Understanding Human Differences Multicultural Education for a Diverse America, 3E Kent L. Koppelman

Type:

Instructor Manual

Understanding Human Resource: Differences Multicultural Education for a Diverse America Edition:

3rd Edition

Author(s):

Kent L. Koppelman

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Instructor’s Resource Manual and Test Bank for

Koppleman with Goodhart

Understanding Human Differences Multicultural Education for a Diverse America Third Edition IM prepared by

Richard L. Goodhart University of Wisconsin, La Crosse TB prepared by

Michael Miller University of Wisconsin, River Falls

Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

Fourteen Questions About Diversity in America The questions below each represent a concept discussed in the corresponding chapter of Understanding Human Differences: Multicultural Education for a Diverse America, Third Edition (2011). Each item represents an important component of the history of majority–minority relations in the United States. As a means of beginning your study of human differences, test yourself. Can you provide correct replies?* 1. What is the difference between “Race” and “Ethnicity”?

2. Can discrimination occur if there is no prejudice?

3. How does communication “break down”?

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

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

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

7. What is the difference between “Diversity” and “Pluralism”?

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

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

11. How is “Middle class” defined?

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

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

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

*Answers are found in Appendix C of this Instructor Manual.

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Fourteen Questions About Diversity in America The questions below each represent a concept discussed in the corresponding chapter of Understanding Human Differences: Multicultural Education for a Diverse America, Third Edition (2011). Each item represents an important component of the history of majority–minority relations in the United States. As a means of beginning your study of human differences, test yourself. Can you provide correct replies?* 1. What is the difference between “Race” and “Ethnicity”?

2. Can discrimination occur if there is no prejudice?

3. How does communication “break down”?

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

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

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

7. What is the difference between “Diversity” and “Pluralism”?

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

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

11. How is “Middle class” defined?

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

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

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

*Answers are found in Appendix C of this Instructor Manual.

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Instructor’s Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition –

Table of Contents – PREFACE – Preface: Part One – Introduction To The Instructor Purpose and Objectives .................................................................................................... 1 Structure of Text................................................................................................................ 2 Structure of Chapters........................................................................................................ 3 Format of Activities ........................................................................................................... 3 Activity Taxonomy for Student Learning ........................................................................... 3 Summary Exercises ................................................................................................ 3 Personal Clarification Exercises ............................................................................ 3 Interpersonal or Intergroup Exercises ................................................................... 4 Community Involvement Exercises......................................................................... 4 A Word About Community Involvement Exercises ................................................ 4 Action Research ........................................................................................... 5 Service Learning........................................................................................... 5 References ......................................................................................................................... 5 Glossary Terms.................................................................................................................. 5 Supplementary Materials .................................................................................................. 6 PowerPoint presentation ......................................................................................... 6 Research Instrument .............................................................................................. 6 Test Items: My Test Bank ....................................................................................... 6 Website: MyEducationLab ...................................................................................... 6 Ancillary Text Support and Training ...................................................................... 6 Structure of the Instructor Manual................................................................................... 7 Preface: Part Two – Uses For This Text Overview ..................................................................................................................... 8 General Education............................................................................................................. 8 Multicultural Education ................................................................................................... 8 Graduate Programs ........................................................................................................... 9 Corporate and Public Sector Training ............................................................................... 9 A Note to International Readers ........................................................................................ 9 A Note to American Minority Readers................................................................................10 Why is Understanding Human Differences Important? ....................................................10

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Preface: Part Three – Introducing the Text to Students Planning the First Class Meeting.......................................................................................11 Reviewing the Preface ........................................................................................................11 Organizing the Inquiry-Based Text....................................................................................13 Using the Glossary of Terms and Definitions....................................................................13 Assessing Process and Product: Test Item Bank...............................................................14 Human Relations Attitude Inventory.................................................................................14 Course Evaluation Instrument ..........................................................................................14 Classroom Management and Instructional Policy .............................................................14 Notes and Reminders .......................................................................................................16 Preface: Part Four – Concluding the Course Planning the Final Course Meeting ...................................................................................17 A Recapitulation of Text Sections......................................................................................17 Reviewing the Glossary of Terms and Definitions .............................................................18 Administering Appraisal Instruments ...............................................................................19 Human Relations Attitude Inventory ......................................................................19 Course and Instructor Evaluation ..........................................................................19 Notes and Reminders ........................................................................................................20 Part Five – Instructional Perspectives and Resources Instructor Preparation .......................................................................................................21 Concept Overview .............................................................................................................21 The Student-Focused Classroom ......................................................................................21 Summary Activities............................................................................................................22 Chapter Focus Review ............................................................................................22 Term and Concept Review ......................................................................................23 Notes and Reminders ........................................................................................................24

– UNDERSTANDING HUMAN DIFFERENCES – Section 1: Individual Attitudes and Interpersonal Relations Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language Overview and Explanation of Exercises ..................................................................25 Supplemental Student Activities ............................................................................26 Enrichment Activities .............................................................................................29 Chapter 2: Understanding Prejudice and Its Causes Overview and Explanation of Exercises ..................................................................35 Supplemental Student Activities ............................................................................36 Enrichment Activities .............................................................................................38 Key to Exercises ......................................................................................................41 Chapter 3: Communication, Conflict, and Conflict Resolution Overview and Explanation of Exercises ..................................................................45 Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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Supplemental Student Activities ............................................................................46 Enrichment Activities .............................................................................................48 Key to Exercises ......................................................................................................52 Section 2: Cultural Foundations of Oppression in the United States Chapter 4: Immigration and Oppression: The Assault on Cultural and Language Diversity Overview and Explanation of Exercises ..................................................................57 Supplemental Student Activities ............................................................................58 Enrichment Activities .............................................................................................60 Chapter 5: Race and Oppression: The Experiences of People of Color in America Overview and Explanation of Exercises ..................................................................63 Supplemental Student Activities ............................................................................64 Enrichment Activities .............................................................................................66 Key to Exercises ......................................................................................................69 Chapter 6: Religion and Oppression: The Struggle for Religious Freedom Overview and Explanation of Exercises ..................................................................72 Supplemental Student Activities ............................................................................73 Enrichment Activities .............................................................................................76 Key to Exercises ......................................................................................................76 Chapter 7: Rejecting Oppressive Relationships: The Logic of Cultural Pluralism for a Diverse Society Overview and Explanation of Exercises ..................................................................81 Supplemental Student Activities ............................................................................82 Enrichment Activities .............................................................................................85 Key to Exercises ......................................................................................................85

Section 3: Contemporary Dilemmas for Intergroup Relations Chapter 8: Racism: Confronting a Legacy of White Domination in America Overview and Explanation of Exercises ..................................................................89 Supplemental Student Activities ............................................................................90 Enrichment Activities .............................................................................................92 Key to Exercises ......................................................................................................94 Chapter 9: Sexism: Where the Personal Becomes Political Overview and Explanation of Exercises ..................................................................97 Supplemental Student Activities ............................................................................98 Enrichment Activities .................................................................................. ..........100 Key to Exercises ...................................................................................................... 103

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Chapter 10: Heterosexism: Transforming Homosexuality from Deviant to Different Overview and Explanation of Exercises..................................................................109 Supplemental Student Activities ............................................................................110 Enrichment Activities .............................................................................................112 Key to Exercises......................................................................................................113 Chapter 11: Classism: Myths and Misperceptions About Income, Wealth, and Poverty Overview and Explanation of Exercises ..................................................................117 Supplemental Student Activities ............................................................................119 Enrichment Activities .............................................................................................121 Chapter 12: Ableism: Disability Does Not Mean Inability Overview and Explanation of Exercises .................................................................. 126 Supplemental Student Activities ............................................................................127 Key to Exercises ...................................................................................................... 128 Section 4: The Challenge of Diversity to American Institutions Chapter 13: Pluralism in Schools: The Promise of Multicultural Education Overview and Explanation of Exercises .................................................................. 131 Supplemental Student Activities ............................................................................132 Enrichment Activities .............................................................................................137 Chapter 14: Pluralism in Society: Creating Unity in a Diverse America Overview and Explanation of Exercises .................................................................. 141 Supplemental Student Activities ............................................................................ 142 Enrichment Activities ............................................................................................. 146 Afterword: How Can Understanding Human Differences Resolve Dilemmas in a Multicultural Society?

Afterword: The Multicultural Society Summary, Conclusions and Overview of Concepts ............................................... 150 How Can Understanding Human Differences Resolve Dilemmas in a Multicultural Society?............................................. 151 Overview and Explanation of Exercises .................................................................. 150 Suggested Closure Activities................................................................................... 152 Complete Student Activities for Summary Closure ................................................154 Appendixes Appendix A: Human Relations Attitude Inventory ............................................................160 Appendix B: Course and Instructor Assessment, Feedback, and Evaluation................... 166 Appendix C: Answers to Fourteen Questions about Diversity in America ........................ 168 Appendix D: Executive Summary: Human Relations Attitude Inventory..........................171 Appendix E: Glossary ........................................................................................................174 Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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Test Bank Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language....................................................................189 Chapter 2: Understanding Prejudice and Its Causes .......................................................195 Chapter 3: Communication, Conflict, and Conflict Resolution .........................................201 Chapter 4: Immigration and Oppression: The Assault on Cultural and Language...........207 Chapter 5: Race and Oppression: The Experiences of People of Color in America ...........213 Chapter 6: Religion and Oppression: The Struggle for Religious Freedom .......................219 Chapter 7: Rejecting Oppressive Relationships: The Logic of Cultural Pluralism for a Diverse Society ............................................226 Chapter 8: Racism: Confronting a Legacy of White Domination in America.....................232 Chapter 9: Sexism: Where the Personal Becomes Political ...............................................238 Chapter 10: Heterosexism: Transforming Homosexuality from Deviant to Different....... 244 Chapter 11: Classism: Myths and Misperceptions About Income, Wealth, and Poverty...................................................................................... 250 Chapter 12: Ableism: Disability Does Not Mean Inability ................................................ 256 Chapter 13: Pluralism in Schools: The Promise of Multicultural Education ................... 262 Chapter 14: Pluralism in Society: Creating Unity in a Diverse America .......................... 268

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – PREFACE PART ONE: INTRODUCTION TO THE INSTRUCTOR Purpose and Objectives Understanding Human Differences: Multicultural Education for a Diverse America, Third Edition, provides instruction about the issues regarding how humans are different from one another, including the history, effects upon American culture, and backgrounds of current majority and minority populations in the United States.

