive and active b. Anti-oppressive and passive c. Oppressive and active d. Oppressive and passive 24. Andrew is in a class that consists of mixed races and genders. He hears one of the other students make a nasty comment about black females. He also sees that the black female sitting next to him hears this comment. He is appalled by the comment but does not say anything about it. Where does Andrew fit on Terry’s matrix for oppressive and anti-oppressive behaviors? a. Anti-oppressive and active b. Anti-oppressive and passive c. Oppressive and active

d. Oppressive and passive 25. In Tatum's "moving walkway" metaphor which claims "one must 'step off' the moving walkway to become actively involved in promoting social justice" the moving walkway represents a. Intentionally conforming to prejudicial attitudes and beliefs of those around you. b. The foundation of oppression and its trajectory though time. c. The trappings of Anglo-conformity. d. The benefits received by dominant groups, whether intentional or not, as a result and existence of ongoing prejudice.

26. Promoting social justice requires people to do all of the following, except a. Commit to engaging in activities to change social injustices b. Ignore the individual differences between ourselves and others c. Consciously develop a positive attitude towards individual differences d. Articulate pluralistic attitudes 27. What is indicated as the groundwork for implementing the first five activities Terry identified as activities that promote social change? a. Religious faith b. Nonviolence c. Conformity d. Pluralism 28. What is the first step and most basic tactic when trying to promote social change? a. Dialoguing b. Confrontation c. Applying economic pressure d. Establish an inside – outside alliance 29.AA fast food chain admitted that they donated money to a group that was antigay marriage. Many people refused to eat at their establishments and some even picketed the restaurants on weekends. What type of tactic was being used to promote social justice? a. Dialoguing b. Researching data c. Applying economic pressure d. Establish an inside – outside alliance 30. What is not the purpose of research when promoting social change? a. It defines the nature of the problem. b. It proves who is wrong and who is right in an argument. c. It identifies causes of a specific issue or problem. d. It supports persuasive arguments about the change being proposed to those in control.

Essay Questions 31. Summarize the Robert Terry "up / down" metaphor. Use clear examples to describe instances of when you are "up" and when you are "down."

32. According to the census data the population of the US will be drastically changed by 2050. What accommodations will you have to make as a teacher to meet the needs of these children?

33. Explain the five reasons given in favor of America becoming a pluralistic society.

34. Compare and contrast the terms "Anglo-conformity," "melting pot," "separatism," and "pluralism." Explain how these concepts are evident in today’s society.

35. List the six tactics historically employed to promote social change and give examples of how you or people you know have used each.

CHAPTER 7 ANSWER KEY Multiple Choice Questions 1.

A Correct Answer: Non-Hispanic Whites Feedback for Correct Answer: Demographers predict that nonHispanic Whites will drop to less than 47%, Latinos will represent 31%, Blacks will increase to 14.7 and Asians will be 8%.

Text Reference: Diversity in the United States 2.

B Correct Answer: 13% Feedback for Correct Answer: Based on Pew’s data 13% of people living in the U.S. were born in another country. Almost 42% are naturalized and nearly 12% have permanent legal status.

Text Reference: Diversity in the United States 3.

D Correct Answer: The trend of smaller cities and smaller states becoming more diverse will likely continue.

Feedback for Correct Answer: Historically, immigrants tended to settle in urban areas of a few states, primarily New York, California, and Florida, but immigrants now live in smaller cities of all states.

Text Reference: Diversity in the United States 4.

A Correct Answer: “Ups” are in constant competition with “downs.”

Feedback for Correct Answer: Ups do not compete with downs; they move in different circles.

Text Reference: How have members of the majority responded to diverse groups?

5.

C Correct Answer: Jason, A white married male with 2 children who attends the Methodist church Feedback for Correct Answer: A person becomes an “up” by belonging to these groups: white, male, middle or upper class, Christian, heterosexual, or nondisabled.

Text Reference: How have members of the majority responded to diverse groups?

6.

B Correct Answer: Tracy, An African American Muslim Feedback for Correct Answer: A down belongs to one or more of these groups: people of color, female, lower class, non-Christian, gay, bisexual, transgender, or disabled.

Text Reference: How have members of the majority responded to diverse groups?

7.

D Correct Answer: Anglo conformity Feedback for Correct Answer: Despite the persistence of other ideological points of view, Anglo conformity has been and continues to be the dominant perspective on racial and ethnic diversity in the United States.

Text Reference: Attitudes about Diversity 8.

B Correct Answer: Immigrants are valued for their bilingual abilities.

Feedback for Correct Answer: Anglo conformity demands that immigrants abandon their ethnic heritage and language and adopt the American ways of thinking and doing.

9.

C

10.

A

11.

D

12.

A

13.

C

14.

A

Text Reference: What does it mean to have an Anglo conformity perspective?

Correct Answer: A learning environment that was far removed from Indian values and traditions.

Feedback for Correct Answer: For the BIA to be more confident of success in its Americanization efforts, Indian children were taken to boarding schools away from reservations, where they were not allowed to return home even on weekends.

Text Reference: How did the BIA boarding schools promote Anglo conformity with Indian children?

Correct Answer: The values conformity, uniformity, and individual achievement, were contrary to intrinsic Indian values.

Feedback for Correct Answer: Although years passed before anyone recognized the absurdity of trying to Americanize Native Americans, the boarding school experiment ultimately failed. Their emphasis on conformity, uniformity, and individual achievement were too contrary to intrinsic Indian values.

Text Reference: How did the BIA boarding schools promote Anglo conformity with Indian children?

Correct Answer: Were groups that were white and who could, therefore, pass as a Caucasian.

Feedback for Correct Answer: To insist that people Americanize— dress, talk, think, behave, and conform fully to the white majority—is an advantage for those with white skin.

Text Reference: Which immigrant groups benefited from Anglo conformity?

Correct Answer: Immigrants need not abandon their entire heritage, but instead melt into the dominant culture and form a new identity Feedback for Correct Answer: The melting pot perspective is that immigrants to America need not relinquish their entire racial or ethnic heritage.

Text Reference: What does it mean to describe America as a melting pot?

Correct Answer: Continued to favor white, Anglo-Saxon Protestants over persons of color.

Feedback for Correct Answer: As Laosa (1974) noted, the melting pot favored “the white Anglo-Saxon Protestant (WASP) group and... [neglected] certain ‘culturally different’ groups” (p. 136).

Text Reference: What does it mean to describe America as a melting pot?

Correct Answer: It disregards the diversity of immigrants.

Feedback for Correct Answer: The melting pot perspective deemphasized differences and emphasized instead the need to disregard diversity and accept immigrants as Americans as long as they learned to speak English and became citizens.

Text Reference: What does it mean to describe America as a melting

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pot?

Correct Answer: Teachers must be colorblind in order to provide students with the same education.

Feedback for Correct Answer: Advocacy of a color blind approach in education is especially problematic. After describing teachers who took a color blind approach in teaching diverse children, Sleeter (1993) asked: “What does it mean to construct an interpretation of race that denies it?” (p. 161).

Text Reference: What does it mean to describe America as a melting pot?

Correct Answer: Separatist Feedback for Correct Answer: Separatism is the most pessimistic of the four perspectives, yet it may also be the easiest to recognize Text Reference: How is the separatist perspective negative?

Correct Answer: Its goal is peaceful coexistence based on tolerant attitudes towards one another.

Feedback for Correct Answer: The goal of separatism is for diverse groups to tolerate each other and interact only when necessary.

Text Reference: How is the separatist perspective negative?

Correct Answer: Equal coexistence of diverse cultures in mutually supportive relationships Feedback for Correct Answer: Pluralism (also known as cultural pluralism) refers to the equal coexistence of diverse cultures in a mutually supportive relationship within the boundaries of one nation.

Text Reference: What attitudes about diversity does pluralism promote?

Correct Answer: People in a diverse culture should conform to the dominant culture Feedback for Correct Answer: Pluralism is based on the belief in “equality of opportunity for all people, respect for human dignity and the conviction that no single pattern of living is good for everyone” (Pai & Adler, 1997, p. 102).

Text Reference: What attitudes about diversity does pluralism promote?

Correct Answer: Restraint but not understanding about differences Feedback for Correct Answer: As Eck (2001) writes, “Tolerance can create a climate of restraint but not one of understanding.”

Text Reference: What attitudes about diversity does pluralism promote?

Correct Answer: Pluralism encourages people to identify with their heritage as well as identifying themselves as Americans.

Feedback for Correct Answer: Pluralism encourages individuals to identify themselves in terms of their heritage in addition to identifying themselves as American.

Text Reference: What attitudes about diversity does pluralism promote?

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Correct Answer: Seeing pluralists as inherently unpatriotic is a misinterpretation of pluralism.

Feedback for Correct Answer: For a number of years, pluralist advocates have said that this criticism is a misinterpretation of pluralism (Appleton, 1983; Greeley, 1975; Pai & Adler, 1997).

Text Reference: What are some arguments from people who are opposed to pluralism?

Correct Answer: Anti-oppressive and active Feedback for Correct Answer: People who are anti-oppressive and active and assert those views are the most pluralistic.

Text Reference: Must one be actively involved in change to be a pluralist?

Correct Answer: Anti-oppressive and passive Feedback for Correct Answer: People in this position may reject prejudiced ideas and sympathize with victims of social injustice but not express their views. Although opposed to prejudice and discrimination, they don’t want to risk causing trouble or upsetting anyone, so they say nothing—and do nothing.

Text Reference: Must one be actively involved in change to be a pluralist?

Correct Answer: The benefits received by dominant groups, whether intentional or not, as a result and existence of ongoing prejudice.

Feedback for Correct Answer: Tatum (1997) describes the existence of prejudice and its benefits for the dominant group as similar to a moving walkway at an airport.

Text Reference: Must one be actively involved in change to be a pluralist?

Correct Answer: Ignore the individual differences between ourselves and others Feedback for Correct Answer: To promote social justice, people must reject prejudiced ideas, articulate pluralistic attitudes, and act on a new consciousness of human differences. To be a pluralist requires not only positive attitudes, but also a commitment to engage in activities to change social injustices in our society.

Text Reference: Must one be actively involved in change to be a pluralist?

Correct Answer: Nonviolence Feedback for Correct Answer: Only when all else fails, people resort to violence to demonstrate their frustration and to dramatize the need for change.

Text Reference: What kinds of activities can create social change?

Correct Answer: Dialoguing Feedback for Correct Answer: The most basic tactic is to engage in a dialogue with those in power to convince them to implement a proposed change.

Text Reference: What kinds of activities can create social change?

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Correct Answer: Applying economic pressure Feedback for Correct Answer: If both dialogue and confrontation fail, those advocating change might apply economic pressure to those individuals or organizations unwilling to change. Pressure usually takes the form of a boycott of products or services related to the issue in dispute.

Text Reference: What kinds of activities can create social change?

Correct Answer: It proves who is wrong and who is right in an argument.

Feedback for Correct Answer: Research of a specific issue or problem might define the nature of the problem and perhaps identify its causes and provides information in support of a persuasive argument about changes being proposed to those in control.

Text Reference: What kinds of activities can create social change?

Essay Questions 31. Suggested Response: The “up / down” metaphor is used to describe the relationship of dominant and subordinate groups. The “ups” have the wealth, status and power and the “downs” do not. In the United States the “ups” belong to these groups: white, male, middle or upper class, Christian, heterosexual, or nondisabled.

The instances of how a person belongs to “up” and “down” groups will vary according to the student’s individual group memberships.

Text Reference: How have members of the majority responded to diverse groups?

32. Suggested Response: Answers will vary according to student. The type of answer to look for might include the following: In the future I will need to become bilingual in order to meet the needs of my students and communicate with their parents. I will need to study various cultures and their communication styles as well. It will help to get to know the resources in the schools neighborhood that students and their families can use. Also I should attend various cultural celebrations and religious institutions to get a better idea of how each student celebrate his or her culture.

Text Reference: Diversity in the United States 33. Suggested Response: Anglo conformity is a failure because it contradicts the historic identity of the United States as a nation of immigrants. Immigrants succeed because they embrace the civic culture of the U.S. while maintaining their individual diversities.

If people feel proud of whom they are and their culture they will develop a positive self-consciousness that is essential for individuals to determine goals and to achieve them.

In any society, but especially in a democratic society, people rely on each other. A complex society relies on technology, cooperation, and division of labor. Becoming a pluralistic society promotes positive relations between individuals in all areas and from all groups within that society.

The recognition of diversity as an ideal implies that people must promote the

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idea that our diversity constitutes the best possible situation. Diversity is regarded as positive when people engage in solving problems. If we all examined problems the same way, we would generate similar solutions.

Diversity exists and it makes sense that we value it rather than deny it or try to pretend that it didn’t exist. As the most multicultural society in the world today, we must realize the advantages of diversity and embrace pluralism to capitalize on our advantages.

Text Reference: Attitudes about Diversity Suggested Response: Examples will be different, however examples have been provided for each.  Anglo conformity views the values, norms and standards of the United States as an extension of English culture and sees Anglo’s as the dominant culture. This is evident when viewing models, magazines, commercials, and television programs where the white male of female is viewed as the ideal person to be.  The melting pot metaphor is the belief that immigrants can come to the United States and blend into the culture to develop a newly distinct American identity. An example of this is when immigrants mix together the fashion of their homeland with the fashions of the U.S. such as Muslim women wearing a hijab with American jeans and tee shirts.  Separatists believe in the notion of establishing entirely separate societies for each distinct racial, ethnic, or other groups and tolerating each other when they meet in order to live in peace. Often within large cities ethnic groups will live together and establish separate communities such as Little Italy and China town in the New York City area, and in rural areas groups like the Amish have maintained their distinct culture.  Pluralism is the equal coexistence of diverse cultures in a mutually supportive relationship within the boundaries of one nation. I believe that on most college campuses people from many cultures and nationalities peacefully coexist.

Text Reference: Attitudes about Diversity Suggested Response: The examples for each will vary according to the student’s experiences.

1 – Dialoguing with those in power to convince them to change. Example: I tried to talk my mother into recycling paper and glass products.

2- Peaceful confrontation Example: When I was mad at my mother and didn’t want to go into the store with her, I crossed my arms and refused to move from the car.

3 – Applying economic pressure Example: I refuse to buy products that are tested on animals.

4 – Researching issues to define the problem and come up with possible solutions. Example: Several students have been killed crossing the street from the grocery store to the front of their dorms. I researched the possibility of placing a stop light with walker controls in the area and presented it to the college council.

5- Establish an inside-outside alliance Example: Before I presented the stop light with walker controls in front of the dorms, I got several members of the college council to endorse the idea.

6 – Violence to demonstrate frustration Example: I have never resorted to violence but I have seen reports of violence during the occupy Wall Street sit ins.

Text Reference: What kinds of activities can create social change?

Chapter 8: Racism: Confronting a Legacy of White Domination in America CHAPTER OUTLINE CULTURAL RACISM What is aversive racism?

INDIVIDUAL RACISM What are front and backstage racism?

In what ways are all people affected by individual racism?

How does the ideology of Individualism reinforce individual racism?

What are some examples of rationalizations justifying individual racism?

INSTITUTIONAL RACISM How is institutional racism reflected in statistics on employment?

How does institutional racism influence hiring decisions?

How has institutional racism influenced the development of segregated neighborhoods?

How does institutional racism occur in K-12 schools?

What is the nature of institutional racism in higher education?

How does institutional racism affect politics?

How can institutional racism be reduced in the United States?

How do advocates and critics assess the effectiveness of affirmative action programs?

What are some consequences of racial discrimination?

What remedies have been proposed to address institutional racism?

RELEVANT TEST ITEMS Multiple choice 1-7 Essay 31-32 Multiple choice 8-17 Essay 33

Multiple choice 18-30 Essay 34-35

Multiple Choice Questions 1. What is the practice of acknowledging the activities and contributions of one racial group over others within a multicultural society? a. Cultural Racism b. Ethnocentrism c. New Racism d. Colorblind Racism 2. Which of the following is an example of cultural racism in a school curriculum? a. Teachers providing supplemental materials to provide a narrative for cultures not represented in the text b. Librarians stocking the shelves with multicultural literature that reflects the cultural and racial composition of the neighborhood c. Students dressed as Pilgrims and Indians while participating in a mock Thanksgiving celebration d. Superintendents advocating for heterogeneous grouping in classrooms 3. In an effort to combat cultural racism, a school would be least likely to have which of the following? a. Murals in the school that show many cultures and races in a nonstereotypical way b. A Christmas program that features traditional Christian music as well as secular selections c. A special program for girls to help them feel beautiful and selfconfident as they are rather than as the media defines d. An elective course entitled “The Media and Race” that helps break down popular culture norms of beauty and power.

4. What type of racism has adapted over time so that, while not appearing to be explicitly racist, the norms, policies and practices result in the same racial outcomes as in the past? a. Colorblind Racism b. New Racism c. Aversive Racism d. Cultural Racism 5. In Martin Luther’s “I Have a Dream” speech he dreamed that one day he might be judged by the content of his character and not the color of his skin.

This statement led to misinterpretation by the dominant culture in several ways. What was King’s actual purpose with this statement? a. The remedy for racism was to become colorblind to people’s race and their experiences and act as if race did not matter b. It was no longer acceptable to admit to racial prejudice and people should act as if racism did not exist. c. As long as occasional jokes and comments were not spoken in front of other races, it was best to publically maintain everyone was equal. d. The focus should be on economic justice, the elimination of poverty, and the creation of a society where race actually did not matter.

6. Marcia, a white college student, is being interviewed about friendships. When asked if she has any friends of color she states she doesn’t but explains that it is not her fault because there aren’t a lot of them in her school and her parents won’t allow her to go to any “sketchy” neighborhoods. She does quickly add that she knows many people of color and interacts with them at work and at the mall when they ring her up and she doesn’t care what color they are. This is an example of what type of racism? a. Aversive racism b. Colorblind Racism c. Cultural racism d. Explicit Racism 7. All but which of the following is an attribute of racism as defined in this text? a. A system of unequal power and privilege by which one racial group dominates others b. A system of advantage based on race c. A system of cultural, social and institutional power that infuses racial prejudice into laws, policies, practices and norms d. A system of discrimination and advantage that can be aimed at any racial group and change from day to day 8. Which person is not present when backstage racist behavior occurs? a. A person of color b. A protagonist c. A cheerleader d. A spectator 9. Which of the following is not an example of front stage racist behaviors? a. Crossing the street to avoid contact with people of color b. Acting overly nice in front of people of color c. Telling racist jokes in front of people of color d. Mimicking the speech patterns and actions of people of color 10. How does individualism reinforce racism? a. It attributes the success of people to unfair advantages from outside sources rather than to their individual talents and skills. b. It reinforces the idea that people who have succeeded did so because of their race and class rather than individual ability and hard work. c. It assumes there is a level playing field where everyone has the same chance to succeed and failure is based on individual shortcomings. d. It challenges the sense of entitlement that white people have experienced and causes tensions among racial groups.

11. Jonathan and Cindy were watching a reality competition show where one of the judges appeared to be of Asian descent. Cindy said, “I hate it when they have foreign judges on these shows. You can’t understand it when they speak.” Jonathan replied, “I wonder where he is from?” When the judge made his comments he spoke with a clearly Southern accent. When Jonathan wondered where the judge was from he was most likely referring to what? a. The judge’s nationality b. The judge’s region of the United States

c. The judge’s linguistic abilities d. The judge’s city 12. What is the purpose of Affirmative Action? a. To require employers to hire a person of color over a white person no matter the qualifications b. To implement a quota system for hiring people of color in order to assure employee race matches the racial makeup of their clients. c. To ensure equal representation of minority populations in leadership roles d. To insure qualified minority applicants are given equal employment opportunities 13. Which statement is not true of Affirmative Action? a. Many white people believe that Affirmative Action did away with racial discrimination in the work place. b. Employers are not required to meet a quota system and to hire an unqualified person of color over a qualified white person. c. Minority applicants are supposed to be given equal employment opportunities under Affirmative Action. d. Black males have been the greatest beneficiaries of Affirmative Action programs.

14. What is the best definition of white privilege? a. The ability to move from an urban to a suburban location to avoid desecration of schools b. A set of options and opportunities that are gained and maintained at the expense of people of color c. The mostly unconscious belief accepted by people of color raised in a white supremacist society d. The opportunity to succeed on your own merits rather than because of your race 15. After interviewing one black male and one white male for a job, the interviewer wants to hire the white person. The Human resources office wants a legitimate reason for this hiring to avoid breaking Affirmative Action legislation. All of the following reasons for not hiring an applicant are illegal under Affirmative Action except which one? a. “I am hesitant to hire a black candidate because black people tend to be lazier in general.” b. “I wouldn’t hire a black man to work for me because he has a criminal record.” c. “The black candidate had great computer skills but he did not have the required computer language certifications that the job requires.” d. “He just does not fit with the culture of this workplace. I think it would be disruptive to hire him.”

16. Which of the following statements is not a rationalization for justifying individual racism? a. “We have desegregation in the schools so all races have an equal opportunity to learn.”

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b. “They have Affirmative Action so they get jobs just by being Black and not because they are qualified.” c. “White people have unearned privileges in education and employment.” d. “There are more Black men in prison because they are just more violent.”

17. Which of the following is the best definition of institutional racism? a. Prejudiced attitudes and behaviors against others based on school color b. Established laws, customs, and practices that systematically reflect and produce racial inequities in American society c. The belief that one’s race, nation or culture is superior to all others d. The promotion of activities and contribution on one racial group over another racial group in a multiracial society Institutional racism always a. Is an intentional act b. Is an unintentional act c. Targets only the black population d. Results in negative consequences for people of color 19. How has institutional racism affected the employment rates of African Americans? a. More white applicants are hired than black applicants even when resumes were equivalent b. Higher percentages of African Americans are employed the year after high school graduation that white graduates. c. The greatest numbers of jobless workers in urban areas were for whites d. In 2011, Hispanics had a higher unemployment rate than African Americans 20. Which of the following urban groups is most likely to be unemployed? a. Black workers from Chicago b. Black workers from Detroit c. Black workers from Milwaukee d. Black workers from Buffalo 21. How is word of mouth hiring used in a discriminatory way? a. A trusted employee’s word of recommendation lowers the risk of hiring a known candidate. b. It saves the company money by saving advertising money. c. It may increase the applicant pool for a job but does not affect who is hired. d. People hired by this method are more likely to be white male to reflect the majority of white males in the work force.

22. All of the following hiring decisions can lead to institutional racism except which one? a. Word of mouth hiring b. Labor union recommendations

c. Location of company d. Hiring public servants who are people of color at higher rates than white police officers 23. How have zoning ordinances contributed to racial segregation in neighborhoods? a. By encouraging multifamily dwellings in a middle to high income neighborhood b. Through the act of steering c. By not allowing multifamily dwellings in middle to high income areas d. By providing sub-prime loans to families of color 24. When it comes to financing the purchase of a home a. White applicants are more likely to have their credit reports dismissed than people of color. b. Applicants are more likely to receive a loan for low income housing in white neighborhoods than in black neighborhoods c. African Americans were steered toward sub-prime mortgages more often than white applicants d. Whites and black loan applicants are held to the same standards of eligibility 25. How have schools reinforced racial disparities? a. By tracking students by ability levels b. By guaranteeing the suspension of students reflects the racial makeup of the student body. c. By providing supplemental materials to biased textbooks d. By continuing the racial desegregation trends of the 1970’s into the 1990’s and beyond 26. Tracking, or grouping students by ability and assigning them to ability-related classes a. Has been shown to benefit learners of all tracks b. Has been shown to benefit students in remedial tracks but harm students in accelerated tracks. c. Has been shown to minimally benefit students in remedial tracks and largely benefit students in accelerated tracks d. Has been shown to harm students in remedial tracks and minimally benefit students in accelerated tracks.

27. Which of the following is an argument used to support the use of Affirmative Action? a. White men encounter reverse discrimination under Affirmative Action b. The number of workers of color decreased in their traditional occupations and increased significantly in other occupations c. Middle Class people of color have achieved economic success due to Affirmative Action d. Police officers of color are hired in disproportionately higher numbers than the population warrants 28. According to rulings in the 1980s by the Supreme Court, what may not be used by plaintiffs to show discriminatory intent by a company?

a. The intended purpose of policies to discriminate against a particular group b. Statistics establishing a trend of racial inequality by a company c. Proof of evil intent by those who developed the policies of the company d. Practices of the company that intentionally discriminate against a particular group 29. Although remedies for the complex and widespread problem of racism would offer only partial solutions and good faith efforts, one suggestion by researchers is that a. Teachers should be taught to work with diverse populations. b. Real estate practices should not include monitoring of advertising and marketing as this would disrupt the free market economy. c. The Justice Department should take on the responsibility of enforcing antidiscrimination laws. d. Tax incentives should be made available to attract businesses to the suburbs.

Essay Questions 30. Give three ways in which cultural racism is evident in your daily life.

31. What is colorblindness? Is it a positive value to have or not? Explain you position.

32. What is front stage and backstage racism? Give examples of each.

33. Explain how institutional racism is present in schools today.

34. What are some consequences of racial discrimination in terms of household net worth and prison sentencing?

CHAPTER 8 ANSWER KEY Multiple Choice Questions 1.

A Correct Answer: Cultural Racism Feedback for Correct Answer: Cultural racism is the practice of recognizing activities and contributions of one racial group over others within a multiracial society. In the United States white people are presented as the dominant culture in a variety of ways.

Text Reference: Cultural Racism 2.

C Correct Answer: Students dressed as Pilgrims and Indians while participating in a mock Thanksgiving celebration Feedback for Correct Answer: The perpetuation of the Thanksgiving myth where Pilgrims and indigenous natives happily shared a celebration meal for harvest continues to reinforce the idea that settlers came to tame the savages and bring religion to lost souls. Celebrating Thanksgiving without acknowledging the damage done to indigenous people preserves this notion and continues cultural racism.

Text Reference: Cultural Racism 3.

