Social problems community policy and social action 5th edition leon guerrero test bank

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Chapter 8: Education Leon-Guerrero, Social Problems 5e 1. The educational attainment level of adults is expected to _______. a. decline b. ebb and flow *c. rise d. remain the same Learning Objective: LO 8-1 Cognitive Domain: Knowledge Answer Location: The New Education Standard, p. 206 Question Type: MC 2. All of the following are manifest functions of education EXCEPT this: a. Personal development b. Education c. Socialization *d. Public babysitting Learning Objective: LO 8-1 Cognitive Domain: Comprehension Answer Location: Functionalist Perspective, p. 208 Question Type: MC 3. Which sociological perspective is concerned that schools often indoctrinate students in the U.S. in Western bureaucratic ideology? a. Functionalism b. Interactionism *c. Conflict d. Feminist Learning Objective: LO 8-1 Cognitive Domain: Comprehension Answer Location: Conflict Perspective, p. 209 Question Type: MC 4. The sociological concept of definition of the situation was developed by _______. *a. W. I. Thomas and Dorothy Swaine Thomas b. Elizabeth Kubler Ross c. Rosabeth Moss Kanter d. R. S. Smith and Kai Erickson Learning Objective: LO 8-1 Cognitive Domain: Knowledge Answer Location: Feminist Perspective, p. 210 Question Type: MC 5. According to the research of Myra and David Sadker (1994), a. Boys receive less praise, corrections, and feedback than girls in school

*b. Girls receive less attention than boys in school c. Boys receive less attention than girls in school d. Girls and boys receive about the same amount of attention, praise, correction, and feedback in school Learning Objective: LO 8-1 Cognitive Domain: Knowledge Answer Location: Feminist Perspective, p. 211 Question Type: MC 6. The practice where advanced learners are separated from regular learners is referred to as _______. a. exclusion b. inclusion c. Common Core *d. tracking Learning Objective: LO 8-2 Cognitive Domain: Comprehension Answer Location: Interactionist Perspective, p. 212 Question Type: MC 7. The current call for educational reform was initiated during the _______ administration. a. Clinton *b. Reagan c. Bush d. Nixon Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: Problems and Challenges in Education, p. 213 Question Type: MC 8. The No Child Left Behind Act was passed during the _______ administration. *a. Bush b. Clinton c. Reagan d. Ford Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: Problems and Challenges in Education, p. 214 Question Type: MC 9. While the U.S. spends _______ on education than other high-income countries, our literacy scores are _______ in a world comparison. a. less; above average b. less; average

c. more; average *d. more; below average Learning Objective: LO 8-4 Cognitive Domain: Comprehension Answer Location: The Problem of Basic Literacy, p. 216 Question Type: MC 10. Mia goes to a K–12 public school that has an open classroom design and a science-based curriculum. Mia probably attends a _______. *a. magnet school b. voucher program c. charter school d. religious institution Learning Objective: LO 8-5 Cognitive Domain: Application Answer Location: Does Having a Choice Improve Education? p. 234 Question Type: MC 11. One of the most powerful predictors of student achievement is _______. a. gender b. standardized test scores c. motivation *d. socioeconomic status Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: Social Class and Education, p. 217 Question Type: MC 12. George W. Bush is to _______ as Bill Clinton is to _______. a. “the education president”; “the great equalizer” b. America 2000; the Educate America Act *c. No Child Left Behind; Goals 2000 d. Head Start; Excellence in Education Cognitive Domain: Comprehension Answer Location: Problems and Challenges in Education, p. 214 Question Type: MC 13. Of the following, which racial or ethnic group’s college-bound students has the highest SAT critical-thinking score? a. Native Americans *b. Asians c. Hispanics d. African Americans Learning Objective: LO 8-3

Cognitive Domain: Knowledge Answer Location: Ethnicity/Race and Education, p. 222 Question Type: MC 14. A survey conducted in 2013 by the Youth Risk Behavior Surveillance System (YRBSS) by the Centers for Disease Control and Prevention found that nationwide, about _______ of students had missed more than one day of school because they felt unsafe at school. *a. 7% b. 1% c. 23% d. 40% Learning Objective: LO 8-3 Cognitive Domain: Knowledge Answer Location: Violence and Harassment in Schools, p. 224 Question Type: MC 15. The Gay, Lesbian and Straight Education Network’s 2011 National School Climate Survey showed _______ of lesbian, gay, bisexual, and transgendered youth reported feeling unsafe in school due to their sexual orientation. a. 25% b. 31% *c. 63.5% d. 16% Learning Objective: LO 8-3 Cognitive Domain: Knowledge Answer Location: Violence and Harassment in Schools, p. 224 Question Type: MC 16. Which of the following educational-reform acts introduced the concept of standards-based reform at the state and community levels? a. No Child Left Behind Act b. National Defense Education Act c. Nation at Risk Act *d. Goals 2000 Educate America Act Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: The Educate America Act of 1994 and NCLB, p. 226 Question Type: MC 17. Which of the following educational-reform acts endorsed the concept of school choice? *a. No Child Left Behind Act b. National Defense Education Act c. Nation at Risk Act d. Goals 2000 Educate America Act