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

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

Purpose: Three purposes for developing this Instructor Manual were: 1. To provide chapter-by-chapter explanation of text-based review and discussion activities.

2. To include answer keys to activities that appear in the review and discussion sections at the end of each chapter.

3. To recommend a broad variety of additional learner-centered activities that can be used to enhance depth and breadth of understanding, as time permits.

It is not an objective of this text to change reader values, even though certain attitudes or beliefs may well be influenced through the examination of facts and events concerning Americans’ treatment of one other.

Outcome: Our desired outcome from a study of human differences is that: Readers will become more circumspect in their comments, increasingly aware of the sentiments of others, wiser in decision making, and more readily able to recognize the needs and circumstances of others.

In the following pages, our comments acquaint instructors with the text, its structure, format, and individual sections. Another section describes formal, informal, and ongoing means for assessing student progress in discovering, enhancing, expanding,

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and verbalizing their personal values related to human differences. All sections of this manual are meant to be fundamental to instructor preparation for teaching a course about race, class, gender, and other human differences issues.

Finally, we conclude with remarks regarding use of the text in community colleges, universities, and in public and private American institutions to build skills necessary for good communication, for effective interpersonal and intergroup relations, and for other contemporary daily purposes.

The authors of the text and this Instructor Manual have over 50 teaching years of experience introducing college students to the terms, concepts, history, issues, and concerns that comprise the text. Recommendations that appear below represent our best advice for beginning a study of how humans are different. In addition, occasional items will appear in boxes and headed with the term “Suggestion” as a means of making strong recommendations for teaching practice.

Example: Suggestion: Introduce chapters or sections prior to assigning them; eliminate the expectation that readers delve into the material without preparation.

Structure of Text The Preface to Understanding Human Differences, Third Edition, explains our structural framework for the text. The text itself is divided into four sections with accompanying chapters related to each: Individual Attitudes and Interpersonal Relations, Chapters 1–3; Cultural Foundations of Oppression in the United States, Chapters 4–7; Contemporary Dilemmas for Intergroup Relations, Chapters 8–12; and The Challenge of Diversity to American Institutions, Chapters 13 and 14.

Each textbook section is introduced with an illustration and explanation representing a component of the Vega interlocking circles concept: Section 1 illustrates intergroup relations from the perspective of the Individual. Section 2 illustrates American Cultural influences upon individuals and institutions. Section 3 illustrates the influence of both individuals and culture upon American Institutions. Section 4 describes the present and suggests a future success for diversity within American Institutions.

An Afterword in this Instructor Manual provides summary comments and grouporiented synthesis exercises designed for use as a conclusion to a course based upon this text. This section is an integral component and should be employed regardless of course structure in order to best provide for long-term application of information to personal behaviors.

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

Format of Activities A hallmark of Understanding Human Differences is the provision for extensive participant involvement in exercises that involve group dynamics of questioning; team, triad, and group discussion; interviews; role-plays; and situational responses. Plan each course with adequate time for classes to participate in chapter exercises.

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

Classroom activities and community involvement opportunities are presented at the end of chapters in the text itself; supplementary and enrichment activities are suggested in this manual and in the Afterword (see the section following Chapter 14 in this manual). Directions for each activity in the text recommend how readers can participate and how each activity might best be conducted. This Instructor Manual provides further personal insight into the activities, explains their relevance to each chapter, and suggests successful implementation and management strategies.

Instructors will profit from using this manual in their course and lesson planning.

Activity Taxonomy for Student Learning End-of-chapter activities and opportunities allow students to formulate, expand, and demonstrate their beliefs, attitudes, and values. Each taxonomic category fulfills a developmental function and relates to specific skill-building tasks, as described below.

1. Develop Knowledge and Comprehension: Summary Exercises are foundational to a thorough understanding of each chapter. Summarizing and discussing major concepts from chapters allow readers to establish a knowledge base, comprehend facts and events, and recognize and use standard diversity-related terms. Completing summary activities will allow participants to verbalize their perspectives about chapter concepts and to hear how others value information. Summary exercises, like all other exercises proposed, are group-process discussion-based. As time permits, instructors may opt either to utilize all activities or to select those most aligned with their own course objectives.

We cannot stress enough the importance of allowing adequate time for summary exercises.

2. Develop Comprehension and Application Skill: Personal Clarification Exercises follow summary exercises in each chapter and are designed for individuals to analyze their own beliefs, attitudes, and opinions.

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As in the study of any new body of information, individuals profit from examining implications or cases representing chapter concepts in order to improve their personal conceptual frameworks. The intent of personal clarification exercises is to help individual participants relate to information presented in the chapter.

3. Develop Application and Analysis Skill: Interpersonal or Intergroup Exercises are designed to reveal and compare personal perspectives on societal issues; these exercises provide readers with opportunity to discuss, question, or react to facts, events, and phenomena. In interpersonal and intergroup activity, participants are encouraged to express themselves and to listen for perspectives and critiques from others. Beyond personal comprehension, greater cognitive understanding and affective appreciation derive from action and reaction in conversation provided by pairs, teams, and groups.

4. Develop Analysis and Synthesis Skill: Community Involvement Exercises are identified as action learning activities and as service learning opportunities; one of each type appears at the end of chapters and in the manual’s Afterword. Action research activities generally direct participants to nearby familiar settings, principally those related to some area within the academic setting: community, college or university campus; in cases where diverse settings are represented, such as in extension courses or in corporate or non-profit training sessions, participants are referred to their own local areas. Service learning opportunities are intended to take place within the larger community itself and are customarily live-event based.

Suggestion: Require course or workshop participants to bring their text to class in order to consult references and to have personal access to end-of-chapter exercises.

Develop the habit of referencing the text directly to discourage ill-informed talk; bringing one’s personal text allows each person access to activities, as well.

Instructors are urged to utilize as many of the exercises as time allows, since they are designed to lead to self-discovery and tend to allow follow up and learning to occur.

Instructors provide their own expectations of whether activity worksheets must be completed within the text and/or what alternative demonstration of work is acceptable.

Note: Additional information regarding use and management of Community Involvement exercises appears below.

A Word About Community Involvement Experiences Following personal clarification and interpersonal or intergroup activities at the end of chapters, two additional exercises recommend means by which participants may apply information and/or concepts from that chapter. Whereas classroom activities serve as review and discussion internal to the text, community involvement activities are designed to extend learning through live-event experiences.

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The category community involvement encompasses both action learning activities and service learning opportunities. Descriptions of each appear below. Recommended activities and opportunities are described in each chapter and in the Afterword to Understanding Human Differences, Third Edition.

Action Research activities are local or campus-centered out-of-class experiences that expand understanding of the community in which class members live and study.

Experiences are intended to be on-site encounters rather than Internet or library research. In most cases, action-learning activities are designed to be 6–30 hours in length, dependent upon specific expectations of the instructor. Participants are expected to keep extensive notes regarding their involvement and always to work through established administrative structures of the selected agency or organization.

Service Learning opportunities insert individuals into the community, beyond the academic setting; service-learning arrangements should contribute directly to the efforts of an agency or organization. As with action-learning activities, service-learning opportunities are designed to involve individuals in actual operations of some component of the infrastructure of modern United States society. Participants are expected to keep extensive notes regarding their involvement and always to work through established administrative structures of the selected agency or organization.

Suggestion: Adjust community involvement activities to fit local circumstances; include community involvement in your course to provide participants with opportunities external to the classroom; when learners apply, analyze, and synthesize information from the text in real-life situations, it enhances behavior and increases maturity of interpersonal judgment.

Caution: Community involvement activities are fraught with possibilities for misunderstanding; plan carefully and discuss each assignment in detail with participants and with cooperating organizations. Merely providing permission for individuals or groups to pursue an opportunity may result in miscommunication with the campus and/or wider population and result in long-term negative results.

References Works cited within chapters are referenced in annotated lists at the end of each chapter. Authors and titles may be valuable sources of information in carrying out community involvement exercises: action research and service learning opportunities.

Glossary Terms A glossary of all terms appears at the end of each chapter. A composite glossary appears in an Appendix to this Instructor Manual. Terms are a significant component of summary exercises at the conclusion of each chapter; encourage readers to maintain a terms and definitions listing in their note-taking journals rather than to rely upon the lists provided. In the text, glossary terms are identified in boldface type.

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Supplementary Materials In addition to the text, instructors are encouraged to enhance their classroom presentations with additional materials available at www.pearsonhighered.com Materials are produced by the authors or under their supervision.

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

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

The Instructor Manual provides two appraisal instruments [see Manual Appendix], synthesis activities [Afterword], as well as the opportunity for instructors and group discussion leaders to provide qualitative assessment through extracurricular or expansion events, interviews and field research opportunities, independent research topics, and other kinds of personal insight situations.

Test Items: My Test Bank – A unique, new, online test bank supplements this Instructor Manual. Instructors are provided an accessible assortment of exam items from which to develop their own assessment programs. For each chapter there are multiple choice, true/false, matching, and essay questions available.

The test bank was developed in two categories: internal items pertaining to the text materials and external items wherein participants are challenged to apply, analyze, or synthesize knowledge to life-like situations. Exam items for this edition are greatly expanded from the original edition; instructors will find items to be effective means for assessing participant learning, regardless of instructor evaluation style and/or preference.

Instructors are encouraged to utilize the online program to access, modify, assemble, store, and print their own formative and summative exam materials. More information is available at www.pearsonhighered.com/irc; register for a user name and password to access the Instructor Resource Center.