A Correct Answer: A Christmas program that features traditional Christian music as well as secular selections Feedback for Correct Answer: To honor other religions and cultures that celebrate their holidays in the winter, a school combating cultural racism would include musical selections from other religions and cultural winter celebrations in a winter musical festival rather than only honoring Christmas.

Text Reference: Cultural Racism 4.

B Correct Answer: New Racism Feedback for Correct Answer: According to Bonilla-Silva, (2009) new racism refers to how racism has adapted over time so that modern norms, policies, and practices result in similar racial outcomes as in the past while not appearing to be explicitly racist.

Text Reference: Cultural Racism 5.

D Correct Answer: The focus should be on economic justice, the elimination of poverty, and the creation of a society where race actually did not matter.

Feedback for Correct Answer: King gave his speech at the “March on Washington for Jobs and Freedom.” The focus was economic justice and he was advocating for the elimination of poverty. King did not mean that whites should deny that race mattered, but that they should actively work to create a society in which it actually didn’t matter.

Text Reference: Cultural Racism 6.

A Correct Answer: Aversive racism Feedback for Correct Answer: Although well intentioned, Marcia rationalizes her lack of personal cross cultural relationships by arguing how diverse her work place and the mall are. She is quick to point out that she has no issue with people of color; however she frames her argument in terms of work and shopping where relationships are more

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likely to have unequal power structures.

Text Reference: What is aversive racism?

Correct Answer: A system of discrimination and advantage that can be aimed at any racial group and change from day to day Feedback for Correct Answer: Racism does not move back and forth, benefiting white people one day and people of color the next. The direction of power between whites and people of color is historic and has been normalized in ideology.

Text Reference: Confronting a Legacy of White Domination in America Correct Answer: A person of color Feedback for Correct Answer: Backstage racist behavior occurs in all white company. If a person of color is present it then becomes front stage racism.

Text Reference: What are front and backstage racism?

Correct Answer: Telling racist jokes in front of people of color Feedback for Correct Answer: Front stage racist behaviors occur when people of color are present and white participants behave differently and display racially conscious behaviors.

Text Reference: What are front and backstage racism?

Correct Answer: It assumes there is a level playing field where everyone has the same chance to succeed and failure is based on individual shortcomings.

Feedback for Correct Answer: There is no level playing field due to white privilege and as well as continued inequities for people of color in school, jobs, living conditions and discrimination.

Text Reference: How does the ideology of Individualism reinforce individual racism?

Correct Answer: The judge’s nationality Feedback for Correct Answer: One common way that racism manifests for people of Asian heritage is through the idea that they are not regarded as American but as a perpetual foreigner (Howard, 2006).

In trying to ascertain the person’s ethnicity, the questioner implies a perception that Asian Americans are foreigners.

Text Reference: How does the ideology of Individualism reinforce individual racism?

Correct Answer: To insure qualified minority applicants are given equal employment opportunities Feedback for Correct Answer: Affirmative Action is a tool to ensure that qualified minority applicants are given the same employment opportunities as white people. It is a flexible program—there are no quotas or requirements as commonly understood.

Text Reference: What are some examples of rationalizations justifying individual racism?

Correct Answer: Black males have been the greatest beneficiaries of Affirmative Action programs.

Feedback for Correct Answer: White women have been the greatest

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beneficiaries of Affirmative Action programs. Favoring white women over people of color in employment has helped create what some have called a persistent white ceiling. Further, corporations are more likely to favor white women and people of color (of elite backgrounds) from outside the United States when choosing executives (Reed, 2011).

Text Reference: What are some examples of rationalizations justifying individual racism?

Correct Answer: A set of options and opportunities that are gained and maintained at the expense of people of color Feedback for Correct Answer: Many examples of white privilege as described by McIntosh (2001) are in large part the result of the privilege of being seen as an individual rather than as a member of a racial group.

Text Reference: How does the ideology of Individualism reinforce individual racism?

Correct Answer: “The black candidate had great computer skills but he did not have the required computer language certifications that the job requires.”

Feedback for Correct Answer: Affirmative Action does not require employers to hire unqualified candidates regardless of race.

Text Reference: What are some examples of rationalizations justifying individual racism?

Correct Answer: “White people have unearned privileges in education and employment.”

Feedback for Correct Answer: Many examples of white privilege as described by McIntosh (2001) are in large part the result of the privilege of being seen as an individual rather than as a member of a racial group. Acknowledging these privileges is a step in combating individual racism.

Text Reference: What are some examples of rationalizations justifying individual racism?

Correct Answer: Established laws, customs, and practices that systematically reflect and produce racial inequities in American society Feedback for Correct Answer: Institutional racism is a set of established laws, customs, and practices in a society that allow systematic discrimination between people or groups based on skin color.

Text Reference: Institutional Racism Correct Answer: Results in negative consequences for people of color Feedback for Correct Answer: Whether intentional or unintentional, institutional racism results in negative consequences for people of color.

Text Reference: Institutional Racism Correct Answer: More white applicants are hired than black applicants even when resumes were equivalent Feedback for Correct Answer: In one study, white and black college graduates were given comparable resumes to submit with job

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application forms. After they were interviewed, three times as many white applicants were called back compared to black applicants, causing Aronson (2008) to conclude: “Skin color, it seems, still outweighs character where hiring is concerned” (p. 307).

Text Reference: How is institutional racism reflected in statistics on employment?

Correct Answer: Black workers from Milwaukee Feedback for Correct Answer: According to The Center for Economic Development, University of Wisconsin-Milwaukee (2010), 53.3% of black workers from Milwaukee were unemployed.

Text Reference: How is institutional racism reflected in statistics on employment?

Correct Answer: People hired by this method are more likely to be white male to reflect the majority of white males in the work force.

Feedback for Correct Answer: When white workers recommend a friend or relative for a job, they may insist that they are not trying to prevent a person of color from being hired but instead are helping someone they know. Intentional or not, word-of-mouth job recruitment offers a distinct advantage to white job applicants and contributes to discrimination documented by statistics on unemployment disparities between black and white workers.

Text Reference: How does institutional racism influence hiring decisions?

Correct Answer: Hiring public servants who are people of color at higher rates than white police officers Feedback for Correct Answer: To determine if hiring decisions by police departments have been fair, a useful measure would be to compare the percentage of officers of color with the percentage of people of color in an urban community. In police departments of many cities in the United States, the percentage of police officers of color still does not equal the percentage of the city’s residents of color.

Text Reference: How does institutional racism influence hiring decisions?

Correct Answer: By not allowing multifamily dwellings in middle to high income areas Feedback for Correct Answer: The passage of a zoning ordinance expressly prohibiting multifamily housing virtually eliminates the possibility of families of color moving into the middle-and-high income neighborhood.

Text Reference: How has institutional racism influenced the development of segregated neighborhoods?

Correct Answer: African Americans were steered toward sub-prime mortgages more often than white applicants Feedback for Correct Answer: African American families who qualified for conventional mortgages often were steered to the more profitable sub-prime home loans. As a consequence, three times more

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families of color were given sub-prime mortgages than white families, and twice as many African American and Latino homeowners ended up losing their homes because they defaulted on the sub-prime loans.

Text Reference: How has institutional racism influenced the development of segregated neighborhoods?

Correct Answer: By tracking students by ability levels Feedback for Correct Answer: Students of color tend to be overrepresented in classes for slow learners, underrepresented in accelerated classes, and placed in vocational or remedial classes in disproportionate numbers (Kershaw, 1992; Oakes, 2005; Oakes & Wells, 1996; Oakes et al., 2004).

Text Reference: How does institutional racism occur in schools?

Correct Answer: Has been shown to harm students in remedial tracks and minimally benefit students in accelerated tracks.

Feedback for Correct Answer: Research has found that tracking provides minimal value for accelerated learners, and it harms students tracked at lower levels, especially those at the lowest level.

Text Reference: How does institutional racism occur in schools?

Correct Answer: The number of workers of color decreased in their traditional occupations and increased significantly in other occupations Feedback for Correct Answer: The percentage of African Americans employed as domestic servants or other service occupations decreased while their numbers have increased in the ranks of bank tellers, firefighters, electricians, and police officers. Professionals of color have moved into high-status positions in larger numbers than ever before.

Text Reference: How do advocates and critics assess the effectiveness of affirmative action programs?

Correct Answer: Statistics establishing a trend of racial inequality by a company Feedback for Correct Answer: Producing statistics documenting racial inequities was not enough; plaintiffs had to prove that those who developed policies or engaged in practices alleged as discriminatory.

Text Reference: How can institutional racism be reduced in the United States?

Correct Answer: Teachers should be taught to work with diverse populations.

Feedback for Correct Answer: Teachers must be taught how to work effectively with diverse student populations. They need to learn about the diversity of their students, not just students of color, but students with disabilities, low-income students, and students marginalized by the society or by other students.

Text Reference: What remedies have been proposed to address institutional racism?

Essay Questions 30. Suggested Responses:

31.

32.

33.

34.

Answers will vary according to individual students’ lives.

Examples of answers may include:  Most of the students in my college class are white and there is not a good mix of diverse people.  Most of the television shows have white characters in positions of power and blacks in non-management positions.  The models in major magazines are usually thin, blond and white.

Text Reference: Cultural Racism Suggested Responses: Colorblindness is the idea that people do not notice or acknowledge a person’s color. It is not a positive value to hold since it denies the reality of racism and thus perpetuates it. Color should not be used as a basis for prejudice and discrimination but it is a viable part of a person’s experiences. To deny someone’s race is to deny the experiences he or she has gone through and his or her cultural background.

Text Reference: Cultural Racism Suggested Response:  Front stage racism is a subtle form of racism that occurs when people of color are present. This type of racism takes the form of being overly nice, using code words or even mimicking “black mannerisms and speech.” I t can also be in the form of crossing the street to avid contact or avoiding certain places where people of color tend to go.  Backstage racism occurs in all white company. Usually someone, a protagonist, initiates a racist act, a cheerleader encourages the act, and spectators stand by in silence. Occasionally a dissenter will object but they are usually told to “lighten up” and it is “only a joke.” An example of back stage racism is when a racist joke is told or a prejudicial stereotype is discussed.

Text Reference: What are front and backstage racism?

Suggested Response: Starting in the 1990s the process of resegregation has resulted in 75% of African American and Latino students attending schools with predominantly minority populations, with more than 2 million of them attending “schools which we call apartheid schools.” Textbooks continue to demonstrate a Eurocentric bias in history, literature, art and music. Institutional racism is also demonstrated through lower graduation rates and higher suspensions and expulsions rates of students of color. Tracking in schools separates students of color through overrepresentation in vocational, remedial and special education classes. They are underrepresented in accelerated class.

Text Reference: How does institutional racism occur in schools?

Suggested Response: The median net worth of white households is over $143,000 as compared to slightly more than $9000 for African American and Latino households. Even when researchers look at comparable households in terms of age, education, occupation and income, black and Latino households typically have less than a quarter of the wealth of white households.

Another consequence of institutional racism is the incarceration of disproportionate numbers of African Americans, especially males. This

disparity stems from racially biased penalties imposed during the judicial process, and institutional biases resulting in different outcomes for people of color. Police are given wide latitude in enforcing laws and making arrests. The FBI reports street crime, but not white collar crime which is generally committed by white people and costs society much more in terms of fraud and employee theft.

Text Reference: What are some consequences of racial discrimination?

Chapter 9: Classism: Misperceptions and Myths About Income, Wealth, and Poverty CHAPTER OUTLINE CULTURAL CLASSISM What was the response in England to people in poverty?

What was the response to poverty during the colonial period?

What happened to the “religious obligation” to help the poor?

Why were people who had jobs so close to poverty?

Why was it so difficult to find work?

Why did people think poorhouses were the solution to poverty?

Why were children removed from poorhouses?

What was the response to the needs of poor people?

What did workers do to protest employer exploitation?

How did unions ultimately help workers to gain higher salaries?

How did the federal government address unemployment in the 1930s?

What was the outcome of the New Deal?

INDIVIDUAL CLASSISM How are children from low-income families disadvantaged in schools?

How can schools make a difference in the lives of low-income children?

How has the federal government addressed the disadvantages for low-income students?

Why should problems outside of school affect a child’s performance in school?

How will addressing health issues for low-income children improve their academic achievement?

What are some myths about welfare recipients?

RELEVANT TEST ITEMS Multiple choice 1-10 Essay 31-32

Multiple choice 11-20 Essay 33

INSTITUTIONAL CLASSISM

Multiple choice 21-26

Why is the disparity between the richest and poorest Americans increasing?

How have salaries in the United States been affected by recent economic changes?

How large is the disparity of wealth in the United States?

How do income levels determine social class in the United States?

Who suffers most from poverty?

AGEISM How do scholars define ageism?

How has ageism manifested itself in American society?

Is there evidence to support claims of prejudiced attitudes toward youth?

What are some economic consequences of ageism for both the elderly and youth?

How do institutions exploit low-income families?

How do businesses discriminate against lowincome families?

What can federal and state governments do to assist families living in poverty?

Multiple choice 27-30 Essays 34-35

Multiple Choice Questions 1. What was the purpose of outdoor relief? a. To dole out the punishment for being a vagrant b. To provide food, funds and assistance to the poor people of England and the colonies c. To reduce the burden of poverty on the towns’ people d. To house people as they worked to pay for their care 2. What was the predominant colonial Protestant attitude toward poverty in the early 1800s? a. Poverty was the results of being slothful and sinful behaviors. b. Poor people were industrious and virtuous. c. It was the colonies religious obligation to take care of them. d. As long as the people were working, the church would help them make ends meet.

3. Why were people who had jobs in the colonies living in poverty? a. Wages were high enough but the prices for goods and services were also extremely high. b. Poorhouses provided better conditions to live in than people could buy with the wages they earned so people did not work. c. Colonists were required to work on “poor farms” to feed the poor of the colony, thus cutting down on the time they could work at paying jobs. d. Due to influxes of new immigrants, the competition for jobs allowed employers to keep wages low.

4. How did the development of machines in the second half of the 1800s affect employment? a. In urban areas jobs for skilled artisans increased because machines were unable to compete with humans b. Wages increased because of the skill needed to operate the machines. c. More people were able to retire due to the increase on wages for factory work. d. Machines streamlined production and farming and eliminated the jobs of many workers.

5. In the late 1800ʹs, why were there so many children being adopted? a. It allowed poor fathers and mothers unencumbered opportunity to seek work. b. Families were being punished for being poor. c. The middle class wanted to save children from their poor origins. d. So poorhouses could be turned into nursing homes for the elderly who had no family.

6. What influence did social reformers have on families by the early 1900s? a. Children were left in the care of their parents rather than taken away. b. Children were removed from homes to allow parents to work. c. Poor families were offered social assistance to stay together. d. Single mothers were ostracized from the towns and children were taken away from them.

7. Employers exploited workers with long hours and low wages. The workers responded in all of the following ways except by a. Marching on city hall. b. Working quietly when federal troops were called in. c. Striking. d. Barricading buildings and railroad tracks.

8. What were unions able to accomplish in the early 1900s? a. They were able to get a minimum wage set so that workers would earn a living wage. b. They were active in getting work place injuries and deaths reduced through stronger safety measures. c. They were instrumental in passing workers compensation laws. d. They were able to get pay for men increased since they were the “head of household.”

9. During Roosevelt’s tenure as president, the federal government became an employer to thousands of workers through all of the following programs except one of the following: a. Federal Emergency Relief Act (FERA) b. National War Labor Board (NWLB) c. Civilian Conservation Corps d. Works Progress Administration (WPA) 10. What was not a legacy of the New Deal programs after they were dismantled during World War II? a. Privatization of social security b. Unemployment insurance c. AmeriCorps and the Peace Corps d. Welfare programs 11. The best definition for individual classism is: a. Established laws, customs and practices that allow discrimination based on low income individuals or groups b. Society’s promotion of the poor as less educated and inferior c. Prejudiced attitudes and behaviors against others based on perception of their income or social standing d. Levels established by the government based on income and number of people in a household 12. Americans are most likely to blame poverty on a. Lack of effort or ability b. Capitalism and the need to keep wages low c. Social injustice and changes in the modern world d. Lack of jobs 13. What is not a purpose of the McKinney-Vento Act? a. To provide funds for social services to assist homeless people b. To guarantee an education to homeless children c. To keep accurate records of homeless families in the U.S. d. To monitor homeless children for signs of disability 14.A A criticism of the McKinney-Vento Act is that

a. Even though it is not enough, any funding can make a difference in the lives of children in poverty. b. The programs focus on the symptoms of homelessness rather than the causes. c. Children who are in the process of being tested for a disability diagnosis and move must have their paperwork forwarded to the new school. d. Homeless children must receive a free and appropriate education.

15. What is the relationship between family income and SAT scores? a. The lower the income, the higher the SAT score b. The higher the income, the lower the SAT score c. There is no correlation between SAT scores and income d. The higher the income, the higher the score 16. Which of the following is not a way to increase academic achievement for children born into poverty? a. State funded pre-school program b. Segregation of schools according to social class c. Increased federal funding for Head Start programs d. Sending low income students to middle class schools 17. Supporters for No Child Left Behind (NCLB) use what argument to support the use of standardized testing? a. Standardized testing will identify under achieving students and schools. b. Standardized testing measures all of what students should have learned in a year. c. Due to rigorous testing teachers are able to expand their curriculum content. d. The use of standardized testing under NCLB has improved student scores on reading and math achievement tests.

18. Which is not a criticism of the Common Core State Standards a. The cost of adoption and assessment b. The process of implementation c. Teacher preparation d. Emphasis on high expectations for all students 19. Which of the following can have an adverse effect on student learning? a. Food insecurity b. School reform in the context of social change c. Vitamin and mineral supplements d. An increase in low income family earning 20. What is the relationship between proper nutrition and academics? a. Taking vitamin and mineral supplements made no difference in children’s test scores. b. Children who eat a nutritious breakfast demonstrate enhanced academic performance because of improvements in memory and other cognitive skills.

c. Undernourished children expend most of their food energy on cognitive development rather than for growth. d. Children who grow up in food insecure homes are not able to catch up with their peers in academics, even if their home becomes food secure.

21. When it comes to social mobility, people in the United States are a. Less likely to move down in social class. b. Have greater social mobility than other countries such as Germany, France, and Great Britain. c. More likely to move up in social status than in past years. d. Most likely to spend their lives in the same social strata as they were born.

22.AA newspaper headline proclaims “Economy Remains Steady.” What argument can the article use to support this claim? a. There will be 30 job categories that are expected to hire in the near future. b. When expressed in terms of constant dollars, wages have not changed in 35 years. c. Employees are working longer hours and over time. d. Three million people in poverty have full time jobs.

23. Which of the following is not an accurate statement concerning distribution of wealth in the United States? a. The top 10% of Americans own 72% of the wealth while the bottom 50% had only 2% of the wealth. b. Currently the top 4% of Americans have as much wealth as the lowest 35%. c. American CEOs earn about 331 times that of the average worker. d. The income difference between the rich and the poor in the United States is the greatest it has ever been.

24. Which group is most likely to live in poverty? a. Single women b. The elderly c. Male headed households with no spouse d. Female headed households with no spouse 25. Thirty three percent of all children living in poverty are a. Black b. Latino c. White d. Native American 26. Being in the middle class is hard to define. Which of the following in not included in the definition of being middle class? a. Owning a home and a car b. An income of between $19,000 to $78,000 for a family of four c. Between not depending on others and not being so rich as to lose touch with others d. A full-time worker earning at least minimum wage

27. The definition of ageism has developed over many years. Which of the following definitions is not included in the definition of ageism? a. The reminder that one’s life is finite and mortal when faced with someone of advanced age. b. The process of stripping someone of their identity and replacing it with the stereotypical image of an elderly person c. Systematic stereotyping and discrimination against old people d. A variation of feeling, behavior, or belief based on a person’s age group 28. Redlining, a process whereby financial institutions exploit poor people, refers to: a. Requiring higher minimum checking account balances of banking clients considered to be ʺhigh -riskʺ b. Charging exorbitant fees for cashing payroll checks c. Refusal to lend money for mortgages or home improvements based on the home’s location in an undesirable neighborhood d. Refusal of locate banks and credit unions in low income areas 29. Chandler lives in a low-income neighborhood and shops at a local general store. He feels he is being exploited because he can’t travel outside of the neighborhood to buy merchandise. Retailers might be exploiting him and others in the neighborhood in all but which of the following ways? a. By charging the same price for merchandise in low income neighborhoods as in the middle and higher income neighborhoods b. By not putting prices on items on the shelves c. By bringing customers in the store for low priced merchandise and them selling them higher priced items d. By renting merchandise to own 30. What can be done to reduce the impact of poverty in schools? a. Encourage low income women to stay at home with their children while receiving public assistance instead of pursuing their own education. b. Furnish tax incentives for worksites to provide child care centers for low income workers c. Fund schools based on the tax base of the immediate neighborhood d. Do not expect the same high academic achievement from low-income students so they will experience achievement at school

Essay Questions 31. Draw a comparison between how poor people were treated in the past and how they are treated today.

32. How were unions formed in the 1800s and how did the government respond?

33. Describe how class is related to education generally and school success specifically. Use at least three examples of how poverty and low achievement intersect in education.

34. What are some economic consequences of ageism for both the elderly and youth?

35. Identify and explain ways that financial institutions discriminate against and exploit the poor.

CHAPTER 9 ANSWER KEY Multiple Choice Questions 1.

B Correct Answer: To provide food, funds and assistance to the poor people of England and the colonies Feedback for Correct Answer: In England, the local response to poverty was termed outdoor relief, where food, funds, and other assistance were distributed to people as needed. In the colonies, outdoor relief included sharing food, providing common grazing land, building shelters for homeless families, and caring for sick persons.

Text Reference: What was the response to poverty in America during the colonial period?

2.

A Correct Answer: Poverty was the results of being slothful and sinful behaviors.

Feedback for Correct Answer: Many colonial Protestants believed that poverty was a consequence of sin and slothfulness. They assumed the rich were rewarded for their thrift and virtue, whereas the poor were sinners needing reform.

Text Reference: What happened to the “religious obligation” to help the poor?

3.

D Correct Answer: Due to influxes of new immigrants, the competition for jobs allowed employers to keep wages low.

Feedback for Correct Answer: A continuing flow of immigrants exacerbated the problems of the poor by increasing competition for jobs; this allowed employers to keep wages low or even reduce them.

Schwarz (2000) quotes social reformer Joseph Tuckerman explaining that wages in 1830 were so low “because the number of laborers [was] essentially greater than the demand for them” (p. 17).

Text Reference: Why were people who had a job so close to poverty?

4.

D Correct Answer: Machines streamlined production and farming and eliminated the jobs of many workers.

Feedback for Correct Answer: The rapid development and use of machines throughout the second half of the nineteenth century contributed to unemployment, even in rural areas where hand threshing was eliminated by threshing machines.

Text Reference: Why was it so difficult to find work?

5.

C Correct Answer: The middle class wanted to save children from their poor origins.

Feedback for Correct Answer: Middle- and upper-class families were increasingly adopting children based on the assumption that these infants would remember nothing of their impoverished origins and could be “saved” by being raised in good homes.

Text Reference: Why were children removed from poorhouses?

6.

A Correct Answer: Children were left in the care of their parents rather than taken away.

Feedback for Correct Answer: By the early 1900s, attitudes had

7.

B

8.

C

9.

B

10.

A

11.

C

12.

A

evolved to the point that social reformers no longer supported the practice of taking children from poor parents. Buttressed by new child development theories, they denounced orphanages as harmful to children and advocated foster parent placement and care as an alternative.

Text Reference: What was the response to the needs of poor people?

Correct Answer: Working quietly when federal troops were called in.

Feedback for Correct Answer: Owners believed local militias would not fire at the strikers for fear of killing them and demanded that local officials call federal troops from Philadelphia. When troops arrived, the workers refused to be intimidated.

Text Reference: What did workers do to protest employer exploitation?

Correct Answer: They were instrumental in passing workers compensation laws.

Feedback for Correct Answer: Katz (1986) reported that 43 of 45 states passed workers’ compensation laws between 1909 and 1920, over the objections of employers who complained of the financial burden of compensating workers for injuries sustained at work.

Text Reference: How did the federal government address unemployment in the 1930s?

Correct Answer: National War Labor Board (NWLB) Feedback for Correct Answer: The NWLB assisted people who were already working through unionization. Ruling on a labor dispute with General Motors in 1942, the board mandated equal pay for equal work – a landmark decision that especially helped workers of color and women workers.

Text Reference: How did the federal government address unemployment in the 1930s?

Correct Answer: Privatization of social security Feedback for Correct Answer: Politicians may wish to reform the welfare program or propose privatizing social security but the legacy of Roosevelt’s New Deal was not only social programs but also the principle of federal government involvement in poverty issues.

Text Reference: What was the outcome of the New Deal?

Correct Answer: Prejudiced attitudes and behaviors against others based on perception of their income or social standing Feedback for Correct Answer: Individual classism is prejudiced attitudes and behavior against others based on the perception of level of income, education, or status as inferior, demonstrated whenever someone responds by saying or doing something degrading or harmful about persons whose income, education, or social standing is looked on as unacceptable.

Text Reference: Individual Classism Correct Answer: Lack of effort or ability Feedback for Correct Answer: Wilson (1996) reported surveys finding Americans more likely to blame poor people for being poor stemming

13.

C

14.

B

15.

D

16.

B

17.

A

18.

D

from factors such as lack of effort, lack of ability, or loose morals.

Text Reference: Individual Classism Correct Answer: To keep accurate records of homeless families in the U.S. Feedback for Correct Answer: Rather than to keep counts of numbers of homeless, the purpose of the McKinney-Vento Act is to provide funding for services that assist homeless people and remove barriers for homeless children to attend school.

Text Reference: How are children from low-income families disadvantaged in schools?

Correct Answer: The programs focus on the symptoms of homelessness rather than the causes.

Feedback for Correct Answer: Critics argue that this level of funding was insufficient to address the problems of homeless people, especially the children, and further, that these programs tended to focus on the symptoms of homelessness while ignoring the causes.