Learning Objective: LO 8-4 Cognitive Domain: Comprehension Answer Location: The Educate America Act of 1994 and NCLB, pp. 226–227 Question Type: MC 18. A Department of Health and Human Services 2002–2005 study found that low-income 3and 4-year-old children enrolled in Head Start showed _______ in prereading, prewriting, and vocabulary skills as compared to non–Head Start children. a. a slight loss b. significant gains *c. small to moderate gains d. no measurable gains or losses Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: Promoting Educational Opportunities—Head Start and Prekindergarten, p.

228 Question Type: MC 19. In its 1992 report, the American Association of University Women called on local communities and schools to promote programs that encourage and support girls studying _______. *a. science, technology, engineering, and mathematics b. science, sociology, engineering, and mathematics c. science, technology, psychology, and mathematics d. business, technology, engineering, and mathematics Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: Women and Girls, p. 229 Question Type: MC 20. It is estimated that between _______ of all students are lesbian, gay, bisexual, or transgender. a. 1% and 2% b. 10% and 11% *c. 5% and 6% d. 12% and 13% Learning Objective: LO 8-3 Cognitive Domain: Knowledge Answer Location: LGBT Students, p. 232 Question Type: MC 21. According to Shaw (2001), which of the following is NOT a focus when promoting safety in schools? a. Preparation

b. Planning c. Prevention *d. Prediction Learning Objective: LO 8-3 Cognitive Domain: Knowledge Answer Location: Antiviolence and Antibullying Programs in Schools, p. 232 Question Type: MC 22. Which of the following is NOT a subject of inquiry and debate regarding charter schools and voucher systems? a. Defining clear systems of accountability b. Establishing comparable performance standards c. Ensuring the racial and economic integration of students *d. Dedicating resources for the education of girls and young women Learning Objective: LO 8-5 Cognitive Domain: Knowledge Answer Location: Does Having a Choice Improve Education? p. 236 Question Type: MC 23. According to Saporito and Lareau (1999), the one consistent finding on school choice is that a. Everyone involved benefits *b. Students from poorer families or with less educated parents are less likely to apply or participate in public school choice programs than middle-class families c. Students from poorer families or with less educated parents are more likely to apply or participate in public school choice programs than middle-class families d. Students from poorer families or with less educated parents are just as likely to apply or participate in public school choice programs than middle-class families Learning Objective: LO 8-5 Cognitive Domain: Comprehension Answer Location: Does Having a Choice Improve Education? p. 236 Question Type: MC 24. When studying school choice, Saporito and Lareau found that White families, as a group, are _______ to avoid schools with higher percentages of Blacks, and African Americans families _______. *a. more likely; show no such sensitivity to race b. less likely; show no such sensitivity to race c. more likely; avoid schools with high percentages of Whites d. less likely; avoid schools with high percentages of Whites Learning Objective: LO 8-5 Cognitive Domain: Comprehension Answer Location: Does Having a Choice Improve Education? p. 236 Question Type: MC

25. Nicole Ansell (2008) found that educational systems view children as _______ since they are preparing them for work. a. “human beings” b. “human doings” *c. “human becomings” d. “human potentials” Learning Objective: LO 8-1 Cognitive Domain: Comprehension Answer Location: Functionalist Perspective, p. 208 Question Type: MC 26. Pierre Bourdieu (1977) argues that children from upper- and middle-class families are advantaged in our educational system due to their possession of _______. a. money b. prestige *c. cultural capital d. political capital Learning Objective: LO 8-1 Cognitive Domain: Comprehension Answer Location: Conflict Perspective, p. 209 Question Type: MC 27. Which of the following terms in the sociological study of education is NOT generally associated with the conflict perspective? *a. Manifest functions b. Organizational child c. Cultural capital d. Social capital Learning Objective: LO 8-1 Cognitive Domain: Analysis Answer Location: Conflict Perspective, p. 209 Question Type: MC 28. Which type of student would NOT be included in tracking? a. Regular learner *b. Multicultural student c. Work-bound student d. Advanced learner Learning Objective: LO 8-3 Cognitive Domain: Comprehension Answer Location: Interactionist Perspective, p. 212 Question Type: MC 29. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO),