Website: MyEducationLab – New to this text is MyEducationLab, a website that includes additional activities that may be used with Understanding Human Differences, Third Edition. Instructors are encouraged to study the website for information, activities, and for further recommendation of means for supplementing instruction and study of the text itself. Access MyEducationLab at www.myeducationlab.com Ancillary Text Support and Training – The authors of Understanding Human Differences, Third Edition, are available for on-site workshops or instructional training. For teams planning to implement courses based upon this text that wish to

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arrange implementation seminars or workshops, contact the authors directly at koppelma.kent@uwlax.edu or goodhart.rich@uwlax.edu.

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

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

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

C. Supplemental Student Activities: Employ these in-class events to stimulate class thinking and to relate chapter concepts to students’ own behavior. Consider these activities basic to each chapter discussion.

D. A description of Summary Exercises: The authors advocate strongly for summary review of each chapter. Of critical importance to the discussion of any chapter of Understanding Human Differences, Third Edition, is that class or seminar time be scheduled for the Summary Exercises that are described and presented in the Instructor Manual; summary exercises appear at the beginning of Chapter 1.

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

F. Additional Enrichment Exercises: The authors provide student learning activities specifically designed to further reader understanding of chapter concepts. As time permits, it is recommended that instructors adapt a selection of activities to their class or seminar, creating interactive, student-centered, small-group learning environments.

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

Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – PREFACE PART TWO: USES FOR THIS TEXT Overview Leaders in higher education in the United States today have come to realize the lifelong value of including in graduation requirements the study of human differences; they recognize the importance to graduates of being able to live and work productively in a diverse society. The text for which this Instructor Manual was created serves a variety of functions, each focused upon providing personal and professional value. In higher education and in the pursuit of lifelong education, we endorse the following applications.

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

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

Teacher Education Arts and Humanities programs Science, Medicine, and Nursing Business Administration and Management Mathematics, Engineering, and Computer Sciences Applied and Practical Physical Fitness and Health Promotion Multicultural Education

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

We declare this text to be a first step; other materials and other authors may provide additional information that will be readily understood if Understanding Human Differences, Third Edition, is utilized first as a foundation upon which to establish deeper understanding.

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

Graduate Programs Standard in most graduate programs is the study of diversity and human relations.

Information and organizational systems underpinning Understanding Human Differences, Third Edition, have been presented successfully within numerous graduate programs.

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

Corporate and Public Sector Training In the public sector, Understanding Human Differences has provided a basis for training in corporate settings and within public service agencies. The materials have proven themselves in ecumenical applications where textual information has supplemented backgrounds of laity and experienced scholars of comparative religions and those of differing faiths.

As basic knowledge, this text, its categorization, and its context supports the recommendations of Title IX and the EEOC. In all situations, instructor orientation is of the utmost importance; information and explanation provided in this Instructor Manual have been developed as a mini-training workshop for successfully managing courses based upon our text with its interrelated history, background, rationale, and purpose for study of human differences. As we mention in the Afterword at the end of this Instructor Manual: Why spend so much time studying differences that are no more than 4% of who we are? Because that 4% has been allowed to overpower us, to divide, separate, anger, segregate, offend, and hurt. When we emphasize the 4%, we classify, rank, categorize, and demean others; it allows us to watch as others grow weary, become discouraged, starve, suffocate, and die.

A Note To International Readers To foreign national and international readers: Our efforts have been to focus upon events and behaviors that are unique to the United States that developed as a result of the founding and building of the modern day America. At no time do we imply blame upon other people or other nations for the events that we describe. Our stories and

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our descriptions are open for your interpretation; we hope the results will yield deeper understanding of America today.

A Note to American Minority Readers To American minority groups: We cannot hope to be expert representatives of every ethnicity, race, nationality, or minority group. Instead, we describe the effects of majority–minority difficulty as it fits our broad objective: to explain with facts what has occurred in the United States from the earliest days of the republic through today.

Neither do we speak exclusively on your behalf nor expect that you should do so. We do not pretend to be expert in areas where you are more so. Still, we anticipate that all Americans will work with our materials to better understand the efforts and concerns of those who figure in the development of this country.

Why Is Understanding Human Differences Important?

The United States is in no way a perfect union. As we mention elsewhere: Americans live in the most racially, ethnically, and socially diverse country on earth. Yet too often we live, work, and play as if our own social, gender, or religious group is the only one about which we need be concerned. To enjoy the advantages of our national diversity, the authors of this book believe that every reader must seek as many facts and consider as many issues as possible to enhance effective interaction with individuals from diverse groups. This book is not a collection of essays providing multiple perspectives on diversity – there are many books that already do that; this book uses research to examine problems, misperceptions, and the potential of the diversity that exists in the United States. The authors believe that understanding diversity is the prerequisite for someone to value the diversity in our society.

R. L. Goodhart Kent L. Koppelman June 2010

Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – PREFACE PART THREE: INTRODUCING THE TEXT TO STUDENTS Planning the First Class Meeting A close reading of the Preface is prerequisite to study of the text. The Preface introduces basic terms: bias, stereotype, prejudice, bigotry, and discrimination, with significant discussion of each in Chapter 1. The Preface also introduces and explains the element most critical to understanding the text: the Vega conceptual framework for interpersonal relationships. Both terms and the framework are critical to being able to visualize how culture, individuals, and institutions are interdependent and how each represents a component of human interaction.

The Preface provides instructors or group leaders with opportunity to prepare students for reading, a practice that is recommended for all reading assigned throughout courses that utilize this text.

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

In the Preface, instructors lead readers to focus upon the important building blocks for all fourteen chapters and the Afterword. Instructors should make the Preface the basis for their own 10–30 minute introductory explanation; study the concepts and discuss this section with their class before they read it; explain to them the interlocking circle design and define for them the three representative terms: Culture, Individual and Institution.

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

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

Functions of Text sections are explained early in the Preface. Take time to read this portion carefully, since each of the four sections has been crafted with careful attention to introducing chapters in a sequence that will develop separate notions:

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“What are our values and how do we attain them?” is the focus of Section 1: Individual Attitudes and Interpersonal Relations. This section subsequently leads to a historical review of attitudes and consequent behaviors in Section 2: Cultural Foundations of Oppression in the United States. Section 3: Contemporary Dilemmas for Intergroup Relations describes specific difficulties of significant minority groups in the United States and sets the stage for Section 4: The Challenge of Diversity to American Institutions.

In introducing the text, and prior to providing the first reading assignment, study Section 1 and then explain it with elaboration so that readers will have a solid notion of what they will be reading. Read also the Section 1 page that precedes Chapter 1.

Integrate the explanation there into an instructor explanation of understanding individual values and interpersonal relationships.

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

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

Examine the framework; prepare your own visual for your class or use visuals provided with the third edition of the text; add your expertise to the framework so that students recognize (a) that although individuals are not born with prejudice, it is something we all learn early; (b) that institutions often do, whether intentionally or unintentionally, maintain unfair policies and practices; and (c) that culture in a multicultural society will reflect biases of the dominant group. Since cultures tend to pass on their patterns and products of learned behavior to their young, and since the notion of culture is the primary vehicle through which individuals and institutions serve one another, instructors may wish to introduce students to a thoughtful definition of culture, as the following: Culture is defined as the behavioral patterns, ideas, values, attitudes, norms, religious and moral beliefs, customs, laws, language, institutions, art and artifacts, and symbols characteristic of a given people at a given period of time.

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

Webb, D., Metha, A., & Jordan, K. F. (2007] Foundations of American Education, (5th ed.), p. 222 Upper Saddle River, NJ: Merrill/Prentice Hall

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Examine the Discussion Exercises section of the Preface, and review the activities of the first three chapters that comprise Section 1 of this text. Explain to readers that activities are included to give them opportunity to think aloud and to test their ideas on others and that others will hopefully do so in return. Recognize that well-managed reader involvement in review and discussion activities is at the center of effective learning. Become familiar with the activities in advance of assigning reading of individual chapters in order to better focus reader attention on chapter content.

Suggestion: Always allot time to use both summary activities for each chapter assigned; scheduling time for summary discussions pays off with dramatic increases in student understanding.

Notice also the Intent section of the Preface; explain to readers the notion that the text intends to provide information rather than to advocate a change in their value systems. It is the judgment of the authors, both in the text and in this document, that education and training ought not to have as their objective alteration of values, but instead should supply individuals with additional information that either can supplement existing values or can support individuals in their decisions to re-evaluate any values that they hold. Expect narratives in this text to provide information that will challenge beliefs and attitudes, not confront them.

It is our hope that the outcome of a well-developed course using Understanding Human Differences, Third Edition, will be that discussion and respect for the values of others will allow for cooperation, collaboration, and mutual interpersonal regard.

Organizing the Inquiry-Based Text An important and unique feature of Understanding Human Differences is its inquiry approach to content; major headings identify categories within each chapter. Following major headings, note that secondary headings direct the reader with questions.

Throughout the text, headings in the form of questions focus the reader’s attention toward subsequent text information.

Behavioral research has demonstrated the question/inquiry approach to be especially effective in attracting and holding reader attention and in obtaining long-term retention of that information. Further, the inquiry approach to presentation of textual content has proved to extend time on task.

Assemble the questions for any chapter or section to find a sequence of logical steps in the presentation of information.

Using the Glossary of Terms and Definitions Point out to readers the place of creating a personal glossary in their note-taking journals. Recommend to them that they add to their glossary as they encounter boldfaced words in the text of each chapter and as they perform chapter end summary exercises. The entire Glossary appears as at the end of this Instructor Manual.

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Assessing Processes and Products: Test Item Bank Test items are available for each chapter of Understanding Human Differences, Third Edition. Instructors are encouraged to use the item bank as the basis for establishing their own assessment materials. Exam items may also be employed to create opportunities to motivate participants to read, discuss, and develop lifetime values.

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

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

Human Relations Attitude Inventory Consider on-site research employing the 70-item Human Relations Attitude Inventory.

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

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

Course Evaluation Instrument It is the opinion of the authors that fair and impartial instruction always includes introductory remarks regarding end-of-course evaluation. At the beginning of the course, explain to students that a Course and Instructor Evaluation will be a final component for course completion. Other evaluation instruments may be included, such as is recommended or required as standard departmental, college or system-wide policy. (Instructor note: A post-course appraisal is located in this Instructor Manual–– see Appendix B.] Classroom Management and Instructional Policy Role of Instructor – Teaching from Understanding Human Differences, Third Edition, will be almost entirely contained within the text itself and from activities provided at

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the end of the chapters; suggestions for conducting activities appear in this Instructor Manual.