Text Reference: How are children from low-income families disadvantaged in schools?

Correct Answer: The higher the income, the higher the score Feedback for Correct Answer: The consequences of educational advantages for children of the middle and upper classes can be ascertained by analyzing student SAT scores in relation to family income. According to multiple studies, higher family income in all races—socioeconomic standing—translates into higher scores on SAT tests (Berliner, 2005).

Text Reference: How are children from low-income families disadvantaged in schools?

Correct Answer: Segregation of schools according to social class Feedback for Correct Answer: Kahlenberg (2009) has argued that when K-12 schools are segregated according to social class they have an adverse effect on the academic achievement of students from lowincome homes.

Text Reference: How can schools make a difference in the lives of poor children?

Correct Answer: Standardized testing will identify under achieving students and schools.

Feedback for Correct Answer: One of the original goals of the No Child Left Behind (NCLB) Act requires rigorous testing of students and identifying students not achieving designated test scores. Schools who do not reach Adequate Yearly Progress (AYP) benchmarks have several options to choose from in order to raise students’ achievement.

Text Reference: How has the federal government addressed the disadvantages for low-income students?

Correct Answer: Emphasis on high expectations for students Feedback for Correct Answer: Educators, families, the media, and schools expressed concerns about who wrote the standards, what

19.

A

20.

B

21.

D

22.

B

23.

C

24.

D

adoption and assessment would cost, the process of implementation and teacher preparations, and their overall quality.

Text Reference: How has the federal government addressed the disadvantages for low-income students?

Correct Answer: Food insecurity Feedback for Correct Answer: According to the Children’s Defense Fund food insecurity can result in lower scores in reading and math as well as physical and mental health issues and emotional and behavioral problems.

Text Reference: How do we know that addressing the social problems of children living in poverty will improve their academic achievement?

Correct Answer: Children who eat a nutritious breakfast do better on skills related to visual processing, auditor attention and short-term memory.

Feedback for Correct Answer: Studies of school breakfast programs have found that students participating in these programs demonstrate enhanced academic performance because of improvements in memory and other cognitive skills. In one study, students participating in the breakfast program had reduced tardiness and absenteeism as well as significant increases in standardized test scores.

Text Reference: How do we know that addressing the social problems of children living in poverty will improve their academic achievement?

Correct Answer: Most likely to spend their lives in the same social strata as they were born.

Feedback for Correct Answer: In the United States, 42% of lowincome children don’t escape the lowest percentile, and of the 58% who move up, most only move up a little (Stiglitz, 2012).

Text Reference: Institutional Classism Correct Answer: When expressed in terms of constant dollars, wages have not changed in 35 years.

Feedback for Correct Answer: The average of those in low-paying jobs in 2014 was almost exactly what the average wage was in 1979.

Text Reference: How have salaries in the United States been affected by recent economic changes?

Correct Answer: Currently the top 4% of Americans have as much wealth as the lowest 35%.

Feedback for Correct Answer: A Federal Reserve survey reported that the top 10% owned 72% of the wealth in the United States, while the bottom 50% only had 2% of the wealth.

Text Reference: How large is the disparity of wealth in the United States?

Correct Answer: Female headed households with no spouse Feedback for Correct Answer: Many experts agree that women and children are most affected by poverty. Although the percentage of children in low-income homes with married parents has increased to 32%, 70% of children living with a single parent were in low-income

25.

C

26.

D

27.

A

28.

C

29.

A

30.

B

homes. Gender is a significant factor because a female tends to be the head of household in most single-parent families. Text Reference: Who suffers most from poverty?

Correct Answer: White Feedback for Correct Answer: A child from a Black, Latino, or Native American home is almost three times as likely as a White child to live in poverty, and yet because White people are still the largest overall population, about 33 % of all children living in poverty are White compared to 25% for African Americans and 36% for Latinos (Skinner, 2013).

Text Reference: Who suffers most from poverty?

Correct Answer: A full time worker earning at least minimum wage Feedback for Correct Answer: As of 2010, the federal definitions of poverty levels designate an income of $11,344 for a person (under 65) living alone; $15,030 for a single person with one child; $17,522 for a single person with two children (U.S. Census Bureau, 2010). Keeping these poverty levels in mind, a full-time worker paid the minimum wage will earn $15,080 a year.

Text Reference: How do income levels determine social class in the United States?

Correct Answer: The reminder that one’s life is finite and mortal when faced with someone of advanced age.

Feedback for Correct Answer: As scholars began investigating bias and prejudice against elderly people, they linked many negative attitudes to the fear of mortality. As Nelson (2009) wrote: “Older people are a very poignant and salient reminder to younger people that they are mortal, that life is finite” (p. 436).

Text Reference: How do scholars define ageism?

Correct Answer: Refusal to lend money for mortgages or home improvements based on the home’s location in an undesirable neighborhood Feedback for Correct Answer: Redlining refers to banks and other lenders identifying a deteriorating portion of a city, and then refusing to lend money for mortgages or business loans in that area.

Text Reference: How do institutions exploit poor people?

Correct Answer: By charging the same price for merchandise in low income neighborhoods as in the middle and higher income neighborhoods Feedback for Correct Answer: According to Feagin and Feagin (1986), retail businesses serving low-income people may charge higher prices for products than stores in suburban areas with similar merchandise.

Text Reference: How do businesses discriminate against poor people?

Correct Answer: Furnish tax incentives for worksites to provide child care centers for low income workers Feedback for Correct Answer: To increase academic success of low

income children tax incentives should be offered for corporations to create day care centers at the worksite if they allow low-income families in the area to place children in the centers.

Text Reference: What can federal and state governments do to assist families living in poverty?

Essay Questions 31. Suggested Response: Although many comparisons can be drawn some answers may include:  Historically, the European Catholic Church provided food to the hungry, shelter for the homeless, and care for the sick; the legacy can still be found in Catholic and Protestant hospitals and social service agencies today.  In England Vagrancy laws were created that proscribed punishment for beggars and vagrants. Although vagrants are no longer subject to public whipping, exile, forced labor and execution, they are still at the mercy of gangs who beat them, police who run them away from their “homes” on public property and jail time for various offences related to their homelessness.  Poor houses were established for the poor and homeless and not there are homeless shelters open at night. Poorhouse then and now include people who have mental illnesses and contagious diseases.  Colonial Protestants believed that poverty was the result of sin and slothfulness and today the poor are told they are lazy and they would not be poor if they just got a job,  Many working people were poor and lived on the brink of poverty and this is true today as well.  The rapid development of machines made it had for many people to find work. Now factory work is being sent overseas causing citizens to lose jobs.

Text Reference: Cultural Classism 32. Suggested Response: Women, especially single women, could not make enough money to support their families because their pay was much less than men. They formed the first unions and went on strike for better pay and better working conditions. These strikes did not last long because low pay was better than no pay, but it did lead to future unionization. In the early 1870s, workers marched on city hall in Chicago demanding food, clothing and shelter. Later textile workers went on strike in Massachusetts as did coal miners in Pennsylvania. Railroad owners responded to strikes by hiring immigrants and cutting the wages of workers who returned. Although local citizens often supported strikers, police and militias were called in to handle them, resulting in violent confrontations. Working conditions were very dangerous with the rate of worker injuries and deaths higher than those of most European countries. Although unions did not often convince employers to raise wages, they did persuade state legislators to address the issue of workplace risks.

The Wagner Act passed in 1935 created a National Labor Relations Board

(NLRB) and granted unions legal status as collective bargaining agents for workers. During World War II, the National War Labor Board supported unionization after getting a “no strike” agreement with the unions for the duration of the war.

Text Reference: Cultural Classism

33.

34.

Suggested Response: Generally: Many American have argued that education is free and public schools can provide a way out of poverty, however, schools conditions in poor neighborhoods are often appalling. With no tax base to pay for improving schools, it is often difficult to receive an education that will lead them out of poverty. Schools receive money based on tax rates of their local areas and improvised areas with no industry have very little taxes to support their schools.

Specifically:  It has been reported that 25% of U.S. urban school budgets are typically expended to respond to the psychological and social needs of students from low-income families. This takes money from academic areas for all children.  SAT scores are related to family income: the higher the income, the higher the scores. This is related to lack of computers in the home and inability to afford extra academic help to improve scores.  Children represent almost 40% of the homeless population. These children suffer from physical health issues, depression over being evicted from their home, anxiety about their family, and fears resulting from family instability and violence. Because homeless families move frequently, the children are often at one school for a brief period before transferring to another school.

Text Reference: Individual Classism Suggested Response: The elderly:  Surveys found that that about 80% of Americans believe employers have discriminated against older workers.  The numbers of people over 55 filing for bankruptcy has nearly tripled from a rate of 8% in the early 1990s to 22% in 2007.  Both men and women today are more to be working past retirement age.

  

35.

Older women living in poverty often spend half of their income on health care.

Because of the gender gap in salaries, women receive an average of $200 less in monthly Social Security benefits compared to men.

Without social security benefits, 44% of elderly people today would be living in poverty, but even with these benefits, almost 9% of elderly Americans live near the poverty level in addition to the 10 % living below the poverty level.

Youth:  The Age Discrimination in Employment Act of 1967 offered protection against job discrimination for people 40 years old and older, but there is no similar law for workers aged 18 to 24.  A survey of 2,600 workers conducted by Mercer Resource Consulting in the United States revealed that only 44% of workers aged 18 to 24 felt they were treated fairly on the job.  An increase in lawsuits filed by younger workers against alleged reverse age discrimination is now part of the legal landscape.

Text Reference: What are some economic consequences of ageism for both the elderly and youth?

Suggested Response:  Redlining refers to banks and other lenders identifying a deteriorating portion of a city, and then refusing to lend money for mortgages or business loans in that area.  Another way financial agencies may discriminate against the poor is by insisting on a minimum balance of $150 or $200 for checking accounts, making it impossible for workers living from paycheck to paycheck to maintain checking accounts. Because they may not have a bank account they are forced to go to check cashing stores that may charge up to 10% of the check to cash it.  There are fewer banks, thrifts and credit unions in low-income areas, which restricts the money made available for businesses and homeowners.  Unable to receive standard bank loans, the poor turn to payday lenders who charge up to a 400 percent annual interest rate.  Stores exploit their customers by having blank price tags. Customers have to ask the prices and this allows the merchants to quote higher prices.  Stores may also pull a bait and switch by luring in customers with advertised low prices and then convincing them to by higher priced items.  Rent-to-own businesses convince customers to pay each week to rent an item until it is paid for and then charge high interest rates and repossessing the item if a payment is missed. Pawnshops are an expensive option because the person must surrender a possession as collateral for a loan.



Pawnshops have proliferated in recent years, with interest rates up to 20% a month—240% a year.

Text Reference: Institutional Classism

Chapter 10: Sexism: Where the Personal Becomes Political CHAPTER OUTLINE CULTURAL SEXISM

RELEVANT TEST ITEMS Multiple choice 1-9 Essay 31-32

What gender biases did women confront in the earliest years of the United states?

How and when did forms of discrimination change?

What effect did the Civil War have on women’s demands for gender equality?

What progress and what resistance to women’s rights occurred in the early twentieth century?

Did women workers during World War II prove their competence?

What role did the media play in women being forced out of their jobs?

How did women respond to the pressure to stay home and not have a career?

What do studies say about who benefits from marriage?

What sexist messages still exist in American culture and how are they being addressed?

How does the culture’s image of ideal beauty adversely affect women?

INDIVIDUAL SEXISM Multiple choice 10-16 Essay 33 What does it mean to be a “male chauvinist” or a “feminist”?

What does it mean to be androgynous?

What kind of abuse do women encounter in the United States?

How has rape been misunderstood in the United States?

Why do women choose not to report a rape or attempted rape?

INSTITUTIONAL SEXISM Multiple choice 17-30 Essay 34-35 Why are men earning more than women in the workforce?

What are economic consequences of institutional sexism for women?

How is sexual harassment a significant problem for women in the workforce?

What are the most common behaviors that women regard as sexual harassment?

What are the workplace guidelines for sexual

harassment?

Are American employers following sexual harassment guidelines?

How much of a problem is sexual harassment in the schools?

What are some other gender issues in schools?

Are there gender equity issues for boys?

What evidence indicates that gender equity issues are being addressed in schools and society?

Multiple Choice Questions 1. Which definition best defines sexism? a. An attitude, action, or institution structure that limits females due to their gender b. Oppression stemming from cultural norms about femininity c. An attitude, action, or institutional structure that limits a person on the basis of sex d. Normal patterns for the relationships between a dominant group and a subordinate group 2. Which one of the following was not a law pertaining to women in the 1700s? a. Unmarried women must give their earnings to their father or the male head of household b. Property of women became their husband’s after they married c. Money earned by a woman after she was married must be given to her husband d. A woman could not sign a contract without her husband’s permission 3. How did women demand gender equality in the 1800s? a. By striking for better pay b. By declaring women did not have full citizenship rights c. By demanding equal pay to male teachers from school districts d. By focusing on women’s issues and not on the anti-slavery movements 4. How did the Civil War and its aftermath impact the women’s demands for gender equality? a. Women were valued on the job as equal partners in business. b. Contraception was encouraged by the government to reduce the stress on Civil War veterans. c. Women were encouraged to go to college and take on leadership roles. d. Women were granted the right to vote in Western states 5. As a woman in the 1920s which of the following were you most likely to do? a. To work outside the home if married b. To protest for the right to vote c. To celebrate the passage of the Equal Rights Amendment (ERA) d. To attend college 6. How were women workers treated when World War II ended? a. Researchers conclude that women were just as able to handle stressful jobs as men. b. Women were fired to make a place for the men returning from war. c. Their hard work was praised and they were asked to stay on the job. d. Women could keep the jobs they had during the war if they expressed their desire to stay.

7. Which of the following article titles would not be seen in a women’s magazine after World War II? a. “Planning for Your Move to the Suburbs” b. “The Modern Day Woman: A Most Wondrous Creature”

c. “The US Supports the UN in Equal Rights for Women” d. “Getting ready for Baby” 8. How has sexist language changed to be more inclusive? a. Students receive the message that both men and women settled the United States by using the term “founding fathers.” b. The term “coed” implies that women are equal to men when it comes to educational pursuits. c. The suffix – ess is added to words to indicate that the job is primarily done by males. d. The American Psychiatric Association style manual requires writing be free of sexual bias and implications.

9. How has education reflected the changing attitudes of youth toward traditional careers? a. A majority of young men are pursuing non-traditional careers. b. The numbers of women graduating with degrees in engineering, physical sciences, and technology have increased. c. Most education and health science graduates are male. d. Women’s interest in natural resources and agriculture has decreased.

10. What is the best definition for feminist? a. A man or woman who advocates for the equality of women b. Radical women who are angry at men c. A woman who believes in the superiority of men d. An attitude or action that subordinates a person based on their sex 11.A A male chauvinist is a. A man who believes in the superiority of males. b. A person who believes in the superiority of males. c. A person who believes in the equality of women. d. A person who believes in the superiority of someone or something.

12. Tracy and Haden are expecting their first child and want to raise the child to be androgynous. Tracy’s mother is very concerned about this. What argument can they use to calm her down? a. The child will blend in with the larger society by dressing and looking like everyone else. b. They will nurture traditional roles of the male and female so the child will understand his/her place in the world. c. Androgyny encourages the child to be an individual and not conform to rigid stereotypes. d. While androgyny teaches a person to be nurturing, it does not teach a person to be aggressive.

13. Which statement is true about sexual assault? a. A woman is raped on average every six minutes. b. Technology has made it harder for women to be stalked. c. Most sexual assaults are committed by strangers. d. The true numbers for sexual assaults are probably lower due to over reporting.

14. According to the 2012 definition, what must occur for a sexual act to be classified as rape? a. There must be carnal knowledge of the woman against her will. b. It must involve a man and a woman. c. There must be vaginal penetration by any body part or object d. There must be penetration of the vagina or anus or oral penetration.

15. According to MacKinnn (1987, p.82), which of the following is not in the top four reasons for not reporting a rape? a. Rapists threaten to return. b. Victims are afraid others will not believe them. c. They are afraid of negative reactions from their significant others. d. They know their attackers and don’t want to get them in trouble.

16. Which of the following is a reason why rape is not reported? a. Rapists scare the victim into not reporting the assault by threatening to kill them if they tell. b. The victim does not have to testify in court so that they are not made to feel more vulnerable in front of a jury. c. The partners of rape victims are always supportive. d. The justice system protects a woman who has been raped.

17. Which definition best describes institutional sexism? a. An informal upper limit that keeps women from being promoted b. The consequence of laws, customs, and practices that discriminate against people because of their sex c. A person who believes that men are superior to women d. A company that discriminates against women when hiring 18. According to the Bureau of Labor Statistics (2013) women are 47% of the job force but gender inequalities still exist. Which statement based on labor statistics illustrates this inequality? a. Women are more likely to be a physician than a physician’s assistant. b. Men dominate the fields of law, engineering, and computer specialists. c. Women hold 51.4% of highly paid positions including Chief Executive Officers and General Operations Managers. d. Men are the majority in the service occupations such as teaching, social workers and nurses.

19. In an election year, the male candidate wants to show that women are making progress in their earning potential. What can he say in his speech that is accurate about the earnings of men and women? a. Overall, women are just as likely to receive a raise and a gain a promotion as a man. b. The salary gap is closing. We need more jobs for men because as men’s salaries increase so do the women’s. c. More women are in leadership roles in the United States than in any other country. d. Women in the age range of 16 to 24 are earning 93% of what their male peers are earning.

20. What is the primary reason the gap in men’s and women’s salaries are decreasing? a. Men’s salaries are either at a standstill or actually going down. b. Entry level salaries are increasing. c. More women are going into leadership roles. d. More women are getting college degrees.

21. How does gender disparity affect lifetime earnings of women? a. At the doctorate level, men and women generally earn the same amount of money. b. Women with professional degrees will earn about one million dollars less than a man with a professional degree. c. Averaged over a lifetime, women earn more than men. d. Women with high school diplomas earn more than men with high school diplomas.

22. Which of the following is a consequence of institutional sexism on child support payments? a. Fathers are usually not required to pay child support. b. For women living in poverty, child support payments make up 70% of their income. c. Child support payments can be used as a reliable form of income when applying for a loan. d. More than 50% of custodial parents do not receive full child support payments.

23. Two of the most common complaints at work concerning sexual harassment are a. Leering glances and inappropriate touching. b. Sexist jokes and posters featuring nude or partially clothed women. c. Sexually suggestive remarks and persistent requests for a date. d. Not being promoted or being fired.

24. Using the definition, which of the following would be considered sexual harassment? a. Tracy and Ned are dating and keep getting caught making out in the supply closet. b. Darri and Yvan flirt at an office party but neither pursues the other because it is against the policy for coworkers to date. c. Leon keeps asking Meagan out for drinks even though she has a boyfriend and keeps refusing him. d. Standing on a crowded elevator the UPS man accidently brushes up against Quesha’s breast. He apologizes and makes an effort to move away from her.

25. Which of the following forms of sexual harassment is considered severe enough to file a complaint the first time it happens? a. Persistent requests for a date b. Telling sexual jokes c. One request for a drink after work d. Demanding sexual favors in return for a raise

26. In accordance with the EEOC guidelines, what is the first step that must be taken when being sexually harassed in a manner that is not considered severe? a. Document each incident of harassment b. Tell the harasser the behavior is unwelcome c. Determine if the harasser has a pattern of this behavior d. File a sexual harassment complaint 27. What impact did Davis v. Monroe County Board of Education have on sexual harassment in schools? a. Schools are not liable for sexual harassment committed on school property. b. If harassment is done in a joking manner, the schools are not liable for what minors say or do. c. Schools are only responsible for dealing with sexual harassment if the perpetrator is an adult employed by the school system. d. Schools are legally liable for student sexual harassment.

28. How do teachers treat boys differently than girls in school? a. Teachers expect boys to finish their homework on their own but help girls complete theirs. b. Teachers praise girls more than boys in the classroom. c. Teachers call on girls more than boys. d. Boys are disciplined less than girls.

29. Boys experience gender inequality at school in all but which one of the following ways? a. Boys receive 70% of all D and F grades. b. Single sex schools are needed for males to succeed academically. c. More males are diagnosed with a learning disability than girls. d. Boys represent 80% of high school dropouts.

Essay Questions 30. Explain the women’s role in politics and employment from the Civil War to World War II. 31. How has research been manipulated to “prove” women are unsuited for education and work in the 1800s and early 1900s?

32. Discuss three of the four reasons MacKinnon provides as to why women might not report sexual violence to appropriate authorities.

33. When gender inequality is discussed it is usually in terms of how females are treated. What are some gender inequality issues faced by men?

34. Four arguments are made that claim gender salary inequities are being resolved. What are the arguments and why are the arguments faulty in their logic?

CHAPTER 10 ANSWER KEY Multiple Choice Questions 1.

C Correct Answer: An attitude, action, or institutional structure that limits a person on the basis of sex Feedback for Correct Answer: Andrzejewski (1996) defines sexism as “an attitude, action, or institutional structure that subordinates or limits a person on the basis of sex” (p. 56).

Text Reference: Where the personal becomes political 2.

A Correct Answer: Unmarried women must give their earnings to their father or the male head of household Feedback for Correct Answer: Although an unmarried woman could own property and engage in business activities on her own, a married woman could not.

Text Reference: What gender biases did women confront in the earliest years of the United States?

3.

A Correct Answer: By striking for better pay Feedback for Correct Answer: As more textile factories were built and more young women employed, factory owners exploited them, forcing workers into unions to strike for better pay and working conditions.

Text Reference: How and when did forms of discrimination change?

4.

D Correct Answer: Women were granted the right to vote in Western states Feedback for Correct Answer: In 1869, Wyoming became the first state to give women voting rights. The first twelve states giving women the right to vote were all in the West.

Text Reference: What effect did the Civil War have on women’s demands for gender equality?

5.

D Correct Answer: To attend college Feedback for Correct Answer: By 1920, 50% of all college students were women.

Text Reference: What progress and what resistance to women’s rights occurred in the early twentieth century?

6.

B Correct Answer: Women were fired to make a place for the men returning from war.

Feedback for Correct Answer: The aircraft industry was one of the first to act, firing over 800,000 women two months after the war ended (Faludi, 2006).

Text Reference: Did women workers during World War II prove their competence?

7.

C Correct Answer: “The US Supports the UN in Equal Rights for Women” Feedback for Correct Answer: Three years after the war, the United States was the only nation in the Western Hemisphere that refused to sign a statement issued by the newly created United Nations that supported equal rights for women (Faludi, 2006).

Text Reference: What role did the media play in women being forced

8.

D

9.

B

10.

A

11.

B

12.

C

13.

A

14.

D

out of their jobs?

Correct Answer: The American Psychiatric Association style manual requires writing be free of sexual bias and implications.

Feedback for Correct Answer: Several organizations have changed the guidelines in their writing manuals to promote nonsexist language as preferred for their professional publications. The style manual of the American Psychological Association includes writing conventions employing language free of sexist implications.

Text Reference: What sexist messages still exist in American culture and how are they being addressed?

Correct Answer: The numbers of women graduating with degrees in engineering, physical sciences, and technology have increased.

Feedback for Correct Answer: According to data from the National Center for Educational Statistics, the number of women graduating with a degree in engineering has jumped from 1% in 1970 to 27% today. In The number of women graduating with a degree in physical sciences and technology has gone from 14% to 52%.

Text Reference: What sexist messages still exist in American culture and how are they being addressed?

Correct Answer: A man or woman who advocates for the equality of women Feedback for Correct Answer: A feminist is a woman or man committed to the struggle for the social, economic, and personal rights of women and men; an advocate for equality between women and men.

Text Reference: What does it mean to be a “male chauvinist” or a “feminist”?

Correct Answer: A person who believes in the superiority of males.

Feedback for Correct Answer: To call someone a male chauvinist is to accuse that person, who could be male or female, of believing men to be superior to women.

Text Reference: What does it mean to be a “male chauvinist” or a “feminist”?

Correct Answer: Androgyny encourages the child to be an individual and not conform to rigid stereotypes.

Feedback for Correct Answer: The differences between people derive from their individual abilities and preferences, not from artificial differences created by teaching children to shape their identities and behavior to conform to rigid stereotypes about being male or female.

Text Reference: What does it mean to be androgynous?

Correct Answer: A woman is raped on average every six minutes.

Feedback for Correct Answer: Rape is a significant aspect of the violence against women in America; almost 90,000 women are victims of rape annually, which means a woman is raped every six minutes.

Text Reference: What kind of abuse do women encounter in the United States?

Correct Answer: There must be penetration of the vagina or anus or

15.

D

16.

A

17.

B

18.

B

19.

D

20.

A

oral penetration.

Feedback for Correct Answer: According to the FBI definition rape is “the penetration, no matter how slight, of the vagina or anus with any body part or object, or oral penetration by a sex organ of another person, without the consent of the victim” (FBI, 2012).

Text Reference: What kind of abuse do women encounter in the United States?

Correct Answer: They know their attackers and don’t want to get them in trouble.

Feedback for Correct Answer: Although about two thirds of rape victims know their rapists, this was not a primary reason for not reporting rape.

Text Reference: Why do women choose not to report a rape or attempted rape?

Correct Answer: Rapists scare the victim into not reporting the assault by threatening to kill them if they tell.

Feedback for Correct Answer: Rapists often threaten to return and to inflict even more violence if victims go to the police. Some rapists even threaten to kill their victims, and just by reading newspapers, women know this has happened to others.

Text Reference: Why do women choose not to report a rape or attempted rape?

Correct Answer: The consequence of laws, customs, and practices that discriminate against people because of their sex Feedback for Correct Answer: Institutional sexism is the consequence of established laws, customs, and practices that systematically discriminate against people or groups based on gender.

Text Reference: Institutional Sexism Correct Answer: Men dominate the fields of law, engineering, and computer specialists.

Feedback for Correct Answer: The numbers of women remain low in highly paid occupations such as lawyers, computer specialists and engineers.

