Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edit

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition by Kent L. Koppelman

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition by Kent L. Koppelman

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

UNDERSTANDING HUMAN DIFFERENCES MULTICULTURAL EDUCATION FOR A DIVERSE AMERICA 6TH EDITION BY KENT L. KOPPELMAN TABLE OF CONTENTS 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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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 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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

CHAPTER 1 ANSWER KEY Multiple Choice Questions Correct Answer: An inference a person makes about reality 1.

C 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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

30

31

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.”

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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CHAPTER 2 ANSWER KEY Multiple Choice Questions Correct Answer: It is possible to be rational and prejudiced at the same 1.

B 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?

Correct Answer: By showing minorities in stereotypical ways 4.

C 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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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 Suggested Response: 31 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:

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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 22.

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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ANSWER KEY Multiple Choice Questions Correct Answer: It simply means telling people something.

1.

B 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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

23.

B

24.

A

25.

C

26.

B

27.

D

28.

C

29.

B

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

30.

31.

32.

33.

A

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

34.

35.

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

Chapter 4 Answer Key

Multiple Choice Questions Correct Answer: Xenophobia 1.

D 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 Correct Answer: Protestant Christianity 5.

C 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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

9.

B

10.

D

11.

D

12.

C

13.

A

14.

B

15.

B

16.

C

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,

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

17.

A

18.

D

19.

A

20.

D

21.

D

22.

A

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

23.

D

24.

C

25.

D

26.

A

27.

D

28.

C

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

29.

B

30.

A

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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34.

35.

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

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

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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.

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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?

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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.

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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.

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

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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,

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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%.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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•

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

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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

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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

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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.

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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

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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.

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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CHAPTER 6 ANSWER KEY Multiple Choice Questions Correct Answer: Dominant religious groups expected their faith to 1.

C 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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

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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?

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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

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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

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

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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?

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

13.

14.

15.

16.

17.

18.

d. As immigrants intermarry with each other, they will change the racial make-up of the United States 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.

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.

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.

What is the most pessimistic and easiest to recognize attitude about diversity? a. Anglo-conformity b. Pluralist c. Melting pot d. Separatist 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.

What is cultural pluralism? a. Equal coexistence of diverse cultures in mutually supportive relationships

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

19.

20.

21.

22.

23.

24.

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 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 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 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.

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.

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 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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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."

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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CHAPTER 7 ANSWER KEY Multiple Choice Questions Correct Answer: Non-Hispanic Whites 1.

A 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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

15.

C

16.

D

17.

B

18.

A

19.

D

20.

C

21.

A

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

22.

C

23.

A

24.

B

25.

D

26.

B

27.

B

28.

A

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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29.

C

30.

B

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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34.

35.

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.

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

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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.”

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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 18.

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

CHAPTER 8 ANSWER KEY Multiple Choice Questions Correct Answer: Cultural Racism 1.

A 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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

7.

D

8.

A

9.

C

10.

C

11.

A

12.

D

13.

D

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

14.

B

15.

C

16.

C

17.

B

18.

D

19.

A

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

20.

C

21.

D

22.

D

23.

C

24.

C

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

25.

A

26.

D

27.

B

28.

B

29.

A

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:

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

15.

16.

17.

18.

19.

20.

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.

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 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 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.

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 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 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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

CHAPTER 9 ANSWER KEY Multiple Choice Questions Correct Answer: To provide food, funds and assistance to the poor 1.

B 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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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(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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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• • •

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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•

Pawnshops have proliferated in recent years, with interest rates up to 20% a month—240% a year.

Text Reference: Institutional Classism

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

Chapter 10: Sexism: Where the Personal Becomes Political CHAPTER OUTLINE CULTURAL SEXISM 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 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 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

RELEVANT TEST ITEMS Multiple choice 1-9 Essay 31-32

Multiple choice 10-16 Essay 33

Multiple choice 17-30 Essay 34-35

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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”

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

CHAPTER 10 ANSWER KEY Multiple Choice Questions Correct Answer: An attitude, action, or institutional structure that limits 1.

C 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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

2.

3.

4.

5.

6.

7.

8.

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 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.

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.

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.

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 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.

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 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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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9.

10.

11.

12.

13.

14.

15.

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.

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 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.

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. What was known as the “gay disease” in the 1980s? a. Cancer b. Ryan White Disease c. Drug addiction d. AIDS 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.

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 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.

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

23.

24.

25.

26.

27.

28.

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 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.

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.

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 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.

By 2014 how many states had revised or passed new nondiscrimination policies a. 23 b. 19 c. 21 d. 17 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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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”

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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 Correct Answer: The belief that people with disabilities are inferior to 1.

B able-bodied people

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

21.

D

22.

B

23.

A

24.

B

25.

D

26.

A

27.

A

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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28.

C

29.

D

30.

D

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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•

32.

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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33.

34.

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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•

35.

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,

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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 livingin 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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

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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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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CHAPTER 13 ANSWER KEY Multiple Choice Questions Correct Answer: A pluralistic society is a society where diversity is 1.

C 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 Correct Answer: Music Appreciation 6.

B 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?

7.

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

8.

C

9.

A

10.

B

11.

D

12.

C

13.

B

14.

D

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

15.

A

16.

C

17.

B

18.

A

19.

C

20.

C

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

by Kent L. Koppelman

21.

B

22.

D

23.

B

24.

D

25.

A

26.

C

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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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27.

A

28.

C

29.

D

30.

B

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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32.

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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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•

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?

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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.

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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?

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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.

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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.

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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

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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,

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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?

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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

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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.

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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?

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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.

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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

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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

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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

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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

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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

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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.

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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

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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.

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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

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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

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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)

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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

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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

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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,

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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

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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)

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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”

Test Bank for Understanding Human Differences Multicultural Education for A Diverse America 6th Edition

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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