Teachers and trainers may elect to facilitate or shape discussions of the content from the activities; one may easily review most chapter information through the first two summary exercises. Subsequent exercises are designed to relate content with individual values and behavior.

It is possible that the text could be the basis for a series of fourteen or more lectures, whereby each lecture is followed with activity and discussion periods of from one to three hours.

Pace of Instruction – Remarks abound in this manual regarding the need for adequate time to effectively pursue chapter exercises. Suggested times for activities are not identified; however, any instructor is encouraged to contact the authors directly with questions regarding administration of any activity or series of exercises.

Note-Taking Journal – Embedded in the summary exercises is reference to personal note-taking; the format for discussion activities is that participants will utilize their text and will create separate note-taking journals in which they make personal responses to discussions and in which they develop their own glossaries of individual chapter terms and definitions. The note-taking journals are also useful to participants as reference, with the text, when creating written assignments.

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

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

Suggestion: Manage classrooms carefully: Chairs must be comfortable for extended discussion. Maneuverability of chairs in classrooms is critical to effective group discussion and to team activity.

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

Suggestion: Make instructor comments about material to be assigned before participants actually read it; time following reading is best devoted to course summary and discussion activities. Discussion will evolve from participants in the course of completing specific exercises.

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NOTES AND REMINDERS

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – PREFACE PART FOUR: CONCLUDING THE COURSE Planning the Final Course Meeting No learning experience is complete without a time for readers to make a conscious and deliberate synthesis of their study and for instructors to assess participant learning.

A summary class meeting – meetings – would include (a) a retrospective of chapters studied and exercises undertaken; (b) a close reading and discussion of the Afterword presented at the end of this manual; (c) a review and discussion using the activities provided; (d) an evaluation of the course via the open-ended Course and Instructor Assessment, Feedback and Evaluation; and (e) the second split-half administration of the Human Relations Attitude Inventory. Instruments are provided in the appendices to this Instructor Manual.

As is provided for each chapter, an Afterword, with explanation and recommendations for use of exercises appears in the Instructor Manual. Employ suggestions there with those below to develop an effective end-of-course participant experience.

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

A Recapitulation of Text Sections For your convenience, a brief review is provided below; use the summaries and the lesson plan recommendations in the Afterword to develop an end-of-course summative process.

1. Review of Section 1 – Individual Attitudes and Interpersonal Relations Section 1 focuses on individuals and individual behavior. Throughout the section, terms are defined and major components of the interpersonal communication cycle explained. The notion of an attitudinal continuum – from stereotyping to bigotry – is advanced, and the concept that, different from one’s attitude, discrimination is the observable act of responding negatively toward another person or group.

Suggest that, using their texts and their notes, groups of three readers review the first three chapters in order to list ten of the major concepts provided in this

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portion of the text. Constructing a master list from those of each group will serve to further provide summary information for each participant.

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

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

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

4. Review of Section 4 – The Challenge of Diversity to American Institutions Section 4 proposes the adoption of the concept of pluralism as a means of mutual survival in an increasingly diverse society. Multicultural education is explained in contrast to the essentialist concept for public education in the United States today.

Suggest that participants supplement the list of institutions with others where diversity is being met with pluralist solutions; or suggest discussion of those institutions' most recent successes.

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

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Suggestion: Conduct a cross-comparison summary with exercise #2 from each chapter and resulting participant terms lists from their own note-taking journals with the Glossary. Devoting time to a comparative tally of individual lists with the Glossary provided will serve to refresh memories and add to students’ human differences knowledge base. Refer also to the Glossary provided at the end of this Instructor Manual.

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

If the Human Relations Attitude Inventory was administered at the beginning of the course, those participants who were not initially selected should be scheduled at this time to reply to the 70 items. From records retained from beginning the course, the second group of enrollees can be identified. Expect that data collected from post-study respondents will differ significantly from that collected at the beginning of the course.

Instructors are free to develop their research based on single classes or upon a number of sections, depending on the research plan.

Course and Instructor Evaluation A course evaluation instrument is provided in this manual as Appendix B; it is an open-ended response form useful in acquiring information from participants about course and instructional quality and means of improvement.

The end-of-study course and instructor evaluation provided may be utilized at the same time. Titled Course and Instructor Assessment, Feedback and Evaluation, it can be invaluable to instructors. Other evaluation instruments may be included, such as those assessments recommended or required according to departmental, college or system-wide policy.

Suggestion: Assess student learning for the benefit of future course improvement; establish baseline information about how students learn about a subject that involves one’s biases, prejudices, and practices that might be termed “discrimination.”

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – PREFACE PART FIVE – INSTRUCTIONAL PERSPECTIVES and RESOURCES Instructor Preparation Entries throughout this Preface recommend instruction strategy, presentation technique, and purposes of review and assimilation exercises. This concluding section is intended to provide a final reminder to (a) read the previous sections and (b) provide the two complete summary exercises that we recommend begin each chapter discussion. Taking time to read this entire Preface thoroughly before going further with the text will be a wise investment in time – and a future time-saver.

Concept Overview Throughout this text, the authors suggest that every chapter be assigned with an overview provided by the instructor. The first page of each chapter in this Instructor Manual provides an Overview of Concepts for this purpose. Provided that the instructor has reviewed the chapter, this Overview will aid in giving students focus for their assigned reading.

Regardless of the age or standing of readers, we recommend that they be advised of the message, purpose, and major terms and concepts that will be encountered when reading. After all, helping students to understand the content of what they are expected to read is one of only two purposes of good classroom instruction.

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

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

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Suggestion: Print this entire Preface and all chapters of the Instructor Manual and create an instructor binder to consult when planning and conducting a course in human differences, such as Understanding Human Differences, Third Edition represents. E-mail authors directly with questions, concerns, and/or suggestions for this manual or the text: Koppelma.kent@uwlax.edu or Goodhart.rich@uwlas.edu Summary Activities Excellent instructors understand that considerable class time must be devoted to discussion of the reading assigned. Throughout this Instructor Manual, the author advises that content review always begin with summary activities.

Devote class time to student reviews of all assigned chapters; begin reviews with variations of two fundamental activities (discussed below) in which groups of three to five students conduct focused discussion of content and terms.

Contrary to instructional myth, repetition of learning exercises in pursuit of learner comprehension is an efficient means of assuring understanding of terms and concepts. Further, it provides standardization and reduces student anxiety regarding what to expect from the instructor. [Tip] Be vigilant and deal directly with students who rely on summary activities as replacements for reading the material.

The summary exercises are: (1) focus review and (2) term and concept review.

Although summary exercises do not appear in the Third Edition, they are reproduced here with explanation. A complete set of lesson directions for administering summary exercises is presented below.

Chapter Focus Review Instructor note – Clarifying what readers gained from this chapter introduces them to a self-sustaining approach to Understanding Human Differences, Third Edition. Each phase, A through E, can be managed within independent groups; phase F provides excellent closure to any review.

Activity – In assigned triads or groups, create at least five summarizing statements that jointly represent the major ideas of the chapter. Paraphrase and condense rather than debate the merits of the concepts presented.

In your groups, follow each step below: A. List major components of the chapter; then combine and edit the list for a total of five statements.

B. Agree on the wording of each statement.

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

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

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

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

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Term and Concept Review Instructor note: Terms and definitions are a major component of each chapter of Understanding Human Differences, Third Edition. In this activity, participant-derived lists of terms permit self-discovery and a high degree of retention. Follow steps A through F routinely.

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

Activity – In assigned triads or groups, refer to the terms and definitions presented at the end of this chapter and then locate the term in the text of the chapter. Explain how each term relates to understanding the concept of how values are transmitted through our language. Your instructor will be available to consult with your group as needed.

Caution: This will take time, but these terms are vital to know as you learn how we perceive human differences.

In your groups, follow each step below: A. Place a star (*) next to any term that is unclear to you.

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

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

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

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

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

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

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Section 1 – Individual Attitudes and Interpersonal Relations Section 1 examines individual human differences. From the beginning human beings have been social animals; interpersonal relationships are the bedrock of our social nature. How we perceive and react to others is a complex combination of values, attitudes, beliefs, assumptions, and behaviors. This section introduces terms commonly employed in the behavioral sciences, related to discussions of human differences, interpersonal communications, and intergroup relations. Emphasize the focus that is outlined in each of the section explanations and use materials regarding each chapter to provide strong basic reader understanding before students approach the reading assignments.

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

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

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

Directions for this exercise are complete; follow them to establish the basics for this exercise.

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

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

Explanation of Intergroup Exercise [TEXT] A Mutual Support Dilemma – This activity is highly engaging; it also serves as an icebreaker within groups. Group members will likely wish to read the case study silently to themselves, which is preferable; urge members to begin assigned group discussion as soon as everyone has finished reading; cue the class to begin if any groups aren’t readily engaged. Discussion is best managed with minimal oversight.

Provide discussion time; then direct groups to move to the questions in. Instructors: notice that women may take stances different from more traditional men; urge participation by men less strident in their responses, and calm or divert those who tend to dominate discussion. The goal is to develop positions based upon representative group values; aim that process and product to be instructive to those involved.

The Follow-Up section will generate additional discussion; rather than become involved, be prepared to rephrase and redirect comments toward what might/should be an outcome. Before adjourning, take time for students to write journal entries synthesizing their personal positions as a result of the exercise, as a replacement for further debate about a desired result.

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

SUPPLEMENTAL STUDENT ACTIVITIES The activities that appear below are highly recommended; the outcome of supplementing basic instruction with enrichment experiences will be to establish greater understanding and comprehension of chapter content. Plan class or seminar time to allow students the opportunity to integrate information from this chapter into their broader experience base through a selection of these exercises.