Text Reference: Institutional Sexism Correct Answer: Women in the age range of 16 to 24 are earning 93% of what their male peers are earning.

Feedback for Correct Answer: Young women aged 16-24 entering the workforce are making 93% of what their male peers earn and women 25-34 are making 89% of what men in their age group earn (Catalyst, 2011).

Text Reference: Why are men earning more than women in the workforce?

Correct Answer: Men’s salaries are either at a standstill or actually going down.

Feedback for Correct Answer: The primary reason for the decreasing gap is that the salaries of male workers have not been increasing; they

21.

B

22.

D

23.

C

24.

C

25.

D

26.

B

27.

D

have even been decreasing in some areas.

Text Reference: Why are men earning more than women in the workforce?

Correct Answer: Women with professional degrees will earn about one million dollars less than a man with a professional degree.

Feedback for Correct Answer: Over a lifetime, men with professional degrees will make over a million dollars more than a woman with a professional degree.

Text Reference: What are economic consequences of institutional sexism for women?

Correct Answer: More than 50% of custodial parents do not receive full child support payments.

Feedback for Correct Answer: In 2009, mothers represented almost 83% of all custodial parents, yet 64% of these mothers did not receive the full child support they were awarded, and more than 23% received no payments at all (U.S. Census Bureau, 2008).

Text Reference: What are economic consequences of institutional sexism for women?

Correct Answer: Sexually suggestive remarks and persistent requests for a date.

Feedback for Correct Answer: Men make a nuisance of themselves by persistently asking women for dates. A second complaint has to do with men making unwelcome, sexually suggestive remarks to women, often in the form of sexual jokes sometimes told by men to each other.

Text Reference: What are the most common behaviors that women regard as sexual harassment?

Correct Answer: Leon keeps asking Meagan out for drinks even though she has a boyfriend and keeps refusing him.

Feedback for Correct Answer: Sexual harassment is defined as unwelcome deliberate and repeated behavior of a sexual nature that is neither requested nor returned.

Text Reference: How is sexual harassment a significant problem for women in the workforce?

Correct Answer: Demanding sexual favors in return for a raise Feedback for Correct Answer: This is considered to be a severe form of sexual harassment and only has to occur once in order to file a sexual harassment complaint.

Text Reference: What are the workplace guidelines for sexual harassment in the United States?

Correct Answer: Tell the harasser the behavior is unwelcome Feedback for Correct Answer: The first step that must be met is for the victim to say something immediately to rebuke the harasser tactfully but clearly.

Text Reference: What are the workplace guidelines for sexual harassment in the United States?

Correct Answer: Schools are legally liable for student sexual

28.

A

29.

B

harassment.

Feedback for Correct Answer: In 1999, the U. S. Supreme Court decision on Davis v. Monroe County Board of Education ruled that schools had a responsibility to take appropriate action to eliminate student sexual harassment and were legally liable if they did not take such action.

Text Reference: How much of a problem is sexual harassment in the schools?

Correct Answer: Teachers expect boys to finish their homework on their own but help girls complete theirs.

Feedback for Correct Answer: Teachers were more likely to challenge boys to finish their homework, whereas they would help girls finish theirs.

Text Reference: What are some other gender issues in schools?

Correct Answer: Single sex schools are needed for males to succeed academically.

Feedback for Correct Answer: Single-sex schools have not produced the improved academic achievement they promised. As Sadker (2005) points out, they often became a “dumping ground” for boys with behavioral problems.

Text Reference: What are some other gender issues in schools?

Essay Questions 30. Suggested Response: Although they were accused of being unladylike before and during the Civil War, many women became involved in the antislavery movement. During the war women were hired to be office workers, government workers, factory workers, teachers, and nurses, yet they encountered a gauntlet of critics. After the war, women continued to work and to be active politically, lobbying for such diverse causes as women’s suffrage, immigrant issues, and temperance. Afterwards people began to migrate west.

Wyoming was the first state to give women voting rights in 1869 and laws were passed to guarantee married women’s right to own property and to require equal pay for female teachers. Hoping to keep women busy and not politically active, Congress passed a bill outlawing contraception. Studies warned that college educated women would not marry and that man had more intelligence due to their larger brain size. By the 1920s when women cast their first votes, they were the majority of clerical workers, teachers, librarians, social workers, and nurses. Ten percent of married women worked outside the home. They lobbied the legislature for an Equal Rights Amendment (ERA).

When the Great Depression of the 1930s arrived, men and women struggled simply to survive. Employers preferred to hire men until the start of World War II when women went back to work as men joined the military, Text Reference: Cultural Sexism 31. Suggested Response: In the 1800s studies warned women that only 28% of college-educated women would marry. A book by a professor at Harvard’s medical school alleged that the rigors of a college education created a conflict

32.

33.

34.

between the brain and uterus, resulting in infertility. Scientists who studied brain size reported that white males had the largest brains with white women’s brains being far smaller. In the 1930s and 1940s studies were used to “prove” that menstruation reduced women’s ability to be effective at work; however this conclusion was reversed during WWII when women were needed on the factory floors.

Text Reference: Cultural Sexism Suggested Response:  Threats: The Rapists often threatens to return and harm the woman again if they go to the police.  Reactions: Some women fear the reactions of others, especially from their significant others.  Disbelief: Women fear that if they report the crime, the police will not believe her. They are also afraid of going to trial and convincing a jury to believe her.  Publicity: some women fear being exposed and their personal lives being put on display. They also are reluctant to relive the experience in front of an audience and would rather forget the experience.

Text Reference: Individual Sexism Suggested Response:  In schools, girls earn higher grades than boys and boys are more likely to drop out, be diagnoses with a learning disability and to be disciplined for behavior problems.  Males are also held to standards set forth by the media. They are expected to have muscles and athletic bodies. In television programs, they are the super heroes, workaholics, or slovenly and inept, creatures who cannot make a decision without a woman controlling him.  In terms of careers, men are treated as if they have no ambition if they work at women’s jobs such as teacher, nurse, social worker or librarian.

They are expected to be the breadwinners in the family, no matter the personal cost.

Text Reference: Institutional Sexism Suggested Response:  Progress has been made in closing the gender gaps in salaries because the gap has changed from women earning 60 cents on the dollar in 1960 to earning 80 cents on the dollar in 2007. Instead of women actually earning more money it is due to salary stagnation for men. In reality, 80% of women earn less than $20,000 a year.  The salary gap is closing because women aged 16-24 are making 93% of what their male coworkers are and women 25-34 are making 89% of what men in their age group earn. This would seem to indicate that the gap is closing however the longer women stay in the workforce the great the gap becomes. This is due to women not being promoted as readily as men and even fewer making it to the top leadership roles. In addition, our dominant cultural expectation for women to perform

housekeeping duties and raise children results in less opportunity for developing abilities, experience, contacts, and reputation  Women are earning more college degrees and as such are receiving more money in the workforce. Yet according to Census Bureau data women with a bachelor’s degree resulted in women making $54,204 compared to $82,197 for men. Women with doctorates made $83,762 compared to $129,773 for men, and women with a professional degree made $100,167 compared to $166,065 for men.  The last argument is that women actually choose to go into fields that pay less. Although women account for 59% of low-paying jobs, including 70% of minimum-wage jobs, comparing the salaries of women and men within the same profession reveals that men are paid more— even in those professions where women constitute the majority of workers.

Text Reference: Why are men earning more than women in the workforce?

Chapter 11: Heterosexism: Challenging the Heterosexual Assumption CHAPTER OUTLINE RELEVANT TEST ITEMS CULTURAL HETEROSEXISM Multiple choice 1-13 Essays 31-32 What is the heterosexual assumption?

When was the heterosexual assumption challenged?

How did the Kinsey Report challenge the heterosexual assumption?

What was the impact of the Kinsey Report?

What has current research reported with regard to homosexuality?

What historical evidence has described the existence of homosexuality?

How have attitudes in America changed concerning gay people What are some heterosexist cultural and religious beliefs?

INDIVIDUAL HETEROSEXISM Multiple choice 14-21 Essay 33 What groups are included in the LGBT community?

What examples of violence against LGBT people have been reported?

What are some myths about being gay?

INSTITUTIONAL HETEROSEXISM Multiple choice 22-30 Essay 34-35 Is the demand for gay rights really a demand for special privileges?

How can LGBT people be discriminated against if they don’t reveal their sexual identity?

Why do same-sex couples want legal recognition for domestic partnerships?

If domestic partnerships were recognized throughout the United States, why would same-sex couples still want to get married?

Are LGBT couples good parents?

Why have gay men and lesbians always been excluded from military service?

Why should LGBT people be encouraged to become teachers?

Multiple Choice Questions 1. What is the heterosexual assumption? a. That same sex attraction is normal b. That everyone is born heterosexual

c. An eastern belief that people are born without a sexual orientation and heterosexual behaviors are taught d. That there is a continuum of sexual behaviors in the human race 2. Krafft-Ebing had many views about homosexuality in the late 1800s. Which of the following was not one of them? a. It was one of many forms of sexual desire. b. It was a mental defect. c. It was an acceptable practice. d. It could be cured.

3. What were the findings of the Kinsey report of 1948? a. Most people are exclusively either heterosexual or homosexual. b. All humans possess a heterosexual orientation. c. Men were more likely to participate in homosexual behaviors than women. d. Human sexuality is on a continuum that ranges from heterosexual to homosexual.

4. What were the research findings presented by Hooker in 1956 at the American Psychological Association (APA) conference? a. She confirmed the assumption that homosexuals were mentally unstable. b. She concluded that homosexuality was related to lack of religious education at home. c. She refuted the idea that homosexuals had innate mental problems. d. She found a correlation between homosexuality in men and being raised by a single mother.

5. What is heterosexism? a. The oppression of people who are heterosexual b. A lifelong sexual desire for a person of the opposite sex c. The oppression of people who are not heterosexual d. The sexual identity of a person based on sexual fantasies, desires and practices 6. In what year did the American Psychological Association (APA) declare that homosexuality was not a mental illness? a. 1956 b. 1973 c. 1992 d. It has not been removed.

7. Using anthropological evidence and child studies, to what did Pillard attribute sexual orientation? a. An innate personality trait that can be observed even in young children b. A choice made by adults c. A choice that is easily changeable with therapy d. Purely based upon the influence of sex hormones on brain function 8. What did the results suggest about sexual behaviors in the world’s largest study of twins in 2008? a. Sexual behavior is shaped only by genetics.

b. Sexual behavior is shaped only by environmental factors. c. Sexual behavior is shaped by both genetics and environmental factors. d. Sexual behaviors are a choice than can be changed at will.

9. What is cultural heterosexism? a. The systematic oppression of those who are not heterosexual b. The assumption that everyone is born heterosexual c. Being “in the closet” refers to concealment of sexual orientation from colleagues, heterosexual friends, and/or family. d. The societal promotion that heterosexuality is the norm and everything else is deviant 10. The term ʺGreek love” was a 19th century euphemism for a. homosexuality. b. campfire activities in ancient Greece. c. a passion for Latin and Greek texts. d. same-sex boarding schools.

11. Why did San Francisco become the site of the first major urban gay community in the United States? a. California courts had upheld the constitutionality of a business’s refusing to serve gay customers. b. Many gay men and lesbians moved there to protest the killing of Harvey Milk, a San Francisco city supervisor. c. Many gay and lesbian soldiers returning from World War II came through San Francisco and decided to remain there. d. This became the place to go in order to avoid being drafted into serving during World War II. 12. What was known as the “gay disease” in the 1980s? a. Cancer b. Ryan White Disease c. Drug addiction d. AIDS 13. The Catholic Church accepts that individuals are pre-disposed to being gay while a. Still continuing to denounce being gay. b. Most Protestants remain neutral about the issue of being gay. c. Urging parents to denounce their gay and lesbian children. d. Denying it occurs in nature.

14. What is gay bashing? a. The physical assault of heterosexuals by gay people b. Parties thrown by gay people c. The physical assault of a person perceived to be gay d. The picketing of companies that don’t support same sex marriage 15. What is an effective way to decrease the incidents of anti-gay violence? a. Dispel myths about sexual orientation though education. b. Criminalize being gay c. Add sexual orientation to identified groups under the Hate Crimes Prevention Act.

d. Encourage gay people to not declare their sexuality in order to avoid violence 16. Why could the killers of Matthew Shepard not be charged with a hate crime? a. They did not know Matthew Shepard was gay. b. They were gay themselves so it could not be considered gay bashing. c. No one saw them commit the crime. d. Sexual orientation was not protected under federal hate crime laws at the time.

17. Who is most likely to be a perpetrator of anti-gay violence? a. Phillipa, a 27 year old female b. Martin, a 17 year old male c. Taryn, a 52 year old male d. Alexis, a 23 year old transgendered female 18. Which of the following statements about being gay is accurate? a. Anyone who has ever engaged in sexual activity with an individual of the same sex is a gay person. b. Gay people have a greater tendency to become pedophiles. c. l Relationships between gay people can be monogamous and lifelong. d. Gay people have refused a heterosexual lifestyle as a result of negative heterosexual experiences.

19. Which of the following statements is not a myth about being gay? a. Being gay and pedophilia are the same thing. b. A person who has had a relationship with an individual of the same sex will always be a gay person. c. Being gayis a choice and can be changed through sexual reorientation therapy. d. Sexual orientation is complex and shaped by both genetic and environmental factors.

20. What is homophobia? a. A love and acceptance of being gay b. A fear or hatred of gay people c. The fear of catching HIV from coming in contact with a gay person d. Engaging in sexual activity with a person of the same sex only once 21.AA teacher approaches you in the teacher’s lounge about another teacher she suspects is gay. She says,” I wouldn’t want him around my children. He might try to molest them.” You could respond in all but which way to dispel this myth? a. Child molesters are pedophiles, not gay people. b. Children are at greater risk of being molested by heterosexuals than by gay people. c. Maybe we should find out if he is really gay first before jumping to conclusions. d. Pedophilia has nothing to do with being gay.

22. What is institutional heterosexism? a. Prejudiced attitudes and behaviors against others based on the assumption that they are not heterosexual.

b. The assumption that everyone is a heterosexual c. Established laws, customs, and practices that discriminate against people who are not heterosexual d. The societal promotion that heterosexuality is the norm and anything else is deviant 23. The term ʺgay rightsʺ refers to a. Accepting being gay as an alternative to heterosexuality. b. Protecting the civil rights of gay people in areas such as those of housing, employment, and medical care. c. Condoning being gay. d. Granting special rights to gay people that are not given to other citizens.

24. What is often the result of gay people not identifying their sexual orientation at work? a. They are often socially isolated and do not receive promotions as readily. b. They are not discriminated against based on sexual orientation. c. They miss out on company benefits for same sex partners. d. If a person does not identify themselves as being gay, then they cannot be protected under federal hate laws.

25. Which is not a benefit of a domestic partnership? a. To be eligible for their partner’s survival benefits b. To be able to make medical and legal decisions for an incapacitated partner c. To be married in a church of their choosing d. To inherit a partner’s property 26. Opposition to same-sex marriages included all but a. They are sexually promiscuous. b. Marriage should be between a man and a woman. c. Same sex marriages will contribute to the deterioration of heterosexual marriages. d. Gay men and lesbians have loving monogamous relationships.

27. By 2014 how many states had revised or passed new nondiscrimination policies a. 23 b. 19 c. 21 d. 17 28. What is the stance of the American Academy of Pediatrics on same-sex parenthood? a. The well-being of a child is not related to the parents’ sexual orientation. b. Having two heterosexual parents is required for well-being and stability. c. As long as one parent provides a heterosexual perspective, the child will most likely be well adjusted.

d. Same sex couples are not effective parents.

29. Which of the following is not a result of the “Don’t Ask, Don’t Tell” policy in the U.S. military? a. The policy was intended to discourage attempts to discharge gay people from the military on the basis of sexual orientation. b. The policy required gay people to ʺkeep quietʺ or ʺlieʺ about their sexual orientation to avoid being discharged from the military. c. The policy has increased the numbers of gay people applying to serve in the military. d. The policy has resulted in an increase in the numbers of gay people discharged from the military based on sexual orientation.

30. What is the average age of coming out, or identifying publicly as gay or straight? a. 10 b. 14 c. 16 d. 23 Essay Questions 31. What is the heterosexual assumption and how is it evident in everyday life?

32. Why has religion been used to denounce being gay in the United States?

What is the current religious stance on being gay?

33. What are some myths about being gay and are theretruths behind those myths?

34. How can LBGT people be discriminated against if they don't reveal their identities? Name and explain at least two.

35. What is the advantage of having domestic partnerships for same sex couples?

CHAPTER 11 ANSWER KEY Multiple Choice Questions 1.

B Correct Answer: That everyone is born heterosexual Feedback for Correct Answer: Western cultural attitudes about sexuality have been based on a heterosexual assumption: that all people were born heterosexual and that being attracted to opposite-sex partners was the natural condition of human beings.

Text Reference: What is the heterosexual assumption?

2.

C Correct Answer: It was an acceptable practice.

Feedback for Correct Answer: Krafft-Ebing thought homosexual

3.

D

4.

C

5.

C

6.

B

7.

A

8.

C

9.

D

behavior was immoral and unacceptable.

Text Reference: When was the heterosexual assumption challenged?

Correct Answer: Human sexuality is on a continuum that ranges from heterosexual to homosexual.

Feedback for Correct Answer: Sexual orientation is not a singular phenomenon, but a continuum of multiple possibilities ranging from exclusive heterosexuality to exclusive homosexuality, with a variety of bisexual orientations in between.

Text Reference: How did the Kinsey Report challenge the heterosexual assumption?

Correct Answer: She refuted the idea that homosexuals had innate mental problems.

Feedback for Correct Answer: In a study of 30 homosexual and 30 heterosexual men she clearly refuted the idea that homosexuality was associated with inherent mental problems.

Text Reference: What was the impact of the Kinsey Report?

Correct Answer: The oppression of people who are not heterosexual Feedback for Correct Answer: Heterosexism is the oppression or exploitation of human beings not biologically heterosexual.

Text Reference: What was the impact of the Kinsey Report?

Correct Answer: 1973 Feedback for Correct Answer: In 1973, the American Psychological Association voted to remove homosexuality from its list of mental illnesses.

Text Reference: What was the impact of the Kinsey Report?

Correct Answer: An innate personality trait that can be observed even in young children Feedback for Correct Answer: Using anthropological evidence and studies in child development, Pillard (1997) proposed that sexual orientation is an innate characteristic, a deeply embedded personality trait that can be observed in young children.

Text Reference: What has current research reported with regard to being gay?

Correct Answer: Sexual behavior is shaped by both genetics and environmental factors.

Feedback for Correct Answer: In 2008, the world’s largest study of twins affirmed what a number of studies have suggested, that “homosexual behavior is largely shaped by genetics and random environmental factors.” The researchers noted that heterosexual behavior is also influenced by this same mix of environmental factors and genetics (Schlatter and Steinback, 2010, p. 32).

Text Reference: What has current research reported with regard to being gay?

Correct Answer: The societal promotion that heterosexuality is the norm and everything else is deviant Feedback for Correct Answer: Cultural heterosexism is the societal

10.

A

11.

C

12.

D

13.

A

14.

C

15.

A

promotion of negative beliefs and practices that reinforce dominant culture traits that define heterosexuality as the norm and anything else as deviant and unacceptable.

Text Reference: Cultural Heterosexism Correct Answer: Greek love was a 19th century euphemism for “homosexual activity.”

Feedback for Correct Answer: In 19th century England, wealthy families sent their sons to male boarding schools, where they learned to read texts that often included gaythemes. Many memoirs include references to sexual interactions between classmates in samesexschools.

Text Reference: What historical evidence has described the existence of being gay?

Correct Answer: Many gay and lesbian soldiers returning from World War II came through San Francisco and decided to remain there.

Feedback for Correct Answer: San Francisco had been a major port of departure for men and women sent to the Pacific in World War II, and many returning gays and lesbians chose to remain there.

Text Reference: How have attitudes of the American people changed concerning being gay?

Correct Answer: AIDS Feedback for Correct Answer: Some radio and television ministers blamed “homosexual behaviors” for causing AIDS and saw it as a punishment from God. Text Reference: How have attitudes of the American people changed concerning being gay?

Correct Answer: Still continuing to denounce being gay.

Feedback for Correct Answer: Although the Catholic Church accepts that being gay is a natural predisposition (that is, one is born with it), it continues to denounce “homosexual activity” as a sin—the only instance of the church forbidding something it admits to be natural.

Text Reference: What are some anti-gay cultural and religious beliefs?

Correct Answer: The physical assault of a person perceived to be gay Feedback for Correct Answer: One of the most common hate crimes in the United States is gay bashing, the physical assault of a person perceived to be gay.

Text Reference: What examples of violence against LGBT people have been reported?

Correct Answer: Dispel myths about sexual orientation though education.

Feedback for Correct Answer: An effective way to reduce gay bashing is for teachers in K-12 schools and postsecondary institutions to confront such myths in their classrooms, and provide more accurate information about sexual orientation to refute such myths.

Text Reference: What examples of violence against LBGT people have been reported?

16.

D

17.

B

18.

C

19.

D

20.

B

21.

C

22.

C

23.

B

Correct Answer: Sexual orientation was not a protected under federal hate crime laws at the time.

Feedback for Correct Answer: Federal hate crimes laws, passed following the assassination of Dr. Martin Luther King, Jr., defined a hate crime as a crime motivated by the race, religion or national origin of the victim. Sexual orientation was not protected.

Text Reference: What examples of violence against LGBT people have been reported?

Correct Answer: Martin, a 17 year old male Feedback for Correct Answer: Young men are the primary perpetrators of anti-gay violence Text Reference: Individual Heterosexism Correct Answer: Relationships between gay people can be monogamous and lifelong.

Feedback for Correct Answer: According to psychologists, gays and lesbians have the same need as heterosexuals for long-term stable relationships.

Text Reference: What are some myths about being gay?

Correct Answer: Sexual orientation is complex and shaped by both genetic and environmental factors.

Feedback for Correct Answer: Numerous studies since the Kinsey Report was first published in 1948 have reached the conclusion that sexual orientation is a diverse human attribute, and that the influences shaping sexual orientation are complex, including both environmental and genetic factors.

Text Reference: What are some myths about being gay?

Correct Answer: A fear or hatred of gay people Feedback for Correct Answer: Homophobia is a stronger feeling than prejudice and is usually defined as fear or hatred of gay people.

Text Reference: Individual Heterosexism Correct Answer: Maybe we should find out if he is really gay first before jumping to conclusions.

Feedback for Correct Answer: Whether a person is gay or not does not determine the likelihood of molesting children. Child molesters are pedophiles and data shows that children are at greater risk from heterosexuals than from gays and lesbians.

Text Reference: What are some myths about being gay?

Correct Answer: Established laws, customs, and practices that discriminate against people who are not heterosexual [correct] Feedback for Correct Answer: Institutional heterosexism is the established laws, customs, and practices in a society that allow systematic discrimination against people or groups who are not heterosexual Text Reference: Institutional Heterosexism Correct Answer: Protecting the civil rights of gay people in areas such as those of housing, employment, and medical care.

24.

A

25.

C

26.

D

27.

D

28.

A

29.

C

Feedback for Correct Answer: If gays and lesbians identify their sexual orientation publicly, they should not be discriminated against in being hired for jobs, renting or purchasing a home, running for political office, enlisting in the military, attending their church of choice, or any other rights that heterosexuals take for granted.

Text Reference: Is the demand for gay rights really a demand for special privileges?

Correct Answer: They are often socially isolated and do not receive promotions as readily.

Feedback for Correct Answer: According to a Harvard Business School study, gay men and lesbians often maintained their personal privacy at work, not engaging frequently in casual conversations and not socializing with others after work or on weekends. This social isolation is a major factor for gays and lesbians not being promoted.

Text Reference: How can gay people be discriminated against if they don’t reveal their identity?

Correct Answer: To be married in a church of their choosing Feedback for Correct Answer: Just as married couples are able to make medical and legal decisions for an incapacitated partner, domestic partnership would give gay and lesbian couples the right to make these decisions for each other.

Text Reference: Why are Americans so divided on the issue of gay marriage?

Correct Answer: Gay men and lesbians have loving monogamous relationships.

Feedback for Correct Answer: According to a UCLA study, much of the opposition to same-sex marriage comes from historic stereotypes about gay men and lesbians—for example, that they are sexually promiscuous—and from a belief in traditional gender roles, including the belief that marriage should be between a man and a woman.

Text Reference: Why are Americans so divided on the issue of gay marriage?

Correct Answer: 17 Feedback for Correct Answer: By 2014 17 states had revised or passed new nondiscrimination policies that now exist in 21 states.

Text Reference: Is the demand for LGBT rights really a demand for special privileges?

Correct Answer: The well-being of a child is not related to the parents’ sexual orientation.

Feedback for Correct Answer: The APA has stated, “parenting effectiveness and the adjustment development and psychological wellbeing of children is unrelated to parental sexual orientation” (Schlatter and Steinback, 2010, p. 32).

Text Reference: Are LGBT couples good parents?

Correct Answer: The policy has increased the numbers of gay people applying to serve in the military.

30.

C

Feedback for Correct Answer: The case for repealing DADT gained strength over the years because of the need for quality recruits. It was becoming increasingly difficult to justify rejecting otherwise qualified soldiers or recruits simply on the basis of their sexual orientation.

Text Reference: Why have gay people been excluded from military service?

Correct Answer: 16 Feedback for Correct Answer: Although the average age for gay and lesbian youth to identify themselves publicly has been declining dramatically, the average age for coming out is about 16 years old.

Text Reference: Why should gay people be encouraged to become teachers?