literacy disparities are associated with all the following EXCEPT this: *a. Religious affiliation b. Gender c. Place of residence d. Disabilities Learning Objective: LO 8-3 Cognitive Domain: Knowledge Answer Location: The Problem of Basic Literacy, p. 214 Question Type: MC 30. When compared to low-income families, high-income families devote a. Less time and energy into helping their children with homework *b. More time and resources into their children’s cognitive development c. More time toward extracurricular activities than academic achievement d. More than four hours each day toward their children’s schooling Learning Objective: LO 8-3 Cognitive Domain: Knowledge Answer Location: Social Class and Education, p. 217 Question Type: MC 31. The relationship between social class and spending time in novel environments (not at home or school and not being cared for by a parent or daycare provider) can be described as follows: a. Children from low-income families spend more time in novel environments during early childhood, but children from high-income families spend more time in novel environments after beginning school *b. Children from high-income families spend more time in novel environments during early childhood, and this disparity continues once school begins c. Children from high-income families spend more time in novel environments during early childhood, but children from low-income families spend more time in novel environments after beginning school d. Children from low-income families spend more time in novel environments during early childhood, and this disparity continues once school begins Learning Objective: LO 8-3 Cognitive Domain: Comprehension Answer Location: Social Class and Education, pp. 217–218 Question Type: MC 32. Which primary demographic is at the center of school segregation today? *a. Socioeconomic status b. Race c. Gender d. Religion Learning Objective: LO 8-3

Cognitive Domain: Comprehension Answer Location: Conflict Perspective, p. 210 Question Type: MC 33. Which statement is true of tracking? *a. Tracking separates advanced learners from regular learners. b. Countries that practice ability tracking have greater educational equality than countries that do not track their students. c. Tracking reduces the stigma associated with various learning abilities. d. As of 2010, most U.S. schools had discontinued the practice of tracking.

Learning Objective: LO 8-2 Cognitive Domain: Comprehension Answer Location: Interactionist Perspective, p. 212 Question Type: MC 34. According to research by the Public Agenda organization, the number-one reason students gave for leaving college is that they a. Were unable to fulfill the academic requirements for their degree program b. Could not balance classes and weekend parties *c. Had to simultaneously balance work and school d. Were bored and did not enjoy their classes Learning Objective: LO 8-4 Cognitive Domain: Comprehension Answer Location: Social Class and Education, p. 219 Question Type: MC 35. Education is assumed to be the great divider in our society. a. True *b. False Learning Objective: LO 8-1 Cognitive Domain: Comprehension Answer Location: Introduction, p. 204 Question Type: TF 36. Younger Americans are more educated than older Americans. *a. True b. False Learning Objective: LO 8-1 Cognitive Domain: Knowledge Answer Location: The New Educational Standard, p. 206 Question Type: TF 37. The institution of education has both manifest and latent functions. *a. True

b. False Learning Objective: LO 8-1 Cognitive Domain: Comprehension Answer Location: Functionalist Perspective, p. 208 Question Type: TF 38. Functionalists argue that the education system has taken over functions of other social institutions. *a. True b. False Learning Objective: LO 8-1 Cognitive Domain: Comprehension Answer Location: Functionalist Perspective, p. 208 Question Type: TF 39. According to Sadker and Sadker (1994), girls receive more praise, corrections, and feedback than boys in school. a. True *b. False Learning Objective: LO 8-1 Cognitive Domain: Knowledge Answer Location: Feminist Perspective, p. 211 Question Type: TF 40. The current public education crisis is a recent problem in the United States. a. True *b. False Learning Objective: LO 8-4 Cognitive Domain: Comprehension Answer Location: Problems and Challenges in Education, p. 212 Question Type: TF 41. According to the Literacy Volunteers of America, very few U.S. adults are truly illiterate. *a. True b. False Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: The Problem of Basic Literacy, p. 214 Question Type: TF 42. Women account for 75% of adults worldwide who cannot read and write. *a. True b. False Learning Objective: LO 8-4