Summary Exercises The authors of Understanding Human Differences, Third Edition, anticipate that instructors will devote class time to student reviews of each assigned chapter and that each chapter review could begin with variations of two fundamental activities in which Section I – Individual Attitudes and Interpersonal Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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groups of three to five students conduct focused discussion of content presented in the chapter. The summary exercises are: (1) Focus review and (2) Term and concept review. Although summary exercises do not appear in the Third Edition, they appear in Part Five of the Instructor Manual Preface with explanation.

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

Personal Clarification Exercises Explanation: Survey of Personal Attitudes and Values – In this activity, groups of five participants discuss implications of each alternative before recording their personal responses. A second phase to the activity might have group members share and explain their responses within their groups.

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

Assignment: A Survey of Personal Attitudes and Values – The brief survey below will provide you with a thumbnail sketch of your personal attitudes and values.

Complete all five items as the basis for some personal insight and for a discussion regarding what personal attitudes and/or values are reflected. Compare your results with those of the current membership of your class. How does a tally of the results reflect your personal attitudes and values? Those of your group? The class? Larger societies? You may be directed by your instructor to develop a “This I Believe” statement in which you weave your responses into a single paragraph.

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

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

A. I would sacrifice family time for exciting opportunities and higher pay at my job.

B. I would sacrifice exciting opportunities and higher pay at my job for more time with my family.

3. When you are at home with your family, how do you spend your free time?

Note: Express your answers in terms of percents, as in Watching television = 20%.

Your total should be 100%.

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A. _____% Being with my family B. _____% Hanging out with my friends C. _____% Playing sports/exercising D. _____% Watching television E. _____% Attending sports events F. _____% Working around the house Total: 100 % 4. How do you feel about discussing your personal problems with others?

A. Comfortable B. Uncomfortable C. OK when it is _____________________ D. Not comfortable when it is ___________________ 5. How many hours a week are you prepared to work in order to be successful?

A. 40 hours B. More than 40 hours C. More than 40 hours plus weekends Adapted from: “Stress and the Superdad” Michele Drecklin Time, August 23, 2004 Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

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

Contact your campus international education office to establish this kind of experience.

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

Community Involvement: Service Learning Instructor note: Values are demonstrated through behavior shaped by individual attitudes. We assume in this scenario that attitudes have led to behaviors unacceptable to the community; being able to compare one’s attitudes with those of someone incarcerated for his/her behavior could have lifelong impact. This project can be meaningful to the mature student who possesses proficient skill at interpersonal Section I – Individual Attitudes and Interpersonal Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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communication. Be cautioned that the altruistic student, of any age, should be counseled to pursue other projects.

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

ENRICHMENT ACTIVITIES The luxury of instructional time allows one opportunity to involve learners in valuesbased activities using the concepts presented in Chapter 1.

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

1. Annual salaries in your community: A. You earn $50,000; the average earned salary is $25,000.

OR B. You earn $100,000; the average earned salary is $200,000.

2. Educations in your community: A. You have a B.A.; most people have high school diplomas.

OR B. You have a Masters Degree; most people have their doctorates.

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

OR B. ____________________________________________.

Based on a study cited in

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The Paradox of Choice: Why More is Less

By Barry Schwartz Suggestion: Conclude any activity with group discussion and self-reporting procedures. Assume the role of secretary for the class; take notes and use categorization to group remarks and conclusions. A good secretary generates participant interaction and will illustrate that class conversation is key to meaningful learning.

A Question of Values Directions: To respond to each of the situations posed below, one must first consider her/his own values base. In teams of three, discuss each item and share your initial personal values response. Then select several items for further discussion and possible explanation to the class.

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

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

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

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

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

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

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

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

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

What Is a Good Society?

Directions: What might be an “ideal” society where human differences were understood and where a diverse population would be treated equally? Design a hypothetically ideal society that your team or group can agree is an example of a “good society.”

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Define a society as “a group of persons who share a common culture, government, institutions, land and/or a set of relationships.”

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Assume that the society you have designed would then be created and you would live in it permanently.

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Understand that no person in your group will know who he or she will be in that society, nor what place anyone will occupy. In other words, you will not know in advance your gender, race, ethnic background, religion, age, socioeconomic status, sexual orientation, or if you will have a disability.

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Begin by identifying what ethical principles would guide all members of this society; describe how each principle will determine how your society will function.

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With the assumption and condition [above] in mind, create your version of a “good society.”

Jim Hightower: Thieves in High Places

Expert Advisor Selection Activity Directions: A group of fifteen experts, considered miracle workers by those who have used their services, has agreed to provide these services for the members of this group.

Their extraordinary skills are guaranteed to be 100 percent effective. It is up to you to decide which three of these people can best provide you with what you want. The experts and their qualifications are listed below.

Part One: In groups of three or five, review the qualifications of each expert advisor.

Part Two: Discuss with group members each of the fifteen experts. As needed, ask clarifying questions, such as “Could this person . . . ?” or “Do you believe that she could also . . . ?”

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

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

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

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

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

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

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

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

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

8. “Pop” Larity – He guarantees that you will have the friends you want now and in the future. You will find it easy to approach those you like and they will find you easily approachable.

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

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

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

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

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

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

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

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Section I – Individual Attitudes and Interpersonal Relations

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

Explanation of Clarification Exercise [TEXT] – Rationalizations: Victim-Blame, Denial, and Avoidance – Finding illogical rationale in the form of victim-blaming, denial, or avoidance statements is a valuable interpersonal skill. This exercise directs teams to use their notes, text, and instructor coaching to analyze the thirteen statements provided. An answer key furnishes instructors with explanations for the answers to each statement. (Key: See Answers and Explanations for Rationalizations of Our Prejudices exercise at the end of this section.)

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

Explanation of Intergroup Exercise [TEXT] – The Liver Transplant Problem – This is a problem-solving activity that requires four- or five-person groups to agree on a candidate for a liver transplant.

Before concentrating on the situation itself, direct group members’ attention to their tasks by reading to the assembled groups the background, role, problem, and directions for the activity. Offer to be available to groups to clarify terms or meanings.

Monitor group discussions and redirect discussants to the task if they digress or adopt hopeless or cynical philosophies. Some individual groups may opt for a drawing or lottery instead of selecting individuals for the liver transplant; allowing this option defeats the purpose of debating based upon one’s individual values. Require lottery

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advocates to justify the process, especially how giving in to chance and abdicating a caring society role makes chance a morally correct approach for candidate selection.

Close the exercise by applying group decisions to the three discussion questions. Ask for some generalizing statement that can put everyone at ease regarding the fairness or unfairness of the candidate selection. [Key: See Explanation for The Liver Transplant Problem exercise at the end of this section.]

SUPPLEMENTAL STUDENT ACTIVITIES The activities below are highly recommended; the outcome of supplementing basic instruction with enrichment experience will be greater understanding and comprehension of chapter content. Plan class or seminar time to allow students opportunity to integrate information from this chapter into their broader experience base through a selection of these exercises.

Summary Exercises The authors of Understanding Human Differences, Third Edition, anticipate that instructors will devote class time to student reviews of each assigned chapter and that each chapter review could begin with variations of two fundamental activities in which groups of three to five students conduct focused discussion of content presented in the chapter. The summary exercises are: (1) Focus review and (2) Term and concept review. Although summary exercises do not appear in the Third Edition, they appear in Part Five of the Instructor Manual Preface with explanation.

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

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

Assign: I’m Not Prejudiced, But. . . – Read privately each of the following statements and respond as honestly as you can about whether in the past you have felt, expressed, or heard within your family thoughts similar to those below. Enter your responses next to each number. Your responses should be one of the following: S =

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Sometimes, O = Often, N = Never. Share those responses that you are willing to discuss.

I’m Not Prejudiced, But… 1. If I’m in a social setting and a joke with racial overtones is told, I laugh.

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

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

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

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

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

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

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

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

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

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

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

Activity: In our media, are all races and ethnicities portrayed similarly? Are disabled persons featured proportionally to their numbers? Are both men and women featured, and are their images treated equally? Conduct a mini-research project in which you select a number of weeks of a daily publication, such as your regional newspaper; a number of months of a specific magazine; or a number of hours of a single channel of Section I – Individual Attitudes and Interpersonal Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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television programming. From the advertisements presented, tally ratios of able to disabled persons featured, men vs. women, number of ethnic groups, and/or how many races you see regularly. Chart your information a specifically as possible.

Develop a final page in which you draw conclusions regarding the equality of representation in our media: people with disabilities, men and women, major ethnic groups, and races. You may wish to add categories as you analyze your data.

Community Involvement: Service Learning Instructor note: Unbiased examination of actual activity is difficult; clearly evident prejudicial expressions or policies are unlikely; however, subtle practices more difficult to examine may include high degrees of prejudice toward specific categories of people or groups. Work closely with those undertaking this activity since conclusions may be inaccurate and/or offensive to the organization.

Activity: How prevalent is prejudice between races and classes in America today?

Consult a local chapter of Habitat for Humanity or an organization with a similar mission; volunteer to work for the group to begin and achieve a major goal or project.

How is racial or economic prejudice being encountered? How is that prejudice being alleviated? Regardless of whether your course has concluded, report your conclusions to the director or project coordinator; report also to your original instructor to explain how your experience was a positive study of human differences.

ENRICHMENT ACTIVITIES These enrichment activities allow an opportunity to involve learners in further activities that will aid in clarifying the concepts presented in Chapter 2.

My Experiences with Culture, Race, and Ethnicity Directions: Complete your own recollection of experiences with culture, race, and ethnicity. Begin with your earliest recollection and move forward to the present, listing as many instances as are comfortable to recall.

Part Two: Explain to others (a) the impressions these experiences made on you at the time; (b) your reactions to them then and now; and (c) how your reactions have changed over time, specifically regarding: 1. What age(s) over your life span you have had personal, direct contact with someone of a different culture, race, and ethnicity?

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

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

Playmate?

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

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

A. What was the situation or program?

B. What was the story about?

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

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

A. What was the media?

B. What was the event or story about?

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

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

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

1.

2.

3.

4.

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

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

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

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

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

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6.

7.

8.

9.

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

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

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

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

“The problem with the women’s lib movement is that it is led by a bunch of sexually frustrated, female sexists.”