Essay Questions 31. Suggested Response: The heterosexual assumption is the assumption that everyone is born heterosexual and that being attracted to the opposite sex is a natural condition for human beings. Some ways it is evident in everyday life include:  Advertisements on television do not include same sex couples when presenting couples. They are not show buying furniture, preparing for a baby’s arrival or buying presents for each other.  LGBT people are asked when they knew they were gay but heterosexual people are not asked when they knew they were straight.  Children are teasingly asked if they have a girlfriend if they are a boy or a boyfriend if they are a girl.  Wedding planning fairs are aimed at male/female couples and not gay couples.  LGBT people are asked if they have had sex with opposite sex partners to determine if they are really gay but a straight person is not asked if he or she has had sex with a same sex partner to determine if he or she is really straight.  Magazines aimed at women display articles on how to catch a man or things that drive men crazy in bed but not on how to please a woman.

Text Reference: What is the heterosexual assumption?

32.

Suggested Response: Most early settlers in the U.S. had religious beliefs that included a view of being gay as not only unnatural but also a sin. Although the Catholic Church accepts being gay as a natural predisposition, it denounces “homosexual acts” as a sin. Protestant churches are divided on the issue. Some argue that biblical authors assumed everyone was heterosexual and therefore “homosexual activity” was against human nature. Others argue that certain passages have been mistranslated to justify regarding being gay as a sin when they were actually denouncing male and female prostitution.

Another argument is that it should be regarded as a historic prejudice since biblical injunctions against eating pork or making clothes out of two types of material are now regarded as historic but no longer relevant. Currently many protestant denominations are embroiled in controversy over the subject of

33.

34.

35.

being gay, including the Episcopal Church that has had a major split over the ordination of openly gay bishops and priests.

Text Reference: What are some anti-gay cultural and religious beliefs?

Suggested Response:  Anyone who has engaged in “homosexual activity” is gayl. People can engage in sexual activity with a person of the same sex one time and never again.  Gay people are pedophiles. Child molesters are pedophiles, not gay people. Data shows children are at greater risk from heterosexuals than from gays and lesbians. Pedophilia has nothing to do with being gay.  Being gay is a choice. Some people still refer to sexual preference as if lesbians and gays prefer to love same-sex partners. But human sexuality is not a matter of preference.  It is the parents’ fault if a child grows up to be gay. In addition to having no foundation in reality, this myth attempts to demonize parents of gay men and lesbians by relying on the myth that as a sexual perversion homosexuality was caused by someone or something traumatic.

Text Reference: What are some myths about being gay?

Suggested Response:  Subtle discrimination is just as harmful as blatant discrimination in the workforce. Gays and lesbians who did not identify themselves at work were not promoted as readily as their heterosexual peers due to their social isolation.  Because about 40% of employee compensation is offered in benefits, gay people lose out because they do not identify their partners or the company does not have a same sex partner benefits.

Text Reference: How can gay people be discriminated against if they don’t reveal their identity?

Suggested Response:  The purpose of legal recognition for domestic partnerships is to provide gay couples with the same legal rights married couples enjoy: being able to inherit a partner’s property, being eligible for a partner’s survival benefits, or having the right to make decisions for an incapacitated partner.  Gays and lesbians who desire state-recognized marriage give reasons similar to those of heterosexuals: to make public statements about their commitment to each other, including the pledge to maintain a monogamous relationship.  Since up to 40% of employee compensation comes via employee benefits, LGBT workers miss out on these benefits. Legal domestic partnerships would allow these workers to receive benefits.

Text Reference: Institutional Heterosexism

Chapter 12: Ableism: Disability Does Not Mean Inability CHAPTER OUTLINE CULTURAL ABLEISM What are the historical perceptions of people with disabilities?

How do scholars describe a disability culture?

INDIVIDUAL ABLEISM What assumptions are made about people with disabilities?

What labels represent legitimate ways of identifying people?

What are some current controversies about labeling children?

How can negative attitudes be changed?

INSTITUTIONAL ABLEISM Why were people with disabilities placed in institutions?

How were institutions for people with disabilities established in the United States?

What evidence exists that negative attitudes prevailed in institutions and in society?

Are institutions for people with disabilities providing good care today?

What is the alternative to placing people with disabilities in institutions?

What is the cost of care for people with disabilities?

How does the U.S. government provide support for people with disabilities?

How does the United States support people with disabilities who want to live independently?

What are some examples of discrimination against people with disabilities living in communities?

How difficult is it to change people’s attitudes?

RELEVANT TEST ITEMS Multiple choice 1-12 Essays 31-32

Multiple choice 13-19 Essay 33-34

Multiple choice 20-30 Essay 35

Multiple Choice Questions 1. What is ableism? a. A barrier that limits opportunities for a person to participate in an activity b. The belief that people with disabilities are inferior to able-bodied people c. Established laws, customs and practices that allow systematic discrimination against someone with a disability d. Products and environment designed to be available to everyone 2. What was the first public acknowledgement that people with disabilities were a minority and in need of civil rights protections? a. The Rehabilitation Act b. Section 504 c. Americans with Disabilities Act d. The Supplemental Security Income (SSI) Program 3. What Act provides people with disabilities legal recourse against discrimination? a. Section 504 of the Rehabilitation Act b. The Rehabilitation Act c. Education for All Handicapped Children Act (EAHC) d. The Americans with Disabilities Act (ADA) 4. Batavia (2001) argues that people with disabilities should not be considered an oppressed minority. Which of the following was not an argument against classifying people with disabilities as an oppressed minority? a. The Americans with Disabilities Act advanced the opportunities of the handicapped so much they no longer qualified as an oppressed minority. b. People with handicaps are better off in the U.S than in the rest of the world. c. A disability has a significant impact on a person’s daily life. d. People with disabilities are actually part of the majority because everyone has some type of disability.

5. Which is not a historical perspective of people with disabilities? a. A subhuman organism b. Object of dread c. A diseased organism d. D. Curious human beings 6. What is the societal promotion of negative beliefs that tends to portray people with disabilities as deviant or incompetent? a. Institutional ableism b. Cultural ableism c. Normalization d. Ableism 7. Which historical perception of people with disabilities defined the disability as being a temporary condition that could be cured with the right treatment? a. As an “Object of Dread”

b. As a “Subhuman Organism” c. As an “Object of Pity” d. As a “Diseased Organism” 8. Several groups in the disabled community have refused to participate in telethons and other fundraisers because they feel it contributes to the perception that they are a. Objects of ridicule b. Objects of pity c. Menaces to society d. Subhuman organisms 9. The deaf community is often defined as a deaf culture. Which of the following is not an attribute that must be shared by all members of a culture? a. Formal acknowledgement and identification by the dominant culture b. Network of voluntary in group social organizations c. Shared historical experiences d. A common language 10. What is the clearest and most positive example of a disability culture? a. Children’s stories and myths b. Telethons that raise money for disabled children c. P.T. Barnum’s Circus d. The Deaf community 11. What is often the result of a group of people coming together who have shared histories, languages, in group social organizations, and unique artifacts? a. They become codependent and cannot succeed. b. They seclude themselves from the rest of society because of ridicule. c. A cultural group is developed. d. They are seen as objects of dread.

12. The deaf community advocates for a bilingual/bicultural approach in classrooms educating deaf children and youth. Which of the following is not a reason for this approach? a. It challenges the perspective that deafness is a deficit. b. It encourages people with deafness to maintain childish behaviors rather than learn to live independently. c. It helps deaf students learn Standard English. d. It benefits hearing student to learn about deaf culture and history.

13. What are prejudiced attitudes and actions towards people with disabilities based on our assumptions about them? a. Individual ableism b. Institutional ableism c. Cultural Ableism d. A culture 14. What does the medical model of disability assume? a. That all problems a person with disabilities has stems from that disability. b. That people with disabilities are victims of their disability

c. That people with disabilities are helpless and dependent on others. d. That it is a biological problem and a cure should be found.

15. Erroneous assumptions are made about people with disabilities. What assumption is being made when a person with a disability is not allowed to pursue an educational course of study of his or her choice? a. That a person’s self-concept is based on his or her disability b. That all barriers to learning will stem from the disability c. That a person with a disability will always need assistance d. That a person’s disability should be cured before pursuing higher learning 16. What group of children is most likely to be overrepresented in special education with a diagnosis of mental retardation in at least 45 states? a. Asian American/Pacific Islander children b. Black children c. Latino children d. White children 17. What is more likely to be a consequence for black children labeled emotional disturbance than for white children? a. They are more likely to end up in the juvenile justice system. b. They are less likely to end up in the juvenile justice system. c. They are more likely to be placed in mainstream classes than white children. d. They are more likely to be suspended from schools.

18. What is a disability? a. A restriction of ability or activity caused by an impairment b. An environmental or attitudinal barrier that limits a person’s opportunities c. Policies and practices that make life conditions for those with a disability as good as those of the average citizen d. The determination of a person’s abilities based on comparison to an able-bodied person 19. Phillipa uses a wheel chair to get from place to place. She is going to see an accountant to get her taxes done. Unfortunately, she cannot get into the office because there are stairs but no ramps to get into the building. This barrier causes her to have a(n) a. Disability b. Deviancy c. Handicap d. Ableism 20. What was the purpose of confining people with disabilities to hospices in the fourth through the sixteenth centuries? a. To protect the world from the wickedness of deviant human beings b. To rehabilitate people with disabilities and return them to society c. To protect and care for people with disabilities d. To teach people with disabilities a trade that they could use upon returning to society

21. In early twentieth century American cities where were people with disabilities most likely to live? a. With the family b. In religious facilities c. In hospices d. In custodial institutions 22. What did the eugenics movement in the United States seek to do to disabled people in the 1930s? a. To release them from institutions b. To sterilize them c. To rehabilitate them so they could contribute to society d. To use them for medical experiments 23. What usually happened to patients in institutions when states passed deinstitutionalization laws? a. They were moved to nursing homes. b. They returned to their families. c. They were declared capable of taking care of themselves and sent into the community. d. They were sent to trade schools so they could find jobs.

24. Cities prevented the establishment of group homes in certain neighborhood by all but which of the following ways? a. By passing density laws b. By requiring people with disabilities to live at home with their family c. By restricting the number of group homes in a certain area d. By passing so-called ugly laws 25. What is the most inexpensive way to house and care for people with disabilities? a. Nursing home b. State institutions c. At home with a high level of care d. Community Settings 26. How does the United States financially support people with disabilities who want to live independently? a. By providing a Supplemental Security Income as long as the person has no other means of support b. By requiring business to hire one disabled person for every twenty-five workers employed c. By providing cash benefits regardless of their financial resources d. By providing benefits based on the financial resources of the recipients 27. What is the purpose of universal design? a. To create products and environments capable of being used by all people b. To provide equal unemployment financial supports for both disabled and able-bodied persons c. To only improve the community for people with disabilities

d. To design products for people with disabilities that can be bought for the same price as products for the non-disabled 28. According to a survey by the Kessler Foundation (2015), why do 68.4% of working age adults with disabilities choose not to work? a. Buildings are not accessible. b. Employers refuse to hire them. c. They would lose their Social Security benefits. d. They are often paid less than their co-workers who have similar responsibilities.

29. What was one purpose of the Education for All Handicapped Children Act (EAHC) in 1975? a. To restrict the education of students with disabilities to separate facilities and schools b. To define the term “learning disabilities” c. To allow schools to set up special education programs d. To educate children with disabilities in the least restrictive environment 30. What was the outcome of the Honig v. Doe decision? a. Students with disabilities must be educated in their least restrictive environment b. Children with disabilities have a right to a free and appropriate public education. c. Regular classrooms must adapt to meet the needs of students with disabilities. d. Students with emotional disabilities have a right to receive an education and could not be expelled because of their behaviors.

Essay Questions 31. What is a minority group and what are the arguments for and against declaring people with disabilities as being a minority group?

32. Explain three of the seven historic perceptions of people with disabilities and give examples of how these perceptions might still be present today.

33. What are five assumptions about people with disabilities and why are they inaccurate?

34. How are minority students, especially African American children misrepresented in special education?

35. Explain how people with disabilities are discriminated against in the areas of housing, jobs, mobility/accessibility, health care and education.

CHAPTER 12 ANSWER KEY Multiple Choice Questions 1.

B Correct Answer: The belief that people with disabilities are inferior to able-bodied people

2.

A

3.

D

4.

C

5.

D

6.

B

7.

D

Feedback for Correct Answer: Linton (1988) defined ableism as the negative determination of an individual’s abilities based on his or her disabilities. Ableism promotes the belief that people with disabilities are inferior to able-bodied persons in order to justify discrimination against them.

Text Reference: Ableism: Disability Does Not Mean Inability Correct Answer: The Rehabilitation Act Feedback for Correct Answer: In 1973, the passage of the Rehabilitation Act was perhaps the first public acknowledgment that people with disabilities could be considered a minority group in need of civil rights protections.

Text Reference: Why should people with disabilities be considered a minority group?

Correct Answer: The American Disabilities Act (ADA) Feedback for Correct Answer: In 1990, Congress acknowledged discrimination against disabled people by passing the Americans with Disabilities Act (ADA) to provide a legal recourse against discrimination.

Text Reference: Why should people with disabilities be considered a minority group?

Correct Answer: A disability has a significant impact on a person’s daily life.

Feedback for Correct Answer: Gill (1994) argues that the disability influences an individual’s sense of identity, or others’ perceptions of the disability have a significant influence on their reactions to the person, including the likelihood of negative attitudes of rejection or even discrimination.

Text Reference: Why should people with disabilities be considered a minority group?

Correct Answer: Curious Human Beings Feedback for Correct Answer: Wolfensberger (1970) described some of the major historical perceptions of people with disabilities in the following categories: a subhuman organism, menace to society, object of pity, diseased organism, holy innocent/eternal child, and object of ridicule.

Text Reference: What are the historical perceptions of people with disabilities?

Correct Answer: Cultural ableism Feedback for Correct Answer: Cultural ableism is the societal promotion of negative beliefs and images concerning people with disabilities that tend to portray the less able as deviant or incompetent and an assumption of superiority by people or groups based upon physical, mental, and emotional attributes.

Text Reference: Historic Origins of Cultural Perspectives on Disability Correct Answer: As a “Diseased Organism” Feedback for Correct Answer: Ancient Egyptians often regarded disability as a condition for which medical “cures” were prescribed. This

8.

B

9.

A

10.

D

11.

C

12.

B

13.

A

medical view of people with disabilities is pessimistic because until a cure can be found, people with disabilities are regarded as having “incurable diseases.”

Text Reference: What are the historical perceptions of people with disabilities?

Correct Answer: Objects of pity Feedback for Correct Answer: Surveys have concluded that because telethons tend to parade children with disabilities on television to encourage watchers to donate money they tend to reinforce the idea that people with disabilities are helpless and dependent.

Text Reference: What are the historical perceptions of people with disabilities?

Correct Answer: Formal acknowledgement and identification by the dominate culture Feedback for Correct Answer: Reagan (2005) identified four components that must be shared by all members of a culture: (1) historical knowledge and awareness, (2) a common language, (3) awareness of a cultural identity supported by cultural artifacts and identified by distinctive norms and patterns of behavior, and (4) a network of voluntary, in-group social organizations.

Text Reference: How do scholars describe a disability culture?

Correct Answer: The Deaf community Feedback for Correct Answer: Perhaps the clearest example of a disability culture is the deaf culture since it represents both cultural and linguistic diversity.

Text Reference: How do scholars describe a disability culture?

Correct Answer: A cultural group is developed.

Feedback for Correct Answer: Reagan (2005) identified four components that must be shared by all members of a culture: (1) historical knowledge and awareness, (2) a common language, (3) awareness of a cultural identity supported by cultural artifacts and identified by distinctive norms and patterns of behavior, and (4) a network of voluntary, in-group activities.

Text Reference: How do scholars describe a disability culture?

Correct Answer: It encourages people with deafness to maintain childish behaviors rather than learn to live independently.

Feedback for Correct Answer: It is the idea of treating people with disabilities as the holy innocent / eternal child that encourages them to maintain childish behaviors rather than learn adult behaviors is a barrier to their ability to live independently in the community.

Text Reference: How do scholars describe a disability culture?

Correct Answer: Individual ableism Feedback for Correct Answer: Individual ableism is prejudiced attitudes and actions toward people with a disability based on our assumptions about them.

Text Reference: Individual Ableism

14.

D

15.

C

16.

B

17.

D

18.

A

19.

C

20.

C

Correct Answer: That it is a biological problem and a cure should be found.

Feedback for Correct Answer: This assumption is related to the medical model of disability, which views the disability as a problem and the solution is to find a cure for it.

Text Reference: What assumptions are made about people with disabilities?

Correct Answer: That the person will always need assistance Feedback for Correct Answer: This assumption comes from the history of “handicapped people” as helpless and dependent on others.

In the 1930s, people with a disability were classified as “unemployable,” preventing them from being considered for jobs in federal and local work relief programs (Longmore, 2003).

Text Reference: What assumptions are made about people with disabilities?

Correct Answer: Black children Feedback for Correct Answer: Parrish (2002) found that “In at least 45 states, black children in special education are extensively overrepresented in some categories” (p. 15).

Text Reference: What are some current controversies about labeling children?

Correct Answer: d. They are more likely to be suspended from schools.

Feedback for Correct Answer: Students identified with a disability are twice as likely to be suspended from school and even more likely when they are students of color.

Text Reference: What are some current controversies about labeling children?

Correct Answer: A restriction of ability or activity caused by an impairment Feedback for Correct Answer: Disability refers to “a restriction of functional ability and activity caused by an impairment (e.g., hearing loss, reduced mobility).

Text Reference: How can negative attitudes be changed?

Correct Answer: Handicap Feedback for Correct Answer: A handicap is “an environmental or attitudinal barrier that limits the opportunity for a person to participate fully in a role that is normal (depending on age, sex, and social and cultural factors) for that individual” (Bernell, 2003, p. 41). If a ramp had been provided she could have gotten into the building.

Text Reference: How can negative attitudes be changed?

Correct Answer: To protect and care for people with disabilities Feedback for Correct Answer: The first institutions charged with caring for people with disabilities were hospices built within monasteries. Using hospices to satisfy Christian mandates to care for “the least of these” continued into the sixteenth century.

Text Reference: Why were people with disabilities placed in

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institutions?

Correct Answer: In custodial institutions Feedback for Correct Answer: Institutionalizing people with disabilities was especially popular in urban areas as the United States moved into the twentieth century.

Text Reference: How were institutions for people with disabilities established in the United States?

Correct Answer: To sterilize them Feedback for Correct Answer: With most disabled people confined to institutions, continuing prejudice was demonstrated in the 1930s when over thirty states enacted laws permitting involuntary sterilization of people in state funded institutions.

Text Reference: What evidence exists that negative attitudes prevailed in institutions and in society?

Correct Answer: They were moved to nursing homes.

Feedback for Correct Answer: When institutions have closed, residents have often been relocated not to communities but to another form of institutional care—nursing homes.

Text Reference: Are institutions for people with disabilities providing good care today?

Correct Answer: By requiring people with disabilities to live at home with their family Feedback for Correct Answer: Density laws that restricted the number of unrelated people living in a house and so called ugly laws targeting people with disabilities are two ways group homes were prevented from being established in certain areas.

Text Reference: What is the alternative to placing people with disabilities in institutions?

Correct Answer: Community Settings Feedback for Correct Answer: Community settings are more cost effective because institutions have a high fixed cost related to maintaining the facility, and the costs for staff far exceed what is required in the community.

Text Reference: What is the cost of care for people with disabilities?

Correct Answer: By providing a Supplemental Security Income as long as the person has no other means of support Feedback for Correct Answer: In 1973, the Supplemental Security Income (SSI) program was created to assist people with disabilities.

The means-tested program offers a range of $400 to $700 per month.

Text Reference: How does the United States support people with disabilities who want to live independently?

Correct Answer: To create products and environments capable of being used by all people Feedback for Correct Answer: In 1985, Mace proposed the universal design concept that advocates creating products capable of being used by all people and constructing environments that are accessible to

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everyone.

Text Reference: Is there discrimination against people with disabilities living in communities?

Correct Answer: They would lose their Social Security benefits.

Feedback for Correct Answer: A survey by the Kessler Foundation (2015) reported that 68.4% of working-age adults with a disability want to work rather than rely on SSI benefits.

Text Reference: What are some examples of discrimination against people with disabilities living in communities?

Correct Answer: To educate children with disabilities in the least restrictive environment Feedback for Correct Answer: The EAHC sought to education students with disabilities in the most acceptable environment available in schools.

Text Reference: Is there discrimination against people with disabilities living in communities?

Correct Answer: Students with emotional disabilities have a right to receive an education and could not be expelled because of their behaviors.

Feedback for Correct Answer: In 1988, the U. S. Supreme Court made a decision affirming the rights of students with an emotional disability in the Honig v. Doe decision after two students were expelled for violent behavior.

Text Reference: Is there discrimination against people with disabilities living in communities?

Essay Questions 31. Suggested Response: Minority groups are oppressed by those who belong to the dominant group.  Against: Dominant groups have used the notion that they oppress groups because of their inherent inferiority. For other minority groups they refute this claim of inferiority, however, men and women with disabilities cannot refute the assertion that they are somehow biologically inferior.  Disabled people live in conditions “dramatically better” than those in other countries.  In terms of employment, employers have the right to hire the best qualified person for the job regardless of the disability. Often people with disabilities are not the best qualified due to their disability.  Most people have some type of disability, great or small, which actually would make a person with disabilities one of the majority,  For: American social attitudes were a major source of problems for people with disabilities.  Unemployment and people with disabilities living in poverty has actually increased since the passage of the ADA.

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Having a disability has a significant influence on daily life. Since a disability influences an individual’s sense of identity, or others’ perceptions of the disability, it has a significant influence on their reactions to the person, including the likelihood of negative attitudes of rejection or even discrimination.  Identifying people with a disability as a minority group is consistent with other acceptable models for disability because it defines the problems associated with disabilities as stemming from an inappropriate “fit” between the environment and the persons with disabilities and not emanating from the disabled individual.  Persons with disabilities share certain characteristics with other minority groups such as stigma, social distance, non-acceptance, negative stereotypes, prejudice, and discrimination.

Text Reference: Why should people with disabilities be considered a minority group?

Suggested Response:  A subhuman organism - Logical thinking and other higher brain activity were assumed impossible for disabled persons and they have been dehumanized to subhuman status. Today there are words that dehumanize them such as “vegetable” and “retard.” People will talk in front of people with disabilities as if they are not even there.  Menace to society - This perception regards people with disabilities as evil and is fostered through children’s literature and adult literature.

Today people with disabilities are seen in horror movies as the evil murderer. On Broadway and in movies, a physical disfiguration is the cause of the Phantom of the Opera’s need to kidnap and control women.  Object of dread - The origin of this is the historic belief that evil spirits came in the night and stole the child, replacing it with a defective child.

Even today some parents see a child with disabilities as a punishment from God or a visible stigma of the parents’ sinfulness.  Object of pity - This perception may not seem negative because it appears to include compassion for disabled people, but it is a compassion seldom accompanied by respect. Fundraising campaigns bring out children with disabilities and deformities in order to get people to donate money to their cause out of pity.  Diseased organism - This perception views a person’s physical or mental disability as a temporary condition that can be cured by chemical or psychological treatments. The disability is perceived as “unhealthy” and the person is portrayed as needing to be cured. In the United States today, national fund drives solicit money for research to find cures for disabilities, presenting people with that disability not only as an object of pity, but also as a diseased organism.  Holy Innocent/Eternal Child - The perception suggests that people with mental retardation need to be protected and sheltered, isolated from the outside world to perpetuate their innocent, childlike qualities. Today

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parents shelter their children with disabilities and deny them the right to live to their fullest potential. Instead of encouraging them to solve their own problems creatively, parents will do it for the child.  Object of ridicule - In literature, folk stories, and jokes, people with disabilities are subject to humiliation for the sake of humor. Today comedians and television shows, use people with disabilities as the punch line in jokes and for physical comedy.

Text Reference: Cultural Ableism Suggested Response:  Disability is a biological problem. This comes from the medical model of disability that views a disability as a problem and the solution is to find a cure for it. The assumption overlooks the influence of prejudices, stereotypes, and discrimination about disabilities. Also once accommodated, disabilities become less of a problem.  Any problems for a person with a disability must stem from the disability. This denies that a person with disabilities can have medical and emotional not directly related to their disability. A man can be physically sick without it being related to his amputated limb or a woman can be frustrated about having to be put on hold on the telephone without it being related to her limited eyesight.  A person with a disability is a “victim.” This assumption is steeped in pity and lacks respect for the person with a disability. Studies of people with disabilities often report that their subjects do not feel that they are victims but are more concerned about how to function effectively in their environment.  Being disabled is central to self-concept and social comparisons for a person with a disability. A person with a disability will develop his or her self-concept in ways similar to nondisabled people who tend to rely on factors such as academic achievement, honors and awards, aesthetic interests, good relationships with family and friends, demonstrating competence at work, and so on.  Having a disability means a person will need assistance. People with disabilities are only as dependent as the environment makes them.

Text Reference: What assumptions are made about people with disabilities?

Suggested Response:  African American children are twice as likely to be labeled as white children and are the most overrepresented racial group in diagnoses of mental retardation. They are more likely than white students to be placed in restrictive settings rather than being placed in regular classrooms. When they are labeled as having emotional and behavioral disorders (EBD) they are far more likely to be suspended, expelled, or removed from schools.  When a racial group represents a significant part of a state’s population, it is even more likely that children from this group will be overrepresented in special education classes.

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American Indian children also tend to be overrepresented in special education.  Latino children are overrepresented in some states but underrepresented in others.  Although Asian American/Pacific Islander children tend to be underrepresented in all special education categories in the United States as a whole, in Hawaii, where these children comprise 59% of all K–12 students, Asian American/Pacific Islander children are almost three and a half times more likely to be labeled mentally retarded.

Text Reference: What are some current controversies about labeling children?