Cognitive Domain: Knowledge Answer Location: The Problem of Basic Literacy, p. 214 Question Type: TF 43. Persistent academic achievement gaps remain between Black, Hispanic, and Native American students and their White and Asian peers. *a. True b. False Learning Objective: LO 8-3 Cognitive Domain: Comprehension Answer Location: Ethnicity/Race and Education, p. 222 Question Type: TF 44. The basis of stereotype threat is that the person must believe the stereotype in order for intellectual ability to be impaired. a. True *b. False Learning Objective: LO 8-3 Cognitive Domain: Comprehension Answer Location: Ethnicity/Race and Education, p. 223 Question Type: TF 45. The Gay, Lesbian, and Straight Education Network’s 2011 National School Climate Survey found that almost 82% of the surveyed students reported being verbally harassed in school in the past year. *a. True b. False Learning Objective: LO 8-3 Cognitive Domain: Knowledge Answer Location: Violence and Harassment in Schools, p. 225 Question Type: TF 46. The educational experiences of poor and minority students fundamentally conflict with the principles of public education. *a. True b. False Learning Objective: LO 8-3 Cognitive Domain: Comprehension Answer Location: Community, Policy, and Social Action, p. 225 Question Type: TF 47. Under NCLB, states are required to institute a system of standardized testing for all publicschool students in Grades 3 to 8 and high school. *a. True

b. False Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: The Educate American Act of 1994 and NCLB, p. 226 Question Type: TF 48. Head Start is the largest early childhood program in the United States. *a. True b. False Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: Promoting Educational Opportunities—Head Start and Prekindergarten, p.

228 Question Type: TF 49. The first universal prekindergarten program was established in New York in 1987. a. True *b. False Learning Objective: LO 8-4 Cognitive Domain: Knowledge Answer Location: Promoting Educational Opportunities—Head Start and Prekindergarten, p.

229 Question Type: TF 50. Studies indicate that most girls and women learn best in cooperative, rather than competitive, learning activities. *a. True b. False Learning Objective: LO 8-4 Cognitive Domain: Comprehension Answer Location: Women and Girls, p. 229 Question Type: TF 51. The New York City–based Resolving Conflict Creatively Program (RCCP) starts with an assumption that aggression and violent behavior is an innate instinct. a. True *b. False Learning Objective: LO 8-3 Cognitive Domain: Comprehension Answer Location: Antiviolence and Antibullying Programs in Schools, p. 233 Question Type: TF 52. Supporters of school vouchers argue that the system gives parents more choice and freedom in school selection and creates incentives for school improvement.

*a. True b. False Learning Objective: LO 8-5 Cognitive Domain: Knowledge Answer Location: Does Having a Choice Improve Education? p. 234 Question Type: TF 53. Magnet schools are nonsectarian public schools of choice that operate free from most state laws and local school board policies. a. True *b. False Learning Objective: LO 8-5 Cognitive Domain: Comprehension Answer Location: Does Having a Choice Improve Education? p. 234 Question Type: TF 54. Charter schools offer specialized educational programs, from elementary school through high school, organized around a theme. a. True *b. False Learning Objective: LO 8-5 Cognitive Domain: Comprehension Answer Location: Does Having a Choice Improve Education? p. 234 Question Type: TF 55. Most LGBT students who are harassed or assaulted in school report the incident to school staff or administrators. a. True *b. False Learning Objective: LO 8-3 Cognitive Domain: Knowledge Answer Location: Violence and Harassment in Schools, p. 225 Question Type: TF 56. In its 2010 proposal to reauthorize NCLB, the Obama administration set a new educational goal: “Ninety-five percent of all students should graduate from high school ready for college or a career regardless of their income, race, ethnic or language background, or disability status.” a. True *b. False Learning Objective: LO 8-4 Cognitive Domain: Comprehension Answer Location: The Educate American Act of 1994 and NCLB, p. 227 Question Type: TF

57. The current focus of school antiviolence programs involves promoting school safety through prevention, planning, and preparation. *a. True b. False Learning Objective: LO 8-4 Cognitive Domain: Comprehension Answer Location: Antiviolence and Antibullying Programs in Schools, p. 232 Question Type: TF 58. Hispanic students had the highest average SAT critical-thinking score in 2013. a. True *b. False Learning Objective: LO 8-3 Cognitive Domain: Knowledge Answer Location: Ethnicity/Race and Education, p. 222 Question Type: TF 59. What is the current standard of education in the United States? *a. Answers vary. A bachelor’s degree.

Learning Objective: LO 8-4 Cognitive Domain: Comprehension Answer Location: The New Educational Standard, p. 206 Question Type: SA 60. According to research by the Public Agenda organization, what is the number-one reason students gave for dropping out of college? *a. Answers vary. Needing to work to make money.