AVOIDANCE: The avoidance orientation accepts the existence of the problem but attempts to avoid it. Avoidance rationale may propose a false or inadequate solution, or make a statement that attempts to sidetrack the listener away from the real issue.

The effect of this orientation is the misplacement of the problem, leading to faulty or incomplete solutions focusing on victims, such as the need for: more research, more law enforcement, and more remedial programs.

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

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

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

13. “The crux of this issue is economic. We need more equitable distribution of wealth and economic opportunity.”

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

15. “Yes, but isn’t this all part of human nature? Aren’t we all prejudiced in one way or another? And, isn’t everybody discriminated against in some way, shape, or form?”

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

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

18. “I know America has problems, but I’m proud to be American; I think you should love it or leave it.”

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KEY TO EXERCISES [TEXT/KEY] – Answers/Explanations: Rationalizations: Victim-Blame, Denial, and Avoidance 1. Denial – The speaker denies discrimination against women and minorities by claiming that they are favored in hiring practices (the reverse discrimination argument).

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

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

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

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

6. Avoidance – The speaker identifies the problem as consisting of all the divisive labels that exist for different groups, and he or she proposes the (false) solution of a unifying label (human). The reply is a false solution because it ignores the significance of racial and ethnic labels for individual identity.

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

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

9. Avoidance – The speaker admits to problems of discrimination, but instead of confronting the problem with ideas to stimulate a reduction of discrimination, the speaker merely notes that it is not as bad as it used to be, and he or she

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claims that discrimination against women and minorities is worse everywhere else in the world (red herring).

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

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

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

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

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

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

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

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

So now what? This course asserts that the first step to eliminating or at least reducing prejudices is to be able to identify them; one must know what prejudices one holds in order to deal with them. This activity attempts to help people identify what at least some of their prejudices might be. The next step is to think about the messages we each learned growing up (i.e., from parents, family, peers, media) that might have fostered a prejudicial attitude toward a certain group. Remind the group that we are not born prejudiced. We are taught to be prejudiced, and anything that we have learned can be unlearned.

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

Example: When I first encountered this exercise I was someone who denied that I had any prejudice; I developed my criteria and made my selection. In discussion later, I had to admit that I had eliminated “I” (people with mental retardation) because I didn’t believe that such people had much to contribute to society. This forced me to recognize that I had learned to devalue persons with mental retardation, and that I was NOT free of prejudice. As I tried to understand this rather disturbing truth, I began to consider how I could have learned such a prejudice.

In reflecting on my youth, I remembered watching the telethons on television that were full of pity for people with disabilities. They were presented as a burden on society and the rest of us were responsible for them. They were not presented as valuable or productive people, or people who could be responsible for themselves. I remember several instances where children with a developmental disability were born to friends or relatives and how sorrowful the responses were to the parents. Such messages may have been intended to show compassion, but they did not teach me to respect or value people with disabilities. Instead I learned to devalue them and developed a negative image of them. This is how I learned to be prejudiced.

Since that time I have been reading and attending workshops that have helped me to discard this negative image and create a more realistic image of people with disabilities. This is not as easy as it may sound, but it is essential for all of us to attempt. It is the process that is necessary to unlearn prejudice, and this is the process we encourage you to pursue using whatever insights this exercise may have provided you. – KLK Section I – Individual Attitudes and Interpersonal Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Section 1 – Individual Attitudes and Interpersonal Relations

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

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

Follow up a review and discussion of the Perry items with whole-class discussion of Perry-like statements that participants suggest that they might hear. (Key: See Answers to Statements Illustrating Perry’s Continuum at the end of this section.)

Suggestion: Work to consciously develop student awareness of how one might speak or hear statements illustrative of Dualism, Multiplicity, Relativism, and Commitment; focus on remarks related to race, religion, ethnicity, or indigence.

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

Collect and display summarizing generalizations on note cards that class members post on a STICKS AND STONES bulletin board; focus on the unintentional dangers of language in everyday interpersonal communication. (Key: See Explanation and Possible Responses for the Words and Phrases That Hurt exercise at the end of this section.)

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

Note: Additional discussion will surely ensue if speakers of the statements in this exercise are variously re-identified as people of color.

SUPPLEMENTAL STUDENT ACTIVITIES The activities below are highly recommended; the outcome of supplementing basic instruction with enrichment experience will be greater understanding and comprehension of chapter content. Plan class or seminar time to allow students opportunity to integrate information from this chapter into their broader experience base through a selection of these exercises.

Summary Exercises The authors of Understanding Human Differences, Third Edition, anticipate that instructors will devote class time to student reviews of each assigned chapter and that each chapter review could begin with variations of two fundamental activities in which groups of three to five students conduct focused discussion of content presented in the chapter. The summary exercises are: (1) Focus review and (2) Term and concept review. Although summary exercises do not appear in the Third Edition, they appear in Part Five of the Instructor Manual Preface with explanation.

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

Personal Clarification Exercises Explain: The Listening Test: I Know You Think You Know What I Said, But. . . .

The purpose of this exercise is to re-orient participant listening skills – the most critical interpersonal communication ability. This activity involves participants in pairs for two rounds so that each team member can be both a speaker and a listener.

Partners must work at listening to exactly what is being said. Round two affords team members the opportunity to exchange roles.

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

Conclude with application questions such as: “How can exercises like this change our everyday listening habits?” Or: “What can make us better listeners, even when our

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friends are themselves inept at listening to us?” And: “What two listening behaviors will you regularly practice – that you know you can remember?”

Assign: The Listening Test: I Know You Think You Know What I Said, But. . . . – Directions: This exercise provides practice for pairs of participants to practice listening skills. There is a time limit that your instructor will coordinate. This activity is not intended to embarrass you or force you to reveal values that you prefer not to share.

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

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

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

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

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

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

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

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

Instructor note: Current issue topics applied to a categorized moral reasoning framework could create intense motivation among class members as well the researchers themselves. A series of parallel projects could ignite even greater Section I – Individual Attitudes and Interpersonal Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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enthusiasm. This research event would need discussion and refinement with instructor leadership. The result could be significant research results that could reach beyond your classroom or seminar. Students with background and experience in developing questionnaires or interview protocols might be naturals for this kind of project. Willing teammates would be especially promising.

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

Community Involvement: Service Learning Instructor note: Neither the topic of this opportunity nor its scope can be taken lightly. Moral reasoning, attitude, behavior, and the interpersonal communication that delivers one’s rationale are tightly combined in the topic of domestic violence; still it is interpersonal communication that is the first step toward reducing domestic violence.

Be aware of the need for perhaps several layers of approvals before such a project is approved. Producing a media project will take special talents that will surely be found in interested men and women; however, every phase of this project will be ethically and personally confidential, so participant maturity will be of utmost importance.

Willing teammates must include at least one female.

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

Suggestion: Throughout the course, suggest topics or foci for research questionnaires.

Pose open-ended questions that relate course content directly with a local or regional population. Make participants aware of the breadth of social action in your community, region, state, and beyond.

ENRICHMENT ACTIVITES These enrichment activities allow an opportunity to involve learners in further activities that will aid in clarifying the concepts presented in Chapter 3.

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Difficult Dialogues: Resolving Communication Conflicts Directions: This role-play exercise promotes discussion about communication conflicts that we often experience. Read the following four scenarios; select one to use as the basis for a scene that your group will act out for the class. With others in your group, develop a story of what might occur next in the scenario selected. Each person in your group must have a part to play, so create a cast of characters so that each person in your group is significantly involved. Remain in character following your presentation to give an explanation of your character’s motivation and to answer questions from others regarding how your character might be expected to behave in the future.

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

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

At the conclusion of this exercise, all cast members face the audience.

Characters should respond to audience questions about what they were thinking and feeling in the roles they portrayed. (Audience: Questions are important.)

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

Difficult Dialogues: Resolving Communication Conflicts

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

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

C. Ben, a Native American student, hears one of his Native American friends talk about African Americans in a very demeaning way. Ben does not like to hear such Section I – Individual Attitudes and Interpersonal Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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prejudicial comments, but he notices that his other friends smile and seem to agree with these comments. What could Ben do?

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

What could Amy say or do?

Sally’s Dilemma: Analyzing Moral Reasoning Directions: In the following two conversations, identify the following arguments according to Perry’s Continuum of Moral Reasoning as: [D] Dualism [M] Multiplicity [R] Relativism [C] Commitment The situation: Sally’s dilemma is about a low-income family just barely making ends meet where the woman (Sally) discovers that she is pregnant for the fourth time.

Furthermore, the doctor has indicated that there is a high probability that the child may have Down syndrome. Sally’s husband doesn’t want her to have an abortion, yet he has also said he will refuse to accept any kind of social services to help with the child if it does have Down syndrome because he considers the services equivalent to welfare and he refuses to accept welfare assistance. All of these issues appear in the arguments below.

First Conversation (Dualistic and Multiplicity thinkers): ____

Della: Sally should not have an abortion because abortion is murder and if she has an abortion God will punish her. She will go to Hell.

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

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

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

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

Second Conversation (Relativistic and Commitment thinkers): ____

Rick: Sally’s got to consider a lot of factors. Another pregnancy and delivery might weaken her physically, and the mental stress alone could be damaging.

There also could be complications with the delivery. There are risks involved in having an abortion, but I think in this case the benefits from having an abortion outweigh the risks.

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

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Christine: Life is about more than mere existence; it is about the quality of that existence. This family already suffers from insufficient resources and they are living a marginal existence. To have even less because of the needs of raising another child, especially a retarded child, would be to force them to struggle with demands beyond what they are capable of meeting. The emotional and financial strain could destroy the family and end in divorce. If Sally values her family above all else, then she should have an abortion.

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

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Rick: Our society tends to support the right of individuals to make their own decisions, and that was the point of the Supreme Court when it ruled that abortions could be performed legally. Sally has to look at her options and make the best decision for herself and her family. If this were my situation, I would

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tell my wife that I would support whatever decision she made, but I would encourage her to have an abortion. Their resources are spread thin as it is, and to have another child, especially a retarded child, is going to add more burdens, heartache, and expense to an already vulnerable family.