Suggested Response:  Housing - Previously people with disabilities were institutionalized to keep them out of the community. Today they can live in community group homes; however, many neighborhoods protest them in their areas and will go so far as to have the areas rezoned.  Jobs - Ongoing documentation reveals that people with disabilities continue to be discriminated against in hiring decisions. A Harris poll reports that only 21% of disabled Americans are employed full time. Of disabled people who work, 80% are employed in sheltered workshops that hire only disabled workers for as little as 20% to 30% of the minimum wage, often earning as little as $11 a week. Even when they are employed full time, people with disabilities may still encounter discrimination by being paid less than their co-workers who have similar responsibilities or by being hired for a position with few responsibilities and little chance for promotion.  Mobility / Accessibility - The ability of people in wheelchairs to function effectively in the community is affected by the existence of ramps, elevators, curb cuts, and wheelchair lifts on public buses. According to a Harris survey, 60% of people with disabilities report that their social, recreational, and employment opportunities are substantially limited due to lack of accessible public transportation.  Health Care - People with disabilities spend more on health care than people without disabilities; therefore, access to health care is a major concern. The insurance industry openly uses personal health and genetic data in its review of potential clients. A Harris poll found that compared to nondisabled Americans, almost twice as many people with a disability reported that they had not received needed medical services.  Education – Historically, children with disabilities have been educated in segregated institutions or classrooms. Although the concept of mainstreaming, or placing children in classrooms with their nondisabled peers, has become more popular it has different meaning for different people. Students with emotional difficulties have also faced difficulties with being removed from schools because of their behaviors without appropriate accommodations being made. Despite court rulings,

opponents to mainstreaming argue that disabled students demand too much time from teachers and that it is unfair to nondisabled students.

Text Reference: Is there discrimination against people with disabilities living in communities?

Chapter 13: Pluralism in Schools: The Promise of Multicultural Education CHAPTER OUTLINE DEFINING MULTICULTURAL EDUCATION

RELEVANT TEST ITEMS Multiple choice 1-3 Essay 31

What does it mean for education to be called multicultural?

What is an appropriate definition for multicultural education?

TRADITIONAL ASSUMPTIONS IN AMERICAN EDUCATION

Multiple choice 4-11 Essay 32

What body of knowledge have essentialists identified?

What essential human values do schools teach?

How do essentialists define or describe learning?

What is the role of the essentialist teacher in helping students learn?

Why are students not learning in essentialist schools?

ASSUMPTIONS OF MULTICULTURAL EDUCATION

Multiple choice 12-25 Essay 33-34

What assumptions do multicultural educators make about curriculum?

Why is it necessary to take a conceptual approach to curriculum?

What is the hidden curriculum?

Why have schools implemented multicultural curriculum?

How do multicultural educators describe learning?

In what different ways do individuals learn?

Why is self-confidence necessary for learning?

What must teachers do to implement a multicultural education approach?

What specific instructional strategies are recommended for teachers?

How can multicultural education help to reduce student prejudice?

MULTICULTURAL EDUCATION AS A CONTEXT FOR CULTURALLY RESPONSIVE TEACHING

Multiple choice 26-30 Essay 35

How does culturally responsive teaching address multicultural education goals?

What are some current issues that make culturally responsive teaching difficult?

Which students benefit from culturally responsive teaching?

What characteristics are necessary to be a culturally responsive teacher?

What actual classroom experiences illustrate culturally responsive teaching?

What problems do teachers encounter when they attempt to implement culturally responsive teaching?

What other educational reforms are being implemented?

Multiple Choice Questions 1. What is the difference between a diverse society and a pluralist society? a. A diverse society is a society where pluralism is accepted and supported. b. A society that is diverse and pluralistic principally teaches about the dominant culture. c. A pluralistic society is a society where diversity is accepted and supported. d. Diversity refers to acceptance of many diverse groups in a society whereas pluralism just refers to the existence of those groups.

2. What is multicultural education based on? a. Preparing students to be active participants in a diverse democratic society b. Integrating issues and information about race and ethnicity into the school curricula c. Teaching about cultures around the world d. Recognizing women, gays and lesbians, people with disabilities, and other minority groups 3. Traditional education and multicultural education a. Challenge students to adjust assumptions about curriculum, content, learning, teaching, and the purpose of schools. b. Are philosophically and critically different c. Are based on the following four essential disciplines: social studies, science, math, and English. d. Both seek to transmit significant knowledge from past to future generations.

4. According to the educational philosophy of Essentialism, the main purpose of schools is to a. Provide opportunities for the development of individual skills and talents. b. Reinforce student curiosity by building learning experiences around student interest. c. Nurture individual growth. d. Transmit a core of knowledge and values to succeeding generations.

5. The term “essentialism” emphasizes each of the following except a. Acquisition of skills b. Retention of information c. The knowledge explosion d. Core American values 6. In a school that follows an essentialism vision, which class is most likely to be cut when administrators consider budget cuts? a. The History of the United States b. Music Appreciation c. Shakespearean Literature d. Calculus 7. How do essentialist teachers test their students’ knowledge?

a. Through student portfolios b. Through group projects c. Through subjective essay questions d. Through objective tests 8.

What is the goal of an essentialist teacher? a. To prepare students to become citizens in a democratic society b. To teach students to analyze perspectives and use their analysis to understand inconsistencies c. To motivate students to remember information in texts, lectures and media d. To integrate issues and information about race and ethnicity into the curriculum 9.

How do essentialists solve the problem of all students not learning at the same rate? a. Through tracking students into ability groups b. Through heterogeneous grouping so students can help each other learn c. Through special education and gifted classes for exceptional students d. Through in class peer tutoring and aides 10. Significant obstacles to learning in essentialist schools include a. Students misunderstandings of conceptual frameworks. b. Students learning at different rates. c. Students’ failure to apply their knowledge. d. Students’ lack of prior multicultural education experiences.

11. A 2017 Associated Press study reported that charter schools a. Are the most effective alternative to public schools. b. Foster more effective ways of teaching diverse students. c. Have better reading scores than students in public schools. d. Are some of the most racially segregated schools in our nation.

12. Which of the following would multicultural education examine in the curriculum that essentialist education would not? a. The literature of England and its influence on American writers b. The study of slavery in America to represent African American history c. The influence of African Americans on the musical styles in popular culture d. Native Americans as historical figures 13. As multicultural education is based on concepts rather than specific content a. Student work is often represented in portfolio formats with only some objective testing. b. Students are involved in a dynamic search for knowledge that it never finished. c. Specific content modules need to be combined into a fixed number of core concepts. d. It is developmentally inappropriate for elementary and some middle school students.

14. The concept of multicultural education is concerned with all of the following except a. Developing lifelong skills b. Influences of diverse groups in American history c. Representation of contributions of minority groups d. A core of knowledge identified as critical for every child 15. A hidden curriculum can be described as a. Subtle cultural messages learned from course curriculum, school policies, and school procedures that validate societal norms and values. b. An intentional yet deceptive way to get students to learn without them knowing they are actually learning. c. Curriculum that has been approved by districts or school boards but that remains "on the shelves" of most schools. d. An instructor's attempt at weaving a multicultural education into existing course content.

16. What hidden curriculum activity teaches that Native Americans are historic creatures that were savages? a. Interviewing Native Americans about their cultural heritage b. Studying current reservation lands and population density of Native Americans c. Having Indian mascots holding signs that say “We will scalp you!” at football games d. Acknowledging that Native Americans were cheated out of their lands with unfair treaties 17. The order of Banks' approaches to educational reform is based on their increasing effectiveness in introducing multicultural concepts. The order is: a. Social action approach, transformative approach, additive approach, contributions approach b. Contributions approach, additive approach, transformative approach, social action approach c. Contributions approach, transformative approach, additive approach, social action approach d. Social action approach, contributions approach, additive approach, transformative approach 18. Which of Banks’ approaches to multicultural education addresses the most basic of heroes and holidays and cultural information of diverse populations? a. Contributions approach b. Additive approach c. Transformative approach d. Social action approach 19. Students are asked to investigate the economic difficulties of families living in poverty. They then explore solutions to address poverty issues in the community. Although they cannot implement their solutions in the community they do present their finding to a mayoral council hoping that the council will

use some of their suggestions. This is an example of which one of Banks approaches to multicultural education? a. Contributions approach b. Additive approach c. Transformative approach d. Social action approach 20. Which does not describe cognitive developmental theory as understood by multicultural education advocates? a. Learning is a process of meaning making. b. Learning comes from the interaction of the mind and experience. c. Learning is limited to basic academic skills in reading, writing and computing. d. Learning must be meaningful.

21. Howard Gardner's theory of multiple intelligences suggests that a. Self-confidence is necessary for learning. b. Individuals have the capacity to engage in each of eight distinct learning preferences. c. Individuals possess one or two of many different learning preferences. d. Students of color have distinct learning preferences.

22. Primarily essentialist and traditional teachers recognize and reward which two of Gardner’s multiple intelligences? a. Spatial and Bodily-kinesthetic b. Musical and interpersonal c. Naturalistic and existential d. Logical-mathematical and linguistic 23. While both multicultural education and education that is multicultural/social reconstructionist promote cultural pluralism, what is different between the two? a. Multicultural education advocates are in favor of limiting tracking while social reconstructionists are in favor or tracking. b. Multicultural education emphasizes respect for human differences social reconstructionist education emphasizes structural inequities and prepares students to be active participants in democracy. c. Multicultural education emphasizes differences based on race and culture while a social reconstructionist education emphasizes the complete spectrum of individual differences. d. There is no distinct difference between a multicultural education and education that is multicultural and social reconstructionist.

24. Which of the following is not a primary focus of the "social reconstructionist approach" to education? a. Focusing on the continuing struggles by diverse groups against oppression b. Using an activist curriculum to address problems in schools and communities c. Emphasizing democratic classroom practices to develop student decision-making skills

d. Focusing predominantly on cultural diversity 25. Students are researching the history of California. Instead of just looking at it from the viewpoint of people who moved from the East to the West, they areto research its history from the viewpoint of Native Americans, Asian immigrants, Mexicans, and women. This is an example of what teaching philosophy? a. Critical pedagogy b. Progressivism c. Essentialism d. Global education 26. Schools are inherently political and as such knowledge is not a. Biased b. Determined by those in power c. Neutral d. Full of cultural assumptions 27. What is at the core of culturally responsive teaching? a. The expectation that all students can experience success b. The belief that the cultural heritage of the child will not be a hindrance to academic success c. The status quo will be maintained even when multiple viewpoints are considered d. The teacher is responsible for the culture of the classroom 28. What current issue makes culturally responsive teaching difficult? a. The teaching force is becoming more heterogeneous and reflective of the student population. b. School districts are making an effort to equally fund schools, especially in urban areas c. Despite common belief, schools are more segregated than ever. d. Students from various races and cultures are authentically interacting in school settings.

29. Which of the following would not be a characteristic of a culturally responsive teacher? a. Using student’s prior experiences in the curriculum b. Stretching students to experience knowledge and beliefs beyond the familiar c. Having high expectations for all students d. Viewing difference in students as problems to be solved 30. What happens when cultural biases in knowledge are not acknowledged? a. It allows the class to avoid controversy and focus on their studies. b. It allows the dominant perspective to seem neutral and universal. c. It expands the viewpoint of education and knowledge. d. It makes education more objective.

Essay Questions 31. Why are some teachers uncomfortable about teaching multicultural education?

32. What are essentialist schools and why does this educational philosophy not work for most students?

33. As a teacher dedicated to critical pedagogy, what types of activities would you have in your classroom?

34. How can you become a culturally competent teacher?

35. You are teaching in a class that has many cultures represented. Give an example of an activity you would do in your class that would be an example of culturally responsive teaching.

CHAPTER 13 ANSWER KEY Multiple Choice Questions 1.

C Correct Answer: A pluralistic society is a society where diversity is accepted and supported.

Feedback for Correct Answer: Many people refer to diversity and pluralism as if the two terms were synonymous, but diversity simply describes the existence of many different groups of people within a society, whereas pluralism describes a society in which diversity is accepted and supported.

Text Reference: Pluralism in Schools: The Promise of Multicultural Education 2.

A Correct Answer: Preparing students to be active participants in a diverse democratic society Feedback for Correct Answer: Multicultural education is based on a commitment to pluralism; its guiding purpose is to prepare students to be active participants in a diverse, democratic society.

Text Reference: Defining Multicultural Education 3.

B Correct Answer: Are philosophically and critically different Feedback for Correct Answer: Multicultural education requires changes in teaching methods and perspectives on learning because of critical philosophical differences between traditional education and multicultural education.

Text Reference: What is an appropriate definition for multicultural education?

4.

D Correct Answer: Transmit a core of knowledge and values to succeeding generations.

Feedback for Correct Answer: Essentialists describe the purpose of schools as the transmission of the most significant accumulated knowledge and values from previous generations to the coming generation Text Reference: Traditional Assumptions in American Education 5.

C Correct Answer: The knowledge explosion Feedback for Correct Answer: Because of the knowledge explosion, it is impractical to emphasize memorization, which is at the center of essentialist teaching and learning.

Text Reference: Traditional Assumptions in American Education 6.

B Correct Answer: Music Appreciation Feedback for Correct Answer: When administrators consider budget reductions, programs in art, music, and physical education are scrutinized and are most likely to be reduced or eliminated.

Text Reference: What body of knowledge have essentialists identified?

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D Correct Answer: Through objective tests Feedback for Correct Answer: To assess learning, essentialists favor objective tests with questions about factual information to ascertain if students absorbed the information.

Text Reference: How do essentialists define or describe learning?

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Correct Answer: To motivate students to remember information in texts, lectures and media Feedback for Correct Answer: Although teachers may select from a variety of pedagogical techniques, the goal is to motivate students to remember information provided in textbooks, lectures, and media.

Text Reference: What is the role of the essentialist teacher in helping students learn?

Correct Answer: Through tracking students into ability groups Feedback for Correct Answer: The solution essentialists have developed to address incomplete learning is to group students according to ability, which is known as tracking.

Text Reference: Why are students not learning in essentialist schools?

Correct Answer: Students learn at different rates.

Feedback for Correct Answer: One problem with essentialist schools is that students learn at different rates.

Text Reference: Why are students not learning in essentialist schools?

Correct Answer: Are some of the most racially segregated schools in our nation Feedback for Correct Answer: A 2017 Associated Press study reported that charter schools represent some of the most racially segregated schools in our nation. The enrollments of more than 1000 charter schools were 99% students of color.

Text Reference: Why are students not learning in essentialist schools?

Correct Answer: The influence of African Americans on the musical styles in popular culture Feedback for Correct Answer: A multicultural curriculum examines the influences of diverse groups on historical events, literary developments, musical styles, artistic expression, athletic achievements, and other facets of American society—but the goal is not simply to memorize facts.

Text Reference: What assumptions do multicultural educators make about curriculum?

Correct Answer: Students are involved in a dynamic search for knowledge that it never finished.

Feedback for Correct Answer: Because multicultural curriculum is based on concepts rather than on specific content, students are involved in an ongoing and dynamic search for knowledge that is never finished, whereas the monocultural curriculum traditionally presented in schools is a finished product Text Reference: Why is it necessary to take a conceptual approach to curriculum?

Correct Answer: A core of knowledge identified as critical for every child Feedback for Correct Answer: In a multicultural curriculum, understanding broad concepts is preferable to memorizing facts.

Text Reference: Why is it necessary to take a conceptual approach to

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curriculum?

Correct Answer: Subtle cultural messages learned from course curriculum, school policies, and school procedures that validate societal norm and values.

Feedback for Correct Answer: Pai and Adler (1997) describe the hidden curriculum as subtle messages learned from pictures displayed on bulletin boards or from school policies such as tardy slips and tracking.

Text Reference: What is the hidden curriculum?

Correct Answer: Having Indian mascots holding signs that say “We will scalp you!” at football games Feedback for Correct Answer: This message represents Native Americans as savage creatures with no valid population in today’s society.

Text Reference: What is the hidden curriculum?

Correct Answer: Contributions approach, additive approach, transformative approach, social action approach Feedback for Correct Answer: Banks (2008) categorized the efforts into four approaches: the Contributions Approach, the Additive Approach, the Transformation Approach and the Social Action Approach.

Text Reference: Why have schools implemented multicultural curriculum?

Correct Answer: Contributions approach Feedback for Correct Answer: The first approach, contributions, addresses multicultural education minimally by including heroes, holidays and other cultural information.

Text Reference: Why have schools implemented multicultural curriculum?

Correct Answer: Transformative approach Feedback for Correct Answer: A transformation approach emphasizes concepts and themes. Students are presented with multiple perspectives on issues, and the goal is not to identify a “right perspective,” but to understand how each perspective contributes to a richer understanding of issues.

Text Reference: Why have schools implemented multicultural curriculum?

Correct Answer: Learning is limited to basic academic skills in reading, writing and computing.

Feedback for Correct Answer: With regard to skill development, learning must not be limited to basic academic skills—reading, writing, computing—but must include a multitude of skills related to critical thinking, creativity, decision making, problem solving, information accessing, interpersonal and cross-cultural communication, conflict resolution, visual literacy, and self-analysis.

Text Reference: How do multicultural educators describe learning?

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Correct Answer: Individuals have the capacity to engage in each of eight distinct learning preferences.

Feedback for Correct Answer: According to Gardner, each person has the potential to engage in eight means of processing information, although an individual is likely to be more competent in certain dimensions based on personal idiosyncrasies or the influence of his or her culture.

Text Reference: In what different ways do individuals learn?

Correct Answer: Logical-mathematical and linguistic Feedback for Correct Answer: Gardner’s theory of multiple intelligences rejects the educational practice of recognizing and rewarding primarily two intelligences: logical-mathematical and linguistic.

Text Reference: In what different ways do individuals learn?

Correct Answer: Multicultural education emphasizes respect for human differences - social reconstructionist education emphasizes structural inequities and prepares students to be active participants in democracy.

Feedback for Correct Answer: Four major differences include: (1) attention to structural inequalities in America; (2) emphasis on democratic decision-making in the classroom; (3) development of social action skills to empower students; and (4) use of an activist curriculum with student projects addressing problems in schools and communities.

Text Reference: What must teachers do to implement a multicultural education approach?

Correct Answer: Focusing predominantly on cultural diversity Feedback for Correct Answer: A social reconstructionist approach to multicultural education focuses less on awareness of cultural diversity and more on the ongoing struggles of diverse groups against oppression.

Text Reference: What must teachers do to implement a multicultural education approach?

Correct Answer: Critical pedagogy Feedback for Correct Answer: Critical pedagogy ask students to investigate using “Why?” questions and to question issues involving race, social class, or gender. In doing research and writing their responses to the questions, students are asked to take the perspective of the oppressed group identified in the question.

Text Reference: What specific instructional strategies are recommended for teachers?

Correct Answer: Neutral Feedback for Correct Answer: Because schools are such a powerful site of social reproduction, all aspects of schools are inherently political.

Knowledge is never neutral; it is infused with the implicit cultural assumptions, frames of reference, biases, and interests of those who hold the power.

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Text Reference: How does culturally responsive teaching address multicultural education goals?

Correct Answer: The expectation that all students can experience success Feedback for Correct Answer: Culturally responsive teaching is an all-encompassing and ever-present “lens” through which teachers view their practice; at its core is the expectation that all students can experience academic success while developing the critical consciousness to challenge the inequity of the status quo.

Text Reference: How does culturally responsive teaching address multicultural education goals?

Correct Answer: Despite common belief, schools are more segregated than ever.

Feedback for Correct Answer: Despite the common belief that racial segregation is a practice of the past, our schools are more segregated than ever before.

Text Reference: What are some current issues that make culturally responsive teaching difficult?

Correct Answer: Viewing difference in students as problems to be solved Feedback for Correct Answer: Have a positive perspective on students and families who are from diverse backgrounds, seeing resources for learning in all students rather than viewing differences as deficiencies, or problems to be solved.

Text Reference: What characteristics are necessary to be a culturally responsive teacher?

Correct Answer: It allows the dominant perspective to seem neutral and universal.

Feedback for Correct Answer: Not acknowledging the cultural biases that informs individual perspectives keeps them hidden and intact, making it more likely that the dominant perspective is presented as neutral and universal and dominant interests are reinforced.

Text Reference: What actual classroom experiences illustrate culturally responsive teaching?

Essay Questions 31. Suggested Response: Most people are of the opinion that students of color benefit from multicultural education but white teachers and parents see little benefit in it. Studies show that many teachers are uncomfortable incorporating multicultural issues because they may be too sensitive for students and they do not feel adequately prepared to teach such issues. Because multicultural education challenges what many white people regard as “normal” or “common sense” students have to unlearn their assumptions first. Teachers who add the contributions of people of color are avoiding teaching multicultural education in a meaningful way, Text Reference: Defining Multicultural Education

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33.

34.

Suggested Response: Essentialists define learning as the acquisition of essential knowledge and values. Metaphors used by essentialists to describe learning portray knowledge as water and students as empty vessels to be filled or as sponges ready to absorb. Although teachers may select from a variety of pedagogical techniques, the goal is to motivate students to remember information provided in textbooks, lectures, and media. Essentialists maintain that knowledge from four disciplines is essential: social studies, science, mathematics, and English language and literature are the basics of all education and other subjects such as art, music, physical education are enjoyable but not necessary. They test according to objective testing. They teach the core American values of the middle class such as promptness, honesty, hard work, competitiveness, and efficiency. One problem with this approach is who determine what essential knowledge is. In this curriculum, the contributions of women, people of color and non-European knowledge is not valued or taught. Also the primary reason it does not work is that all children to not learn in the same manner and at the same rate. The solution essentialists have developed to address incomplete learning is to group students according to ability, which is known as tracking.

This may be okay for excellent learners who can learn in homo- and heterogeneous grouping but for moderate and slow learners they learn better in heterogeneous groups. The most significant obstacle to learning in essentialist schools is the problem of retention and transfer. Studies have consistently found that when tested for retention of information, students tend to recall no more than 20% of what they had supposedly learned the first time they took the exam.

Text Reference: Traditional Assumptions in American Education Suggested Response: Answers will vary by student but an example of the correct answer may include the following:  Activities that ask the question “Why?” such as “Why are there so many homeless people in our city?”  Interviewing people in the community on a topic  Use process oriented teaching strategies such as role-playing, simulation games, group and individual projects, students as discussion leaders  Authentic learning in the community  Using parents, community leaders and others as classroom speakers and resources for projects Mastery learning activities set up in sequential order Flexible lesson to meet student needs Text Reference: What specific instructional strategies are recommended for teachers?

Suggested Response: Answers will vary but should include the following ideas:  Listen to students and parents to develop a deep understanding and appreciation their cultures and lives  Genuinely project high regard and expectations for your students



35.

Become a multicultural person yourself and examine your own biases, stereotypes and prejudices  Look at issues from more than one perspective  Be flexible in your teaching in order to meet the needs of students and the subject  Treat each student as a unique individual  Avoid making assumptions about a student’s behavior based on the norms of the teacher’s culture  Avoid tracking and use learning centers and cooperative groups Text Reference: What specific instructional strategies are recommended for teachers?

Suggested Response: Students will have different activities based on their majors and age group. These activities should include a component of the each of the following:  Include and legitimize the cultural heritages or different ethnic groups.  Build a bridge of meaningfulness between home and school experiences.  Use a wide variety of instructional strategies and learning styles.  Incorporate multicultural information, resources and materials.

Text Reference: How does culturally responsive teaching address multicultural education goals?

Chapter 14: Pluralism in Society: Creating Unity in a Diverse America CHAPTER OUTLINE FEDERAL GOVERNMENT What are some of the major arguments in the affirmative action debate?

What limitations have the courts placed on affirmative action programs?

Have the courts approved the use of quotas in affirmative action plans?

What was the “set aside” strategy for minority-owned businesses?

Should affirmative action programs be eliminated?

HIGHER EDUCATION What are some criticisms of diversity goals in higher education?

What are the benefits of increasing diversity among college faculty and in course content?

What have diversity advocates achieved and what issues persist?

CORPORATE AND SMALL BUSINESS What has been the impact of discrimination lawsuits against corporations?

What have corporations done to increase their diversity and create a positive work environment?

How effective are diversity training programs?

What diversity problems persist?

MASS MEDIA How diverse is the work force in mass media?

How is diversity portrayed in mass media?

What impact has digital media had on mass media?

MILITARY SERVICES What is the history behind the desegregation of the military?

What problems had to be addressed because of the military’s decision to integrate?

What gender issues have required military leaders to create new policies?

How has the military dealt with other forms of diversity such as religion and sexual orientation?

RELEVANT TEST QUESTIONS Multiple choice 1-7 Essay 26

Multiple choice 8-11 Essay 27

Multiple choice 12-18 Essay 28

Multiple choice 19- 21 Essay 29

Multiple choice 22-25 Essay 30

Multiple Choice Questions 1. In which area has U.S. corporations been in conflict with the current administration in the White House? a. Religion, social class and disabilities b. Gender, Age, and Sexual Orientation c. Sensitivity to global issues and cultures d. Regional dialects and geographical origins 2. What was the original purpose of affirmative action? a. To insure the racial composition of the workforce reflected the population b. To require governmental agencies, colleges and corporations meet certain racial quotas c. To recruit and hire more African American workers in the federal government d. To increase the hiring African Americans for white collar jobs 3. What is the first step a court orders to determine if an affirmative action plan is needed for a business? a. An analysis of employee diversity is conducted to determine if it reflects the diversity of the applicant pool. b. The hiring practices of the human resources department are analyzed for bias in hiring practices. c. Administration is interviewed to determine if company restructuring is advised. d. An IRS audit is conducted.

4. Proponents of affirmative action argue that a. Monitoring of businesses and colleges must be punitive to get them to comply. b. Businesses must be forced to hire more women and minorities no matter their qualifications. c. Colleges and universities are doing a good job of increasing the chances of minorities and women being hired. d. It addresses the broader goals of society by creating more unity.

5. Opponents of affirmative action argue all of the following except that a. Affirmative action has decreased the opportunities available for white males in business. b. Affirmative action has actually created more unity in American society. c. Unqualified minorities are being hired over more qualified white males to satisfy affirmative action quotas. d. The solution of affirmative action is worse that the problem of inequality.

6. The U.S. Supreme Court has ruled all but which of the following? a. Job requirements that are directly related to the work requirements are not considered discriminatory, even if they advantage some candidates. b. Laying off employees based on seniority is legitimate.

c. It is legitimate to hire a more qualified majority candidate over a less qualified minority candidate. d. “Last hired, first fired” is discriminatory because more women and minorities hold low seniority positions.