Learning Objective: LO 8-3 Cognitive Domain: Comprehension Answer Location: Social Class and Education, p. 219 Question Type: SA 61. Name one goal of education in the United States. *a. Answers vary. Answers may include discipline, access, standardization, and multiculturalism.

Learning Objective: LO 8-3 Cognitive Domain: Comprehension Answer Location: Community, Policy, and Social Action, pp. 226–227 Question Type: SA 62. Define manifest functions and latent functions. Provide one example of each in education. *a. Answers vary. Manifest functions are intended goals or consequences of the activities within an institution, such as educating children. Latent functions are unintended goals, such as public babysitting.

Learning Objective: LO 8-1

Cognitive Domain: Comprehension Answer Location: Functionalist Perspective, p. 208 Question Type: SA 63. Briefly explain the importance of social capital in the U.S. educational system. *a. Answers vary. Social capital is distributed unequally by social class. Young children who are more engaged in extracurricular activities and have increased opportunities to build personal relationships with adults outside of their immediate family demonstrate greater academic progress than children who lack access to these activities or opportunities.

Learning Objective: LO 8-1 Cognitive Domain: Comprehension Answer Location: Conflict Perspective, p. 209 Question Type: SA 64. Identify the two primary purposes of the Safe Schools Improvement Act and the Student Non-Discrimination Act. *a. Answers vary. To support safe schools and enrich the learning environment.

Learning Objective: LO 8-4 Cognitive Domain: Comprehension Answer Location: Antiviolence and Antibullying Programs in School, p. 233 Question Type: SA 65. What are some of the critiques of tracking? *a. Answers vary. Opponents argue that labels are used to deny a group of students access to education. Tracking may encourage parents, teachers, and others to view students differently according to their track. Minority students are less likely to enroll in advanced placement or honors courses. Countries that practice ability tracking have greater educational inequity than countries that do not track their students. Tracking may lead to a self-fulfilling prophecy in which students fail because they are expected to do so.

Learning Objective: LO 8-1 Cognitive Domain: Knowledge Answer Location: Interactionist Perspective, p. 212 Question Type: SA 66. What is the paradox of charter school reform? *a. Answers vary. Although these schools provide parents and educators with an opportunity to more actively participate in the content, organization, and governance of public schools, charter schools often benefit people who are able to gather private resources.

Learning Objective: LO 8-5 Cognitive Domain: Analysis Answer Location: Does Having a Choice Improve Education? p. 236 Question Type: SA 67. List two factors associated with literacy disparities around the globe.

*a. Answers vary. Gender, poverty, place of residence, ethnicity, language, and disabilities.

Learning Objective: LO 8-3 Cognitive Domain: Comprehension Answer Location: The Problem of Basic Literacy, p. 214 Question Type: SA 68. Consider your own experience in school. How can the sociological imagination be used to deconstruct the past social and cultural taboos in our classrooms? *a. Answers vary.

Learning Objective: LO 8-3 Cognitive Domain: Analysis Answer Location: Inequality in Educational Access and Achievement, pp. 217–223 Question Type: ESS 69. Consider the different types of schools available today. Which of these models would you choose or have you already chosen for your child, and why? Support your discussion with sociological concepts and text content. *a. Answers vary.

Learning Objective: LO 8-3 Cognitive Domain: Analysis Answer Location: Does Having a Choice Improve Education? p. 234 Question Type: ESS 70. Discuss how gender may impact one’s experience in the educational system. *a. Answers vary.

Learning Objective: LO 8-3 Cognitive Domain: Analysis Answer Location: Gender and Education, p. 219 Question Type: ESS 71. How effective are U.S. policies, including NCLB, on improving educational achievement? *a. Answers vary.

Learning Objective: LO 8-4 Cognitive Domain: Analysis Answer Location: Policy Responses—The Basis for Educational Reform, pp. 226–228 Question Type: ESS 72. Describe tracking. What are the advantages and disadvantages of tracking? Which sociological perspective is concerned with this process? *a. Answers vary.

Learning Objective: LO 8-2 Cognitive Domain: Analysis Answer Location: Interactionist Perspective, p. 212 Question Type: ESS

73. Explain the concept of public school choice. Discuss the options available in the public education system. Analyze research on whether or not these options benefit all students, regardless of social class, gender, race, and ethnicity. *a. Answers vary.

Learning Objective: LO 8-3 Cognitive Domain: Analysis Answer Location: Does Having a Choice Improve Education? pp. 234–235 Question Type: ESS