Key To Exercises [TEXT/KEY] – Explanation: Perry’s Continuum Brief explanations accompany each statement in the Perry exercise. Some patterns emerge in these explanations that should aid in responding to student questions. , 1. B (Multiplicity) – This student insists that all opinions are equal. This clearly moves beyond the focus of dualism upon facts yet is not sophisticated enough to qualify as Relativism that would recognize differences in the quality of opinions.

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

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

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

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

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

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

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

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

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

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

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

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

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

People of color grow up with a different perspective on the police as compared to the “Officer Friendly” perspective that characterizes most middle-class white people. Police have been guilty of racial profiling, brutalizing and intimidating people of color once they have been arrested, entering homes of people of color (especially in low-income areas) and searching the place without a warrant, and so on. So when white people talk about “law and order,” many people of color will talk about justice, because you can have law and order (as in totalitarian societies) without justice.

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

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

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

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

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

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

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

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

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

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

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

This statement does not recognize the changes that often happen when neighborhoods change. Older neighborhoods may get more low-income families who have to choose between home upkeep and basic necessities (food, rent, etc.) or landlords may be taking the maximum short-term profit from renters with little effort to maintain properties, but the deterioration is blamed on the tenants. There are many reasons why a neighborhood deteriorates, and they usually have to do with lack of resources, but the speaker seems to be saying it is the fault of the people who live there.

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

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

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

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

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

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

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition –

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

Chapter 4: Immigrants and Oppression: The Assault on Cultural and Language Diversity Overview of Concepts Chapter 4 describes how ethnic diversity in an emerging America has been perceived historically as threatening to white supremacist attitudes of the resident majority.

Attempts have been made to curb immigration to America, especially of people perceived as not satisfactorily white enough, and to justify anti-immigration efforts through the early twentieth century quasi-science of eugenics. Because of reform immigration laws in 1965, ethnic diversity in America has increased dramatically. The chapter concludes with a description of anti-immigrant activities that underscore the persistence of these attitudes on the part of a significant percent of the American population.

Explanation of Clarification Exercise [TEXT] – What I Know Is… – Participants best become aware of diversity in America when they describe what they know and have experienced themselves. This exercise provides a fun way of talking about the diversity that we often take for granted or that we fail to consider. Give fresh teams opportunity to range freely across all items.

Recommend that pairs check with other pairs when/if time allows. Ask for responses or comments from the class about the notion of “hyphenated Americans” as appears in the subtitle of the exercise. Provide time for final comments; ask class members to suggest and explain additional items.

Suggestion: Urge participants to contribute their additions to the authors for possible inclusion in a future edition of Understanding Human Differences. Authors can be

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contacted through the Allyn & Bacon Longman website specifically devoted to this textbook.

Explanation of Intergroup Exercise [TEXT] – The Immigration Letter to the Editor – This scenario will ignite controversy even before it is completely read. In order to have meaningful dialogue, instructors immediately divert voluntary reader reactions to the seven questions posed; solicit responses in the order of the Follow-up Questions for Discussion.

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

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

SUPPLEMENTAL STUDENT ACTIVITIES The activities below are highly recommended; the outcome of supplementing basic instruction with enrichment experience will be greater understanding and comprehension of chapter content. Plan class or seminar time to allow students opportunity to integrate information from this chapter into their broader experience base through a selection of these exercises.

Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

Suggestion: Modify summary review exercises as needed to sustain student interest in content, but continue the review practice throughout study of Understanding Human Differences, Third Edition. Conduct whole-class summaries when classes begin to lose focus; presenting your own perspective and maintaining tempo can infuse new enthusiasm. Pace of instruction must be crisp. Focus on insightfulness but keep content review as the central issue.

Intergroup Exercise: Difficult Dialogues – A Mathematical Question Instructor note: Difficult Dialogues This recurring involvement activity is a kind of social action theater in which individuals respond within what we hope are their best judgments. There is only one scenario in this exercise; allow participants to audition with others for parts but involve each class member in a group. Generate enthusiasm for each threesome to create and present unique perspectives to the situation. Suggest that the focal terms be clarified, perhaps as a whole group, before moving into plans and presentations. Urge actors to be specific to establish a scenario if not an actual

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script for their role-play. As time permits, ask characters to stay in character for questions from the audience about their reasons for their behaviors.

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

Difficult Dialogues: A Mathematical Question Characters: • Hispanic female advanced placement high school junior • Muslim female high school senior; highest senior academic achiever • White male high school senior student in upper 2 percent of his class The Situation: A student makes the following statement in a mathematics class: “I’m glad to be in a class where issues of race, culture, and diversity aren’t important.

Everyone knows that most of the great mathematicians were from Europe. Anyway, it doesn’t matter here.”

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

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

Activity: Where has racial oppression occurred in America? Through a local or school organization, identify 3–5 individuals willing to discuss their status as minority Americans. Interview each with identical sets of questions; seek to discover how they each perceive inconsistencies between what American values espouse and how they and their families may have been treated differently. Maintain a publishable journal of notes about oppressive racial practices in America.

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

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Activity: How do organizations in your community or region aid racial minorities?

Volunteer at an ethnicity-based organization or at a nearby Boys and Girls Club. Help with the mission of that organization to support racial or ethnic minority children, youth, or adults. Arrange to present to another service organization what you discovered through your volunteer experience.

Suggestion: Service learning projects are intended to be live events: those who pursue these opportunities must be willing and able to commit ample time and regular attendance. Organizations and united efforts in the real world are sometimes unappreciative of academic perspectives or part-time participants.

ENRICHMENT ACTIVITIES Enrichment activities allow instructors the opportunity to involve learners in activities that will further aid in clarifying the concepts presented in Chapter 4.

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

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

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

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

Once in corners, each group takes 7–10 minutes to (a) read each statement below, (b) list three plausible arguments in support their assigned position (represented by the corner), and prepare to (c) present the merits of their position to the class. Debate and/or rebuttals may be held dependent upon your instructor’s plan.

After each group has explained and promoted its assigned position on the issues, class resumes in order to discuss the questions below: • How did you feel about developing and articulating a group argument that may not be your personal preference?

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

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

The Four Corners Exercise – Taking a Stand 1. United States is a Christian nation, and we are at risk of losing that distinction by letting all these Buddhist, Muslim, and Hindu immigrants settle here.

2. The problem is not immigration but illegal aliens coming into the United States when they have no right to enjoy our country.

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3. Immigrants have always brought new ideas and energy to our country; we have benefited in the past and we are still benefiting today.

4. The United States’ accepting so many refugees has become a problem because so many of them don’t speak English and have no job skills for our society.

5. The United States should accept any H’mong immigrant who wants to come here, given everything they did for us during the Vietnam War. Comment: Results from the statements developed through this exercise will illustrate both positive and negative attitudes that exist in our society – the point of the activity.

Discussion is expected not only to present valid arguments for each position, but also to discuss the cognitive and affective quality of argument.

It Is Uncomfortable When. . .

Directions: Identify and recall or interview a friend, relative, neighbor, or other acquaintance whom you know has been uncomfortable or in some way resentful because of a situation similar to one or more of the circumstances described below.

From your knowledge of that person’s situation, explain to your group members how that person has explained or demonstrated his or her discomfort. In your opinion, what creates that discomfort? Why (or why not) should your friend or acquaintance be justified in harboring those feelings? If you can recall a time when you held similar feelings, explain how and why you felt the way that you did in that situation.

It Is Uncomfortable When. . .

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

Perhaps they are talking about you.

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

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

While Dining Out: You have planned for a long while to eat out at a trendy French restaurant with three friends; you are seated immediately, but in passing, the Maitre’d makes a comment to your waiter that everyone at your table felt was a discourteous Section II – Cultural Foundations of Oppression in the United States Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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remark. Although no one could adequately translate the comment, and even though it was not delivered with telegraphing body language, it seems to have placed you and your friends in some discomfort, as if you were not welcome.

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Section 2: Cultural Foundations of Oppression in the United States Chapter 5: Race and Oppression: The Experiences of People of Color in America Overview of Concepts Chapter 5 describes negative sixteenth and seventeenth century attitudes, mostly of Europeans, toward native peoples of America and how such negative attitudes allowed outsiders to justify the conquest of Native Americans and dispossession of lands.

Although native cultures had much to teach the incoming settlers who were unfamiliar with the biodiversity in America, until recently, we have largely ignored that knowledge. Oppressive behaviors toward American Indians has continued through the subsequent centuries, and even today native peoples struggle to maintain their cultures and their status.

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

Reading teams keep personal notes as they discuss the Insight Builder questions provided. If time limits this activity, the questions for discussion will best be reduced to items #1, 2, 5, and 8. Conclude with teams volunteering their best responses to each of the items. Maintain the objective implied in the final question.

Explanation of Interpersonal Exercise [TEXT] – College Racial Incidents – Four scenarios present discriminatory incidents that occurred because of race. Divide the class into four groups to discuss possible responses from the point of view of the student of color. Allow internal discussion and/or debate, but keep each group on task to formulate a group consensus to each of the questions posited in the text activity directions.

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

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SUPPLEMENTAL STUDENT ACTIVITIES The activities below are highly recommended; the outcome of supplementing basic instruction with enrichment experience will be greater understanding and comprehension of chapter content. Plan class or seminar time to allow students opportunity to integrate information from this chapter into their broader experience base through a selection of these exercises.

Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

Suggestion: Encourage participants to always complete summarizing exercises in class. Alternate from pairs to adjacent seat partners to pre- or self-selected teams of two or three; discourage groups from reviews that support those who have not read the material. Require that texts be consulted and page/paragraph referenced. Expect that specific citations from the chapter be cited for the group or class.

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

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

Activity: The Mascot and Place Name Game Directions: In groups of four to five: • List as many American Indian terms, mascot names, or publicly recognized place names as you can. [TIP] – Recall names from public or parochial elementary, middle, or secondary schools, from professional sports teams, from structures or natural sites, and from terms that are said or assumed to honor Native Americans. You may include such mascot names as Atlanta Braves, place names such as Squaw Peak, and terms such as “Wild as Indians.” Consider carefully historic site names before including them on your list.

• Merge your lists with those of others in the class as a public display for all to see.

Discuss and clarify any terms that are unclear.