7. After interviewing for a federal job, Eric, a white male, argues that he did not get the job because the federal government is required to hire minorities and women based on affirmative action quotas. What is wrong with his argument? a. Quotas have never been mandated or required under affirmative action. b. Race can be used as only one factor when considering applicants for federal employment. c. Although quotas are mandated for private businesses, governmental jobs are not required to follow them. d. Employees are required to hire based on minority status only after all qualifications for the job are met.

8. Opponents to affirmative action and multicultural education on university and college campuses do not claim which of the following? a. Classes that only emphasize a Western culture have declined to be replaced by more world history courses. b. Lower academic standards had to be set in order to attract more minority students. c. Multicultural education has caused a decline in academic standards and the rigors of a traditional education. d. An inclusive education is used to promote a political agenda rather than an academic agenda.

9. Reddy’s “predictable baggage” refers to a. The lack of college readiness evidenced by many first generation college students b. The separation and isolation often experienced by persons of color in college c. The skills that are lacking among those who are advantaged affirmative action programs d. The preparedness of white male students for virtually every element of the society in which we live 10. According to Musil (1996) what was a major limitation of the first courses developed to study diversity? a. Men did not want to take the classes because they feel uncomfortable. b. They focused on the differences rather than the similarities of various groups. c. They did not examine the reality of multiple identities. d. Not enough colleges and universities offered these classes.

11. The U.S. Supreme Court ruling on the University of Michigan's admissions procedures was based on the rule that a. Racial categories on application materials were inadequate. b. While race can be used as a factor in admissions it cannot be linked to the existence of racial quotas.

c. Race and racial quotas cannot play a role in admissions decisions. d. For race to be used in college admissions, in any form, violates the civil rights of white students.

12. What minority group has the largest amount of purchasing power in the United States? a. African Americans b. Hispanic Americans c. LGBT people d. Women 13.AA valid reason that corporations have been successful at promoting diversity in the work place is that a. Corporations understand the purchasing power of diverse consumers. b. Larger numbers of minorities who are college-educated are entering the workforce. c. Court rulings have applied pressure to corporations to promote diversity. d. Affirmative action programs have proved successful in business models.

14. Which is not a primary reason why companies should increase their diversity and create a positive work environment? a. Diversity improves productivity and reduces turnover costs. b. There is less perception of bias in the workplace. c. Employees develop a better understanding of each other. d. Diversity issues must be addressed to avoid legal actions.

15. Recognition of the importance of diversity in the workplace a. Is a characteristic of most successful businesses because they understand the advantages of promoting workplace diversity. b. Is less likely in rural areas where diversity is not as prevalent. c. Could be substantially improved across most business sectors. d. Has improved broadly as a result of several high profile and costly lawsuits.

16. What was the result of a 2015 court decision against Abercrombie & Fitch? a. Employers are mandated to provide religious accommodations for employees. b. Corporations must develop guidelines for transgender use of bathrooms. c. Employees cannot be terminated for filing discrimination complaints against employers. d. American business executives must become more attentive to diversity.

17. Which was not a reason for the effectiveness of current diversity training? a. Covered a broad range of topics. b. Emphasized "sensitivity training." c. Focused on the pragmatic reasons for promoting diversity. d. Developed communication skills.

18. What problems persist for women in the business community?

a. The glass ceiling b. Salary inequities c. Sexual harassment d. All of the above 19. Which of the following statements reflects the trend of pluralism in media related professions? a. The majority of workers for the behind the camera jobs in media are women and people of color. b. The majority of college students majoring in journalism are female. c. The majority of sports coverage is done by African American reporters. d. The majority of recent college graduates who are able to find a job in media are people of color.

20. The positive portrayal of a person with a disability in prominent advertisement a. Can be seen as an insensitive way to market or promote a product. b. Has very little to do with market segment. c. Can spawn a trend resulting in larger numbers of similar advertisements. d. Is ineffectual because people with disabilities have very little purchasing power.

21. What cultural value of Native Americans has resulted in increased use of computers? a. Independence b. Resilience c. Cooperation d. Curiosity 22. The outcome of a WWII study regarding desegregation in a military unit resulted in which of the following? a. All soldiers in the study functioned effectively. b. A continuation of follow-up studies involving desegregating police units and fire houses were conducted. c. It became clear that the American military was not ready for desegregation. d. There was a massive influx of persons of color into the military.

23. Prior to the U.S. Military becoming all-volunteer a. Black recruits were limited to all-black units. b. Native American recruits were not allowed to serve as officers. c. Only white males were drafted into service. d. Women held almost exclusively medical or administrative assignments.

24.AA majority of female soldiers support the elimination of the ban on combat assignments because a. Being placed in combat assignments increases educational opportunities. b. Women are already in circumstances that place them at risk. c. Only combat veterans are eligible to receive military honors. d. There are greater pay-outs for active duty military personnel.

25. What was the result of “Don’t Ask, Don’t Tell” being repealed for the U.S. Armed forces? a. Openly gay men and lesbians were dishonorably discharged from service. b. Openly opposing gays and lesbians was permitted in the military. c. The armed forces began to actively recruit openly gay men and lesbians. d. Gays and lesbians continued to keep their sexuality a secret when serving in the military.

Essay Questions 26. Explain the original purpose and the controversy over Affirmative Action as provided in Title VII of the 1964 Civil Rights Act. What is your opinion as to when, where, and why affirmative action is or is not acceptable?

27. Describe your experiences with multicultural and diversity education at your college or university. Explain how your opinions about diversity and people who are different from you have changed for the positive or the negative.

28. Describe the workplace diversity for a job you have had. What was the racial, ethnic, and gender make-up of the managers and the workforce? Do you feel the business was a good or poor reflection of community diversity and why?

29. How did digital media impact politics and the presidential campaigns of 2008 and 2012? What effect does this increased use have on politics in the United States?

30. Dansby, Stewart, and Webb (2001) wrote, “In many ways the military has always been a mirror of American society, reflecting back the scars and blemishes as well as the face of the nation” (p. xvii). Explain how the military has done this in terms of diversity.

CHAPTER 14 ANSWER KEY

Multiple choice questions 1.

C Correct Answer: Sensitivity to global issues and cultures Feedback for Correct Answer: The global presence of U.S. corporations requires that we cultivate sensitivity to global issues and cultures, but in this area, there has been conflict between the Trump Administration and multinational corporations.

Text Reference: Pluralism in society: creating unity in a diverse America, introduction 2.

C Correct Answer: To recruit and hire more African American workers in the federal government Feedback for Correct Answer: President John F. Kennedy first used the phrase affirmative action when he issued Executive Order 10025 mandating that the federal government aggressively recruit and hire African Americans .

Text Reference: Federal government 3.

A Correct Answer: An analysis of employee diversity is conducted to determine if it reflects the diversity of the applicant pool.

Feedback for Correct Answer: Determining the need for an affirmative action plan begins by analyzing the diversity of employees at a business or agency to ascertain if it the population variation is similar to that of the available applicants.

Text Reference: Federal government 4.

D Correct Answered. It addresses the broader goals of society by creating more unity.

Feedback for Correct Answer: Affirmative action advocates explain that monitoring is not intended as punitive, but rather that it meets a broader goal of strengthening our society by creating racial, gender, and ethnic unity.

Text Reference: What are some of the major arguments in the affirmative action debate?

5.

B Correct Answer: Affirmative action has actually created more unity in American society.

Feedback for Correct Answer: Opponents of affirmative action argue that it has created more disunity by engaging in reverse discrimination against white males.

Text Reference: What are some of the major arguments in the affirmative action debate?

6.

D Correct Answer: “Last hired, first fired” is discriminatory because more women and minorities hold low seniority positions.

Feedback for Correct Answer: Supreme Court justices acknowledge this problem but consistently have found the seniority system constitutional because it does not represent intentional discrimination.

Text Reference: What limitations have the courts placed on affirmative action programs?

7.

A Correct Answer: Quotas have never been mandated or required under

8.

A

9.

D

10.

C

11.

B

12.

D

13.

A

affirmative action.

Feedback for Correct Answer: Whenever racial quotas have been employed, the U.S. Supreme Court has always ruled against them, declaring that Title VII never mandated racial (or other) quotas.

Text Reference: Have the courts approved the use of quotas in affirmative action plans?

Correct Answer: Classes that only emphasize a Western culture have declined to be replaced by more world history courses.

Feedback for Correct Answer: It is true that traditional Western civilization classes in college and high schools that used to emphasize Western achievements and ignore controversial issues have declined and have often been replaced by courses in world history with a more objective presentation of content Text Reference: What are some criticisms of diversity goals in higher education?

Correct Answer: The preparedness of white male students to accept the status quo of white dominance in virtually every element of our society Feedback for Correct Answer: Eddy (2002) noted students – especially white students – arrive in college classrooms prepared to accept white authority, intelligence and rightness while discounting the views and experiences of people of color.

Text Reference: What are the benefits of increasing diversity among college faculty and in course content?

Correct Answer: They did not examine the reality of multiple identities.

Feedback for Correct Answer: Initially diversity courses focused on one characteristic of diversity at a time and did not round out the picture of a person as belonging to multiple categories.

Text Reference: What are the benefits of increasing diversity among college faculty and in course content?

Correct Answer: While race can be used as a factor in admissions it cannot be linked to the existence of racial quotas.

Feedback for Correct Answer: In 2003, the Supreme Court’s ruling on this case maintained its consistent position of allowing race to be used as a factor in admissions procedures while rejecting approaches that appear to establish racial quotas.

Text Reference: What have diversity advocates achieved and what issues persist?

Correct Answer: Women Feedback for Correct Answer: According to recent data, 144 million women have at least $1.1 trillion of purchasing power, but that is certainly an underestimate because woman often choose clothes for men and recommend other items that men purchase.

Text Reference: What has been the impact of discrimination lawsuits against corporations?

Correct Answer: Corporations understand the purchasing power of diverse consumers. As the population of African Americans, Hispanic Americans,

14.

D

15.

A

16.

A

17.

B

18.

D

19.

B

LGBT people, and people with disabilities grows, so does their purchasing power.

Feedback for Correct Answer: Text Reference: What has been the impact of discrimination lawsuits against corporations?

Correct Answer: Diversity issues must be addressed to avoid legal actions.

Feedback for Correct Answer: Most businesses do not address diversity issues in response to legal action but because they recognize the advantages in promoting workplace diversity.

Text Reference: What have corporations done to increase their diversity and create a positive work environment?

Correct Answer: Is a characteristic of most successful businesses because they understand the advantages of promoting workplace diversity.

Feedback for Correct Answer: Business leaders understand that responding positively to diversity by implementing pluralistic policies and practices is necessary because not only is the workforce becoming more diverse, but so are the customers.

Text Reference: What have corporations done to increase their diversity and create a positive work environment?

Correct Answer: Employers are mandated to provide religious accommodations for employees.

Feedback for Correct Answer: In June 2015, the U.S. Supreme Court handed down an eight to one decision against Abercrombie & Fitch, mandating that employers provide religious accommodations for employees (Liptak, 2015).

Text Reference: What has been the impact of discrimination lawsuits against corporations?

Correct Answer: Emphasized "sensitivity training."

Feedback for Correct Answer: Older diversity training programs were largely ineffective in part because they emphasized sensitivity training which appeared to have little practical value.

Text Reference: How effective are diversity training programs?

Correct Answer: The glass ceiling restricted their career growth.

Feedback for Correct Answer: Williams (2003) reported that 90% of women executives said the glass ceiling had restricted their career growth; 80% indicated that they left their last job because the glass ceiling hurt their chances for promotion.

Text Reference: What diversity problems persist?

Correct Answer: The majority of college students majoring in journalism are female.

Feedback for Correct Answer: McQueen (2002) reported that 61% of college students majoring in journalism and mass communication were female and 27% were students of color; further, experts predict that students of color will increase to 40% by 2035.

Text Reference: How diverse is the work force in mass media?

20.

C

Correct Answer: Can spawn a trend resulting in larger numbers of similar advertisements.

Feedback for Correct Answer: After a commercial or Levi jeans included a person in a wheel chair the positive reaction increased the presence of people with disabilities in commercials.

Text Reference: How is diversity portrayed in mass media?

21.

C

22.

A

23.

D

24.

B

25.

C

Correct Answer: Cooperation Feedback for Correct Answer: The Native American’s growing competency with computers has occurred largely because of their cultural value of cooperation. The people living on reservations using the Tribal Digital Village (TDV) internet network willingly ask for and receive assistance and advice from their neighbors on how to use their computers.

Text Reference: What impact has digital media had on mass media?

Correct Answer: All soldiers in the study functioned effectively.

Feedback for Correct Answer: The research team found that no unusual problems occurred and that all soldiers functioned effectively however it was not until the Korean war when desegregation was actually occurred.

Text Reference: What is the history behind the desegregation of the military?

Correct Answer: Women held almost exclusively medical or administrative assignments.

Feedback for Correct Answer: Prior to the establishment of the all-volunteer army, fewer than 2% of recruits were women, with 90% of them receiving medical or administrative assignments.

Text Reference: What problems had to be addressed because of the military’s decision to integrate?

Correct Answer: Major promotions are available only to those who prove their worth on the battlefield.

Feedback for Correct Answer: Guenther-Schlesinger (2001) reported that 70% of women want to be assigned to combat roles because major promotions are more likely to be given to those who prove themselves on the battlefield.

Text Reference: What gender issues have required military leaders to create new policies?

Correct Answer: The armed forces began to actively recruit openly gay men and lesbians.

Feedback for Correct Answer: With the repeal of the “Don’t Ask, Don’t Tell” (DADT) policy, the armed forces are now recruiting openly gay men and lesbians into the military.

Text Reference: How has the military dealt with other forms of diversity such as religion and sexual orientation?

Essay Questions 26. Suggested Response: Title VII of the Civil Rights Act of 1964 expanded the concept of mandating that the federal government aggressively recruit and hire African Americans to include people of color and women and private businesses.

The purpose was to promote pluralism by reducing acts of discrimination and

27.

28.

29.

30.

providing more opportunities for minorities. Even though the Supreme Court has ruled with consistency that quotas are not mandated, this Act has been misinterpreted to mean minorities must be hired or accepted for university admission based on a quota system and that non-qualified, but minority, applicants must be hired. Opponents argue that instead of promoting pluralism and unity, it has created more disunity. Opinions will vary as to when, where and why affirmative action is or is not acceptable but a reasonable argument should be provided by the student.

Text Reference: Federal government Suggested Response: Experiences for each student will vary according to their own experiences although it can be assumed that they are currently enrolled in a course if they are using this text. Since this is the last chapter of the book the class, the text and their experiences may have influenced their opinions. Students should comprehensively express the influence of this course on their opinions.

Text Reference: What are some criticisms of diversity goals in higher education?

Suggested Response: Depending on the work experiences of the student answers will vary. Comprehensive analysis of the workplace should be provided.

Text Reference: What have corporations done to increase their diversity and create a positive work environment?

Suggested Response: Digital media was used by Obama’s staff to engage in fundraising, connect to supporters, disseminate campaign themes and respond to attach ads. The other party used digital media to manipulate video’s to make it seem as if his pastor, Jeremiah Wright, was criticizing America, and a one of his administration, Shirley Sherrod, was making racist remarks. Bloggers used digital media to spread rumors and half-truths about the Obama administration. People use information selectively to confirm their own view of reality - a technological illustration of the confirmation bias. Political experts speculate that such uses of the Internet may be a major factor in the increasing political polarization in the United States.

Text Reference: What impact has digital media had on mass media?

Suggested Response: As far back as the Civil War, the military recruited blacks and immigrants. They investigated racial desegregation by conducting an experiment in integration of black and white soldiers with positive results. Despite these results, military leaders reflected society by continued opposition to desegregation until the Korean War when it became necessary. Just as there were protests and riots in the United States, there were riots on military bases in the 1970s. Although the military is now integrated, there continues to be pockets of groups promoting white supremacy, just as in society.

Prior to an all-volunteer army, women compromised only 2% of military personnel and they were generally relegated to medical and administrative assignments. This reflected the jobs of women in society at the time. Although women in the military have increased, they continue to face sexual harassment and sexism due to the cultural ideas of masculinity that encourages bigoted and sexist behaviors. Although women have been close to combat in their positions of support, they did not receive medals and pay allotted to the men who were officially listed as combatants. Women have had to lobby for the right to command military police companies, pilot helicopters, and serve in artillery units.

Although gay men have always served in the military it did not become an issue until World War I when regulations excluded openly gay men and lesbians. “Don’t Ask, Don’t Tell’ allowed gay men and lesbians to serve as long as they kept their sexuality a secret. As society has accepted gays and lesbians and they are making their presence known, the repeal of “Don’t Ask, Don’t Tell” has allowed them to openly serve in the military.

Text Reference: What problems had to be addressed because of the military’s decision to integrate?

APPENDIX A HUMAN RELATIONS ATTITUDE INVENTORY

Derived from the Work of Flavio Vega, PhD Instructor notes: This attitude inventory [HRAI] allows instructors to assess changes in attitudes and values as a result of reading Understanding Human Differences, Sixth Edition.

Statements in the inventory pertain to issues addressed and information provided in the text.

During the first week of the semester, one half of any course or training session population are administered the statements in the inventory as described in the directions. The other half of the population is administered the inventory at the end of the course.

Look for any changes as you compare the responses from the beginning and the end of the semester. Course instructors may wish to employ this inventory to compare changes in the group means of student responses at the beginning and end of the study rather than analyze differences of individual students.

See the Preface – Part One for other information on the HRAI. See Appendix D for an executive summary of HRAI research procedures.

PART I – DEMOGRAPHIC INFORMATION

Directions: Please supply information for items #1 through #6 on the answer sheet provided.

1. Based on your major, identify the general discipline area in which you are enrolled: 1=Arts and Humanities; 2=Science, Medicine, Nursing; 3= Education; 4=Business Administration; 5=Mathematics, Engineering; 6=Other 2. Gender:

1=Female; 2=Male

3. Student status:

1=Graduate 2=Traditional undergraduate student (age 16-24) 3=Nontraditional undergraduate (age 25 or over)

4. Race: 1=White; 2=Black; 3=Hispanic/Latino; 4=American Indian; 5=Asian/Pacific Islander; 6=Bi-racial (Check all that apply); 7=Other: Please specify 5. Class:

1=Freshman; 2=Sophomore; 3=Junior; 4=Senior; 5=Graduate

6. Overall

GPA: 1=3.5-4.0 2=3.0-3.49 3=2.5-2.99 4=2.0-2.49 5=1.99 >>

Note: Reference to minority or minorities in this inventory is to racial minorities in the U.S. (i.e., African Americans, Hispanic Americans, Asian/Pacific Island Americans, and American Indians) and does not include white ethnic groups and/or religious minorities.

PART II – ATTITUDE INVENTORY

Directions: This instrument is composed of 64 statements representative of various attitudes toward race, class and gender. Please record your responses for items #7 through #70 on the answer sheet provided.

KEY: SA=Strong Agree; A =Agree; U=Undecided; D=Disagree; SD=Strongly Disagree 7. One’s gender has little to do with one’s educational opportunity................SA A U D SD

8. Our welfare system doesn’t give people enough money to get off welfare .............. SA A U D SD 9. Minority groups do not achieve as much in our society because they do not aspire to achieve as much as white people do ............................................................ SA A U D SD

10. Being gay is unnatural because it is contrary to human nature ............................... SA A U D SD 11. The sex role stereotypes of employers and supervisors prevent women from being promoted to positions of authority in our society ......................................................... SA A U D SD 12. People on welfare don’t have the will power needed to get off welfare ................. SA A U D SD 13. Most white people in our society are not aware of their racist attitudes ................. SA A U D SD 14. Gay rights means gay men and lesbians demanding special privileges .................. SA A U D SD 15. Because they are so angry, feminists increase the problems of sexism .................. SA A U D SD 16. Schools are biased against low-income students .................................................... SA A U D SD 17. We should not notice differences in people’s skin color ........................................ SA A U D SD 18. There are many cultures in the world which accept being gay ............................... SA A U D SD 19. Both females and males are victims of sexism ....................................................... SA A U D SD 20. Most people receiving welfare benefits don’t really want to work ......................... SA A U D SD 21. Institutional racism is always due to racial prejudice ............................................. SA A U D SD 22. Most psychologists no longer consider homosexuality a mental illness SA A U D SD

23. The issue of discrimination against women is overly exaggerated ......................... SA A U D SD 24. Very few people who are receiving welfare assistance are white ........................... SA A U D SD 25. Racism isn’t going to end overnight so minorities need to be patient .................... SA A U D SD

26. Gay people are mainly interested in having sex with many partner ....................... SA A U D SD 27. Legislation requiring employers to recruit women into traditionally male occupations should be more strictly enforced ................................................................................... SA A U D SD 28. Women on welfare have illegitimate babies to get more money ............................ SA A U D SD 29. Most school textbooks and instructional materials are racist because they emphasize white people and omit or stereotype minorities ............................................................ SA A U D SD 30. People who fantasize about “homosexual activities” really want to be gay ........... SA A U D SD 31. Most feminists are just too sensitive about sexism ................................................. SA A U D SD 32. Poverty is a serious problem which our society must address ................................ SA A U D SD 33. Affirmative Action requires employers to hire unqualified minorities................... SA A U D SD 34. Gay people have made many contributions to their societies ................................. SA A U D SD 35. Courses on sexism should be required in our schools ............................................ SA A U D SD 36. The homeless are never going to be successful; people advocating for them should spend their time on more worthy causes ................................................................................. SA A U D SD 37. White people often get hired because white friends recommend them .................. SA A U D SD 38. Gay people are more promiscuous than heterosexuals ........................................... SA A U D SD 39. Women shouldn’t be given the rights feminists are demanding before first working hard and earning them ........................................................................................................... SA A U D SD 40. School textbooks and instructional materials are biased toward the middle class because they omit or stereotype working class people ............................................................... SA A U D SD 41. Racism is not a serious problem in all-white communities .................................... SA A U D SD 42. Employers should have the right to fire someone who is a gay person .................. SA A U D SD 43. All occupations should be open to both men and women....................................... SA A U D SD 44. Welfare makes people dependent that is why most never get off welfare .............. SA A U D SD 45. Minorities would be more economically and socially successful if they worked harder and stopped complaining .............................................................................................. SA A U D SD 46. Most gay men are child molesters who shouldn’t be near children ........................ SA A U D SD 47. The problem with feminists is that they are women who hate men ........................ SA A U D SD

48. Poverty today is a problem primarily affecting children ........................................ SA A U D SD 49. White people benefit from racism whether they want to or not.............................. SA A U D SD 50. Sexual orientation is determined primarily during fetal development .................... SA A U D SD 51. Much of our everyday language is sexist ................................................................ SA A U D SD 52. Too many welfare recipients are living well off our tax dollars ............................. SA A U D SD 53. Teachers should understand how schools perpetuate cultural racism..................... SA A U D SD 54. Intimate same sex relationships often evolve to sexual ones ........................ SA A U D SD

55. Today men and women are paid the same for doing the same job ......................... SA A U D SD 56. Most of the adults on welfare want to work and get off welfare ............................ SA A U D SD 57. Minorities equal opportunity to succeed in society ................................................ SA A U D SD 58. Landlords should have the right to evict a tenant that is gay .................................. SA A U D SD 59. Most men in our society are not aware of sexist attitudes ...................................... SA A U D SD 60. Our government gives more help to rich than poor ................................................ SA A U D SD 61. Racial segregation in schools and neighborhoods remains a problem.................... SA A U D SD 62. If anyone engages in a sexual with someone of the same sex it proves that they’re gaySA A U D SD 63. Most rapes are perpetrated by strangers hiding in poorly lighted places ................ SA A U D SD 64. Achievement tests discriminate against low-income home children ...................... SA A U D SD 65. Whites are just as likely to be victims of racism as racial minorities ..................... SA A U D SD 66. A significant percentage of gay men commit violent crimes.................................. SA A U D SD 67. Violence against women is a serious problem in our society ................................. SA A U D SD 68. Poverty is just a natural way of life for some people .............................................. SA A U D SD 69. Affirmative Action has resulted in discrimination against white males ... SA A U D SD 70. All men and women have a choice to be gay........................................................ SA A U D SD APPENDIX B

COURSE & INSTRUCTOR ASSESSMENT, FEEDBACK & EVALUATION

INSTRUCTOR COURSE NAME

DATE COURSE NO.

Directions: Please write your response to each item A through E. Use the back of this sheet for additional remarks.

1. MY RESPONSE REGARDING STRUCTURE FOR THIS COURSE:

2. MY RESPONSE REGARDING USE OF CLASS TIME TO MEET COURSE OBJECTIVES:

3. MY RESPONSE TO WHAT I HAVE LEARNED THAT I VALUE PROFESSIONALLY:

4. TWO TEACHING PRACTICES THE INSTRUCTOR EMPLOYED WELL: a.

b.

5. I RECOMMEND ADDING, INCREASING OR DELETING THE USE OF THIS TEACHING PRACTICE:

CANDIDATE NAME [Optional] APPENDIX C ANSWERS TO FOURTEEN QUESTIONS ABOUT DIVERSITY IN AMERICA

The questions below appeared at the beginning of the Instructor Manual. Each question represents a concept discussed in the corresponding chapter of Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition (2014). Further, each item represents an important component of the history of majority-minority relations in the United States. Compare your answers and those of course or training session participants with the responses below.

1. What is the difference between Race and Ethnicity?

Answer: Race has been identified as a pseudo-scientific concept of biological differences; ethnicity is defined as one’s personally chosen identification with a specific cultural background or heritage.

2. Can discrimination occur if there is no prejudice?

Answer: Yes. People and groups discriminate based upon past practice or because of self-interest, even while bearing no prejudice toward another person or group.

3. How does communication break down?

Answer: Communication does not break down; human beings continually interpret the nonverbal language of those with whom we differ and we continue to hear information from others.

4. What was required for United States citizenship in 1790?

Answer: Being white.

5. How was the first form of United States government influenced by Native Americans?

Answer: The Articles of Confederation were modeled almost exclusively from the language and concepts of a similar document created hundreds of years earlier by the Iroquois League.

6. Where does the word God appear in the United States Constitution?

Answer: The word God does not appear, causing many early critics to denounce it as a Godless document.

7. What is the difference between “Diversity” and “Pluralism”?

Answer: The term diversity refers to a variety of people occupying a given space, such as that of the United States. The term “pluralism” refers to the actions of people in responding positively to diversity.

8. Is the United States today more – or less – segregated than it was in 1954? Why? Answer: More. Although more students of color attend colleges and K–12 schools, most American neighborhoods and American public elementary, middle, and

secondary schools are more racially segregated than they were in 1954 at the time of the United States Supreme Court Ruling, Brown vs. Board of Education.

9. Compared with the wages of men in comparable jobs, what is the estimated financial loss of lifetime wages for American women who have high school or college educations?

Answer: In comparison with males in comparable positions, women with high school educations will experience an estimated lifetime loss of wages of approximately $450,000. For women with college educations, the lifetime loss of wages is estimated to be approximately $900,000.

10. What was the result of the United States military policy: Don’t Ask, Don’t Tell?

Answer: Discharges for gay men and lesbians from the United States military have increased each year since implementation of the rule.

11. How is Middle class defined?

Answer: Sociologists in the United States today have no accepted economic definition for the middle class; rather we tend to define middle class in terms of a set of attitudes and values.

12. When people with mental illness were first institutionalized in Europe, where were they taken?

Answer: Institutions for the insane that came to be known as lunatic hospitals.

13. What is the impetus for teachers in America today to be skilled in multicultural education?

Answer: Approximately 40 percent of American public school children today are children of color, while fewer than 20 percent of public school teachers are people of color.

14. How is the United States business community today responding to America’s increasing diversity?

Answer: Increasingly, businesses in the United States are responding to diversity with programs to promote pluralism and acceptance of people of all ethnicities, races, and abilities, and of both genders and sexual orientations.

APPENDIX D ORIGINAL RESEARCH SUMMARY HUMAN RELATIONS ATTITUDE INVENTORY The Course Materials contained in Understanding Human Differences: Multicultural Education for a Diverse America were the basis for a course taught regularly for over 30 years, four terms per year, at the University of Wisconsin, La Crosse.

Since its beginning, the Human Relations Attitude Inventory [HRAI] has been administered each term as a split-half assessment whereby equal numbers of enrollees in the general education, required multicultural course reveal opinions, attitudes, and values before and after their mutual learning experience in the course.

Controls for consistency of content across multiple discussion sections are achieved by weekly large-group lectures delivered by one of the authors of Understanding Human Differences. Results of multiple instructional terms using the HRAI as a split-half assessment with groups averaging 500 enrollees consistently demonstrate statistically significant learning gains in both cognitive and affective domains.

A 2002 statistical research paper, Assessment of Student Attitude Changes in Understanding Human Differences, EFN 205/705 At the University of Wisconsin, La Crosse, by Professor George A. Langelett, Department of Economics, University of South Dakota, is available; that research proffers support for each component and category within the Human Relations Attitude Inventory. The Conclusions section of the Langelett paper is excerpted below.

The inventory is intended for instructor use. An accompanying and unique Course And Instructor Assessment, Feedback and Evaluation appears in the manual, also intended for instructor use.

Conclusions and Limitations Results of the attitude instrument, The University of Wisconsin – La Crosse Human Relations Attitude Inventory [HRAI], indicate substantial attitudinal growth in students having completed the human relations course. Attitudinal changes toward issues of gender, race, class, were positive and statistically significant as a result of taking the human relations course. The study also found that although the course affects attitudes with regard to issues of sexual orientation, men were more resistant to change.

Although changing student attitudes toward issues of diversity is a difficult task, education continues to be identified as a significant factor in reducing prejudice (Farley, 2000). The results of this study support the idea by demonstrating that the human relations course at UW-La Crosse has affected the attitudes of course participants. Thus, it is possible to increase student sensitivity to issues of gender, class, race, and sexual orientation in a course addressing such issues. Because the results of this study are based on data collected at the conclusion of the course, we cannot address the permanence of the changes in student attitudes. The researchers intend to administer this instrument in the future to students of the human relations course after their graduation from the university in order to create

longitudinal data for assessment of issues regarding the permanence of changes in student attitudes.

Endnotes

John Farley reviews research related to the effects of education on prejudice on pages 33-35 of Majority–Minority Relations, 2000. (Upper Saddle River, NJ: Prentice Hall).

For a detailed study of the evolution of EFN 205, Understanding Human Differences at UWLa Crosse from 1972 to present, see Koppelman and Goodhart, 2001.

Martin and Koppelman present an empirical study of the results of the HRAI before the instrument was revised in 1999. See Martin and Koppelman, 1991.

“To Work for Social Change Requires an Attitude: Assessment of Attitude Changes in Students Taking a Required Diversity Course," a presentation (with George Langelett) for the National Association for Multicultural Education conference at Las Vegas, Nevada, on November 9, 2001.

APPENDIX E GLOSSARY OF TERMS

Ableism – The determination of an individual’s abilities based on a person’s disability; any policy or practice promoting the belief that disabled people are inferior to able-bodied persons to justify discrimination against people with disabilities Affirmative action – A written plan required of businesses and institutions of higher education to reduce discrimination in hiring, public contracting and college admissions Agnostic – A belief that human beings cannot prove or disprove the existence of God Americanization – The demand that immigrants to the U.S. reject their ethnic or cultural heritage and conform to American ways as defined by the dominant group Androgyny – The interchangeability of male and female roles and responsibilities in all areas beyond fundamental biological ones Anglo conformity – Perception that the values, norms, and standards of the United States should be extensions of English culture since the English were the dominant group during the colonial era when the new nation was emerging Anglos – A term identifying white people who settled in Mexican territory, eventually becoming a generic term for white people Anti-Catholicism – Expressing stereotypes about or prejudices against Catholics or discriminating against Catholics Anti-Semitism – Having anti-Jewish prejudices or stereotypes, or engaging in discrimination against Jews Assimilation – processes whereby immigrants adopt cultural traits of the host country in order to be identified with that country and integrated into society Atheism – Believing that God does not exist At-large candidates – Refers to candidates for local offices being elected by an entire community rather than by districts or wards within that community Attitude – A cluster of particular related beliefs, values, or opinions Avoidance rationalization – A response to a social problem – e.g., injustice toward a minority group – that acknowledges the existence of a problem but avoids confronting the problem by offering partial or false solutions or by using arguments that do not address the problem as in “Yes, but you should have seen how bad it was last year” Bait and switch – An illegal strategy whereby a merchant advertises a cheap product and when the customer comes in to purchase the product he or she is persuaded to buy a more expensive product

Beliefs – Inferences a person makes about reality that take one of three forms: descriptive, evaluative, and prescriptive Bias – A preference or inclination, favorable or unfavorable that inhibits impartial judgment Bigotry – Extreme negative attitudes leading to hatred of a group and persons regarded as members of that group Bisexual – A normative category of sexual identity referring to lifelong sexual desires and/or erotic relations with members of both genders Black Cabinet – The Federal Council on Negro Affairs, consisting of thirty black professionals, served as an advisory group to President Franklin Roosevelt Black/White syndrome – A pattern in the English language consisting of negative meanings for phrases using the term black and positive meanings for the phrases using the term white Boycott – To abstain from using, buying, or associating with a group, organization, or nation to protest an injustice and to force the other to address this injustice Bracero Program – Initiated during World War II, this program continued to import Mexicans into the United States for twenty-two years as manual laborers Brown v. Board of Education – the 1954 Supreme Court decision overturning Plessy v.

Ferguson by declaring racial segregation as unconstitutional Chinese Exclusion Act – An 1882 law prohibiting Chinese immigration to the United States, renewed in 1892, making exclusion permanent in 1902 Classism – An attitude, action, or institutional structure that subordinates or limits a person on the basis of his or her low socioeconomic status Color-blind – A response to race based on the belief that one should not notice or consider the skin color of another Coming out – When gay and lesbian youth publicly announce their sexual orientation Commitment – Moral reasoning in a relativist context that recognizes the importance of becoming actively committed to certain personal truths to strengthen and deepen the meaningfulness of one’s life experiences Communication competence – Having sufficient knowledge of a subject to communicate accurate information about that subject Communication effectiveness – Having the skills to communicate information so that it can be easily understood Critical pedagogy – Providing opportunities for students to analyze perspectives and use their analysis to understand and act on perceived inconsistencies

Cultural ableism – The societal promotion of negative beliefs and images concerning people with disabilities that tend to portray the less able as deviant or incompetent; an assumption of superiority by people or groups based upon physical, mental, and emotional attributes Cultural chauvinism – An attitude that one’s culture is the best, superior to other cultures Cultural classism – The societal promotion of negative beliefs and practices that tend to portray poor, less educated, or socially unacceptable persons as deficient, inferior, and responsible for their own situation; the assumption of superiority by people or groups based upon wealth, employment, education, or social standing Cultural heterosexism – The societal promotion of negative beliefs and practices that reinforce dominant culture traits that define heterosexuality as the norm and anything else as deviant and unacceptable; the assumption of superiority of heterosexuals over those who are not heterosexual Cultural racism – The societal recognition and promotion of activities and contributions of one racial group in preference to others within a multiracial society; the superimposition of history and traditions of one racial group over other racial groups Cultural sexism – The societal promotion of negative beliefs and practices that reinforce rigid gender roles in which men are traditionally accorded a superior role in society while women are assigned to subordinate roles; the artificial superimposition of authority of one gender over that of another Deism – A belief that God created the world and the system of natural laws that governed the world but was not a presence (and did not play a role) in everyday life Denial rationalization – A response to a social problem – e.g., injustice toward a minority group – that does not acknowledge the existence of a problem – but insists instead that no injustice has occurred, as in “That’s not discrimination, men have always been the boss; it’s just the way things are meant to be” Denominations – A perspective on diverse Protestant faiths that views all of them as a singular Protestant church with different names (i.e., denominations) Derisive labels – Names that reflect attitudes of contempt or ridicule for individuals in the group being named Design for Diversity – A Wisconsin program that mandates changes in policies and practices on all thirteen UW System campuses to make them more welcoming places for diverse students Deviant/Deviancy – Someone whose appearance or behavior differs from the norm, from acceptable standards, in society Disability – A restriction of functional ability and activity caused by impairment (e.g., hearing loss, reduced mobility) (Bernell, 2003)

Discrimination – Actions or practices carried out by a member or members of dominant groups, or their representatives, who have a differential and negative impact on a member or members of subordinate groups Diversity – The presence of human beings with perceived or actual differences based on a variety of human characteristics Diversity pairing – A diversity training strategy where two people from diverse backgrounds are paired to provide them with opportunities to interact and become better acquainted Diversity training – Programs designed by businesses to promote a positive environment for diverse employees and managers at the worksite Dogmatic – To accept beliefs one has been taught without questioning them Domestic partnership – An intimate, committed relationship between two individuals, of legal age, who are financially and emotionally interdependent, share the same residence, and intend to remain together indefinitely (Badgett, 2001) Dualism – Moral reasoning involving a belief in absolute truths and unambiguous categories of right and wrong behavior; also called “either/or reasoning” Elitism – A belief that the best people ascend to a place of superiority in society and represent a natural aristocracy while those who are not successful are viewed as lacking the necessary qualities to be successful within society Emancipation Proclamation – Issued by President Lincoln to free slaves in Confederate States and permitting free blacks to enlist in the Union Army English 0nly – A movement in various states demanding that legislatures make English the official language of the state with the eventual goal of having the federal government make English the official language of the United States Established church – A particular church denomination declared as the official faith of a political unit (e.g., a colony or state) and public tax revenues fund that organization Ethnicity – Identification of an individual according to his or her national origin and/or distinctive cultural patterns Ethnocentrism – The belief that one’s race, nation, or culture is superior to all others; also individual actions or institutional practices based on that belief Eugenics – The study of agencies under social control that may improve or repair the racial qualities of future generations, either physically or mentally Exceptionalistic perspective – Views social problems as private, local, unique, exclusive, and unpredictable, a consequence of individual defect, accident, or unfortunate circumstance, which requires that all proposed remedies be tailored to fit each individual case

Feminist – A woman or man committed to the struggle for the social, economic, and personal rights of women and men; an advocate for equality between women and men Gay bashing – Physical assault on an individual who is perceived as being gay motivated by the individual’s sexual orientation Gay rights – The demand that gay men and lesbians be able to openly identify their sexual orientation and not be discriminated against with regard to the civil rights available to all other citizens Gay, Gays – A term in reference to homosexuality in general, but specifically to gay men Genocide – The deliberate and systematic extermination of a particular nationality or of a racial, ethnic, or minority group Gentleman’s agreement – A resolution negotiated between the Japanese and United States government that Japan would issue no more passports (as of 1908) to Japanese workers except those already in the U.S. or their close relatives Glass ceiling – An informal upper limit that keeps women and minorities from being promoted to positions of greatest responsibility in work organizations Global (International) education – Teaching about the cultures of nations around the world Greek love – The nineteenth century code phrase invented by boys at British boarding schools to describe their sexual activities with other boys Handicap – An environmental or attitudinal barrier that limits the opportunity for a person to participate fully in a role that is normal (depending on age, sex, and social and cultural factors) for that individual (Bernell, 2003) Heterosexism – The systematic oppression and exploitation of bisexuals, lesbians, gay men, and transgender individuals, especially policies and practices reinforcing heterosexuality as the only option for relationships and families Heterosexual – A normative category of sexual identity referring to exclusive lifelong sexual desire and erotic relations with the opposite gender Heterosexual assumption – The assumption that every human being is born heterosexual Hidden curriculum – Indirect means by which schools teach the norms and values of a society Homophobia – The culturally influenced fear and hatred of gay people Homosexual – A normative moral category of sexual identity referring to exclusive lifelong sexual desire and erotic relations with the same gender In the closet – The concealment of sexual orientation from colleagues, heterosexual friends, and/or family

Inclusion – Integration of all students with a disability into regular education classrooms Inclusive language – Words or phrases that are not gender specific but inclusive of both genders Indian Sovereignty – Legal rights of Indian nations, confirmed by treaties with the U.S. government, to define themselves and to act as unique cultural and legal entities Indigenous people – A racial or ethnic group that is well established in an area before the arrival of a new group (the group may be but does not have to be native to the area in which it is established) Individual ableism – Prejudiced attitudes and behavior against others based on the assumption that one’s level of ability is deviant from the norm, demonstrated whenever someone responds by saying or doing something degrading or harmful about persons whose ability is looked upon as unacceptable Individual classism – Prejudiced attitudes and behavior against others based on the perception of level of income, education, or status as inferior, demonstrated whenever someone responds by saying or doing something degrading or harmful about persons whose income, education, or social standing is looked upon as unacceptable Individual heterosexism – Prejudiced attitudes and behavior against others based on the assumption that sexual orientations other than heterosexual are unnatural, demonstrated whenever someone responds by saying or doing something degrading or harmful about persons who are not heterosexual Individual racism – Prejudiced attitudes and behavior against others based on skin color demonstrated whenever someone responds by saying or doing something degrading or harmful about people of another race Individual sexism – Prejudiced attitudes and behavior demeaning to women, or to men, because of one’s beliefs about gender and gender roles, demonstrated whenever someone responds by saying or doing something degrading or harmful about persons of the other gender Indoctrination – Instruction whose purpose is to force the learner to accept a set of values or beliefs, to adopt a particular ideology or perspective Institutional ableism – Established laws, customs, and practices in a society that allow systematic discrimination against people with disabilities Institutional classism – Established laws, customs, and practices in a society that allow systematic discrimination against low-income individuals or groups to the benefit of middle or upper class individuals or groups Institutional heterosexism – Established laws, customs, and practices in a society that allow systematic discrimination against people or groups who are not heterosexual Institutional racism – Established laws, customs, and practices in a society that allow systematic discrimination between people or groups based on skin color

Institutional sexism – Established laws, customs, and practices in a society that allow systematic discrimination against people or groups based on gender Institutional discrimination theory – Institutional policies and practices that have a differential and negative effect on one or more subordinate groups in a society Interest theory – The notion that people engage or acquiesce to discriminatory actions based on a desire to protect their power or privilege Internal colonialism theory – Explains contemporary discrimination as the maintenance of inequities resulting from historic exploitation of subordinate groups by the dominant group Interpersonal communication – A dynamic process of interaction between people in which they assign meaning to each other’s verbal and nonverbal behavior League of United Latin American Citizens (LULAC) – A national organization for members of Spanish-speaking ethnic groups who are American citizens that is dedicated to promoting the value of citizenship, protesting discrimination, and advocating for civil rights for Latinos Linguistic diversity – The range of variation exhibited by human language LGBT – An acronym identifying a group defined by sexual orientation and consisting of lesbians, gay men, bisexuals, and transgendered people Mainstreaming – The responsibility of schools to educate all students, regardless of disability, in the least restrictive and most normally acceptable environment Male chauvinist – A man or woman who believes that men should be the leaders and decision-makers and that women should be subordinate to them Mass media – The various vehicles employed to provide information to a mass audience including but not limited to radio, television, CATV, newspapers, magazines, books, and discs Melting pot – Conceptual belief that when immigrants from diverse racial/ethnic backgrounds come to the United states they blend into the culture and, mixed together with those who have come before, develop into a new, distinctly American identity Mexican American Legal Defense Fund (MALDEF) – An organization opposing discrimination and advocating for Mexican Americans’ civil rights Middle class – A socioeconomic status determined partly by income but primarily by a cluster of attitudes, beliefs, practices, and lifestyles which results in living in a way not too poor to be considered dependent on others yet not living in an ostentatious manner associated with being wealthy Middle Passage – The ocean crossing of ships transporting slaves, principally from Africa, resulting in the deaths of an estimated 5 to 6 million persons

Minimalization – An attitude about other cultures that minimizes cultural differences and emphasizes the universality of human needs and behaviors to create a stronger sense of connectedness with all people Minority group – A subordinate group whose members have significantly less power to control their own lives than members of a dominant or majority group Model minority – The belief that Asian Americans have been successful because they have been willing to work hard, and that all other minorities could be just as successful if they emulated Asian American behavior Multicultural – Any society composed of a number of subordinate groups based upon race, ethnicity, religion, language, nationality, income, gender, sexual orientation, and degree of physical, mental, or emotional ability Multicultural education – A process of comprehensive school reform that rejects forms of discrimination in schools and society and accepts and affirms pluralism Multiethnic education – Integrating issues and information about race and ethnicity into school curricula Multiplicity – Moral reasoning in a dualistic context recognizing that it isn’t possible to know what is the right behavior in certain situations, in which case opinions from multiple perspectives must be examined; one can’t be confident of the final decision since one can’t be certain one has made the right choice National Association for the Advancement of Colored People (NAACP) – An organization opposing racism and advocating for black civil rights Nationality – The nation in which an individual has citizenship status Nativism – An anti-immigrant ideology advocating the protection of “native” inhabitants of a country from new or potential immigrants who are seen as threatening or dangerous Nisei – Japanese term for children of Japanese immigrants who were born in the United States, and therefore possessed U.S. citizenship Nomads – A group of pastoral people with no fixed abode moving from place to place in search of food and water Nonverbal communication – All the messages other than words that people exchange, also called nonverbal behavior or nonverbal messages Normalization – Policies and practices that help create life conditions and opportunities for disabled people that are at least as good as those of average citizens Operation Bootstrap – An economic plan for Puerto Rico during the 1950s and 1960s to boost its industrial base and create more manufacturing jobs Oppression – Actions of one entity (i.e., society, organization, group, or individual) which intentionally or unintentionally distributes resources inequitably, refuses to share power,

imposes ethnocentric culture, and/or maintains unresponsive and inflexible institutions toward another entity for its supposed benefit and rationalizes its action by blaming or ignoring the victim Pawnshops – Businesses that receive individual possessions as collateral for loans Pedophiles – Adults who desire sexual contact with children People with disabilities – People with abnormal behavioral or anatomical characteristics that identify them as targets for discrimination Picture bride – A modification of the Japanese system for arranged marriages involving the exchange of photographs between families of women in Japan who then negotiated their daughters’ marriages to Japanese men who had immigrated to the United States Pluralism (cultural pluralism) – The equal coexistence of diverse cultures, institutions, and/or individuals in a mutually supportive relationship within the boundaries of one nation Poverty level – Income levels established by the federal government based on earnings and the number of individuals in a family Praxis – Taking action to address injustice and then reflecting upon the effectiveness of the actions taken as the person or group continues their activities Prejudice – A negative attitude toward a group or persons perceived to be members of that group; being predisposed to behave negatively toward members of a group Proposition 187 – A California proposal approved by voters to deny certain social services (e.g., medical services) and public benefits (e.g., a public education) to anyone suspected of being an undocumented immigrant Proposition 209 – A California statute prohibiting preferential treatment to individuals or groups in hiring, awarding public contracts, and college admissions Queer – A generic term used to refer to people who are gay, lesbian, bisexual, transgender, and transsexual (GLBT) Race – A social concept with no scientific basis that categorizes people according to obvious physical differences such as skin color Racial quota – Designation of a specific number of applicants to be hired or admitted to college based on their race Racism – The creation of categories of human beings according to color, with one group establishing an artificial superiority to others; an attitude, action, or institutional structure that subordinates or limits a person on the basis of their race Rape – Forcing someone to submit to sexual intercourse or engaging in sexual intercourse; implies without that individual’s consent

Redlining – The practice of banks and other lenders of designating certain areas, especially inner city neighborhoods (i.e., ghettoes or barrios), as “deteriorating,” which means they are viewed as bad risks for mortgage loans Relativism – Moral reasoning that rejects absolute truth and is based on the assumption that all truth is relative and determining the right behavior depends on the individual and the situation Religious freedom/Religious liberty – The right to worship in any church of one’s choice consistent with that church’s beliefs and practices Rent-to-own – Business practice that offers merchandise on a rental basis to customers who cannot afford the purchase price of that merchandise, with the stipulation that at the end of the rental period such items will become the property of the renter Retention – The ability of students to recall knowledge they have been taught Reverse discrimination – The allegation that people of color are receiving preferential treatment with regard to decisions about hiring, promotion, service, participation, and admission to schools Rightness of whiteness – The belief that white people are the human norm against which all persons of color must be judged Risk rule – An army practice of measuring how close certain roles would bring a participant to combat and not assigning women to any role that would bring them too close Scapegoat – An individual or a group of people blamed for another person’s problems or difficulties; identifying a scapegoat is used to justify taking a negative action against that individual or group Sectarian – A perspective on diverse Christian churches or sects in which an individual regards his or her own sect as the “true faith” Secular – Referring to the civic culture of a society, not reflecting a religious perspective Selective perception – Focusing on behaviors of another that reinforce an individual’s expectations for the other person Seniority system – Requires employees with least seniority to be laid off work if the employer needs to release a certain number of employees Separatism – The conceptual belief in the notion of establishing entirely separate societies for each distinct racial, ethnic, or other group that exists within a society Set-aside program – Requiring contractors to hire a certain percentage of minority subcontractors if they are awarded a project funded by tax dollars Sexism – An attitude, action, or institutional structure that subordinates or limits a person on the basis of sex (Andrzejewski, 1996)

Sexual harassment – Deliberate and repeated behavior that has a sexual basis and is not welcomed, requested, or returned Sexual orientation – The sexual identity of an individual based on lifelong sexual fantasies, desires, and practices Skilled disagreement – Strategies that have been proven effective in achieving a successful resolution to conflicts Steering – The practice of realtors showing homes to prospective buyers in neighborhoods where residents are predominantly or exclusively of the same race Stereotype – A positive or negative trait or traits ascribed to a certain group and to most members of that group Tolerance – Awareness of cultural differences without judging any culture to be superior or inferior Tracking – The process whereby students are divided into categories so that they can be assigned in groups to various kinds of classes Transfer – The ability of students to apply retained knowledge to situations occurring inside and outside the classroom Transgender – A person whose gender identity or gender expression does not conform to concepts conventionally associated with his or her biological gender Treaty – A formal, legal agreement between two (or more) nations involving terms of peace, trade, and other matters as agreed to by the negotiating parties Underground Railroad – An organization that established “stations” where runaway slaves could safely get food and rest as they escaped to freedom in the Northern United States Understanding – Recognizing that culture shapes individual reality including acceptance of and respect for cultural differences Universal design – Designing and creating products and constructing environments that are accessible to everyone Universalistic perspective – The view that social problems are public, national, general, inclusive, and predictable; a consequence of imperfect and inequitable social arrangements that require research to identify their patterns and causes so that remedial institutional action can be taken to eliminate these problems and prevent them from reoccurring Values – Combinations of attitudes that generate action or the decision to avoid action Victim-blame rationalization – A response to a social problem (e.g., injustice toward a minority group) that identifies the problem as a deficiency in the minority group rather than a societal problem. Example: “If poor people want to escape poverty they just have to be willing to work harder”

White flight – The migration of white families from urban to suburban locations, principally to keep white children separate from the broader diversity required because of court rulings to desegregate urban schools White privilege – A set of options, opportunities, and opinions that are gained and maintained at the expense of people of color Word of mouth hiring – Employment of a job applicant based on the recommendation of current employees Xenophobia – Fear of or prejudice against people from nations other than one’s own Yellow peril – Term for the belief that Chinese and Japanese immigrants could never be assimilated into American culture and therefore threatened the unity of American society Zero sum – Refers to an orientation toward power and resources based on assumptions of scarcity, as when struggling to achieve goals, one person gains at another’s expense (e.g., the belief that sharing power means a reduction of power) Zoot suit riots – Several days of mob violence in 1942 Los Angeles that demonstrated antiAmerican prejudice at the time that U.S. servicemen, later joined by civilians, attacked Mexican American youth, especially targeting those wearing “zoot” suits