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Recategorize your lists of Native American names into at least three different subgroups (e.g., School names, Location names, Product names).

Develop an explanation of how and/or why most names are seen to be disrespectful by Native Americans.

Follow-up questions: • To your knowledge, are any terms or names acceptable to Native Americans?

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

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

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

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

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

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

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ENRICHMENT ACTIVITIES Cultural Condescension: The New Kid Comes to School Directions: In groups of five, read the situation described below; then identify one person to be the “Non-Indian,” another to be the Teacher, and three to be Classmates.

In those groups, read together and discuss the situation presented.

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

[New student: Prepare to act the way that character must think and feel; get ideas from others in your group. Teacher: Understand the role that the teacher is playing in this classroom; discuss with others his or her character and how the teacher is being positive, but understand what perspective he or she presents. Children: Recognize that you are cooperative but limited in your understanding of American white culture.]

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

“Non-Indian” new classmates should speak last.

The New Kid Comes to School Imagine that you are not a Native American, a “non-Indian” elementary student walking into a classroom where everyone else – teacher and students – are American Indian. When you walk in, all of the students are at the front of the room chatting with the teacher. She looks up: “Ah, the new student. Welcome! Have a seat. You’re a non-Indian aren’t you? We were just talking about your people.”

The children look at you; some giggle and whisper to each other. None of the people in the room looks or sounds like the people in your family. You look around the room.

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

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

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

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

“Their houses are square with red tile roofs.”

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

“The mother and father and the children.”

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

“Yes, do you have a question?”

“What about the grandmother and grandfather?”

“Oh no, they don’t have their grandmother or grandfather live with them as we do; they send them away to special places called retirement homes.” The children seem surprised, even shocked, and call out “Why?” “I don’t know why, children. Perhaps later on we can ask our new student about this.

Now, next week during Thanksgiving we’ll have a unit on non-Indians. We’ll make a non-Indian town out of clay. It’s called a ‘suburb.’ Can you say ‘suburb’? Non-Indians sleep in separate rooms in their homes and they have little houses near or attached to their homes where they keep their cars. Here is a non-Indian hat.” The teacher pulls out a Pilgrim’s hat and keeps talking . . .

Modified from Clark, DeWolf & Clark Young Children, July 1992 Suggestion: Chapter 5 is a lengthy chapter. Take precautions during the review of terms and exercises, and in the discussion to maintain a broad focus inclusive of all people of color. It is possible for a class to develop a positive or negative single-color bias. Remind your class of the danger of stereotyping in their remarks. Do not allow the use of “always” and “never.”

Finding Bias in Instructional Materials Directions: In teams of two, identify what you consider to be biased information contained in the statements (below) originally developed as an elementary punctuation exercise. Underline the word or words that you judge need replacement. When you have completed discussing and revising all items, prepare to share with other teams your identification and revisions of the words and phrases, and the reasoning that prompted your modifications. Before moving to another item for discussion, be

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satisfied with your own understanding of bias in that passage. [See KEY to this exercise at the end of this section.]

Bias in Instructional Materials 1. Indians lived in our country many years before the white man.

2. Have you ever seen an Indian?

3. Indians belong to the red race.

4. Their skin is of a copper color.

5. Most of the men are called warriors.

6. The women are called squaws.

7. Do they live in wigwams and tepees?

8. The red man’s name for corn was maize.

9. Did the Indians use bows and arrows for hunting?

10. A group of Indians living together is called a “tribe.”

11. Do little Indian girls and boys play games?

12. The squaws carried their babies on their backs.

13. What does each Indian tribe call its “leader”?

14. The leader of each tribe is called a “chief.”

15. A few Indian tribes still live in the western part of our country.

Instructor Note: Passages can be further categorized as Cultural Imposition, Exotic Creatures, Ethnocentric Attribution, or Stereotype (Overgeneralization). You may wish to explain to your teammates in what way words, phrases, or sentences are biased and which category that item best represents.

An Athabaskan Teaching Lesson Directions: Read the “Note” below. Next read the story: “Athabaskan Teaching Lesson.”

Then, in discussion groups: (a) list at least five possible outcomes where the lesson being taught in the story could lead to a cultural conflict once the boy in the story starts school; (b) discuss what teachers need to do in order to make the most of any culture they encounter; and (c) present your group list of items to the class for a final discussion of the impact of cultural differences on the education of children.

Note: In Cultural Conflict in the Classroom, Lisa Delpit wrote that in Alaska, native Eskimo children of the Athabaskan society often perceive white teachers as “unbelievable tyrants” who tell them when to go to the bathroom, when to go to lunch, and when to put their work away whether they are finished or not. To Alaskan communities like those of the Athabaskans, Delpit reports that these are “foreign and dangerous” concepts. In contrast to the rhetoric coming from American educators Section II – Cultural Foundations of Oppression in the United States Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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about teaching thinking skills, the reality may be that we are not teaching children to be independent thinkers, but to be dependent on external authority “for direction, for truth, for meaning.” Too often, Delpit writes, American teachers have insisted upon finding meaning solely from books and tend to teach children to believe things are true even when truths conflict with their own common sense.

An Athabaskan Teaching Lesson A little boy went out with his grandfather and other men to hunt bear. After capturing a bear and placing it in a pit for skinning, the grandfather sent the boy for water to assist in the process. As the boy moved away from the group, his grandfather called after him, “Run, run, the bear is after you!” The boy tensed, started to run, then stopped and calmly continued walking. His grandfather called again, louder, “Run, run I say! This bear is going to catch and eat you!” But the boy continued to walk.

When the boy returned with the water, his grandfather was very happy. He had passed the test. The purpose of this test was to teach the boy to disregard the words of another, even a wise and trusted person like his grandfather, if the advice did not make sense according to his own perceptions. To the Athabaskan Alaskan Indian people, it is essential that each person learn to rely on his or her own observations.

Other People’s Children Cultural Conflict in the Classroom

Lisa Delpit, 1995 KEY TO EXERCISES [TEXT/KEY] – Answers/Explanation – The Hidden Curriculum: American Indians Item #1 is an example not only of ethnocentrism but also racism through the use of the word “our.” Clearly “our” is written by a white person who assumes that the children engaged in this exercise are white and that the United States belongs to them (i.e., white people).

Item #2 implies that Indians are an unusual, exotic species, one you are not likely to have seen unless you have visited a reservation as is implied as well in item #15.

Items #3 and #4 reveal the absurdity of identifying people by skin color; the bias here is in reinforcing skin color as the basis for “race.” Further, if skin is a “copper color,” why are they the “red race”?

The focal term in item #5 represents the stereotype (again) based primarily on the Plains Indians and the Indian wars of the latter half of the nineteenth century. The truth is that most Indians did not live in warrior societies. They were farmers, hunters, trappers, and traders. They were far more likely to be catching carp than counting coup.

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In item #6, Indian women consider the term “squaw” derogatory; there does not appear to be any such acceptable term in American Indian languages.

Item #7 reflects a stereotype based on the Plains Indians. There have been a variety of Indian dwellings including pueblos, hogans, heida houses, long houses, sod houses, grass houses, such as the wikiup used by Apaches, and open-air houses consisting primarily of a roof, such as the chiki used by Seminoles. Suggesting only one form of Indian dwelling diminishes the rich diversity of Native American cultures.

Item #8 is an egocentric statement. Maize was unknown to Europeans until they came to the new world. Indian agriculturists domesticated this plant, probably in Mexico, and shared or traded it with other Indian cultures so that maize existed in dozens of varieties all over North America by the time Europeans arrived. To make the sentence more historically accurate, it should say something like “The European’s name for maize was corn.”

Item #9 is again a stereotype based on Plains Indians, this time with reference to the nomadic hunter chasing after game. Most Indians were not nomadic but village dwellers who farmed and fished and gathered fruits and grains (e.g., wild rice). They may have herded sheep or trapped beaver, but whatever they did to feed their families did not necessarily require bows and arrows.

Item #10 is a truly ethnocentric one; in Native American cultures, there is no such group as a “tribe.” Five basic categorizations included: family, band, clan (e.g., Turtle, Bear), language group (e.g., Lakota Sioux, Dakota Sioux), or nation (e.g., Sioux, Cheyenne, Cherokee). Native Americans today tend to use the word “tribe” primarily because it was written into their treaties with the federal government.

For item #11, since all human children are known to play games as part of the maturity process, the statement seems to question the humanity of Indian children.

Item #12 again employs the inappropriate term “squaw.” Further, it is unlikely that in all Indian cultures, the women would carry their children on their backs.

Note also items #13 and 14, where the concept of a single “chief” is foreign to most Native Americans because leadership was usually provided by a council, usually a council of elders who were sometimes selected by women (e.g., the Iroquois League).

Because Europeans came from a tradition of kings, emperors, and other forms of individual leadership, they assumed this was true for Native Americans as well, and it is their assumption rather than reality that is reflected in the use of the term “chief” to suggest such a leader.

In item #15, in addition to the ethnocentrism of “our country,” this sentence suggests that “Indian tribes” live in a few particular places in “the west.” To what places is the writer referring? The most logical answer is that the writer is thinking of reservations Section II – Cultural Foundations of Oppression in the United States Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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that exist primarily in Midwestern and Western states. This sentence reinforces the historic stereotypical image of the “noble savage,” suggesting that this form of human being is being preserved like an endangered species on reservations. This portrayal ignores the existence of urban Indians and Indians all over the United States who do not live on reservations. Whether they are blue-collar workers or professionals, these Indians are apparently not “real Indians,” as in “Have you ever seen a real Indian?”

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Section 2: Cultural Foundations of Oppression in the United States Chapter 6: Religion and Oppression: The Struggle for Religious Freedom

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

Explanation of Clarification Exercises [TEXT] – Separation of Church and State – Actual concerns about religion and public schools are described in this activity. Form groups in some way not previously configured. Encourage participant questions about the issues; provide needed explanation of issues being debated, definitions for terms, and clarification of particular concepts. Do we keep American public education separate from and without religious influence? Do you understand why we are expected to do so? What are the challenges to keeping that separation? Deny use of the word “should” in this activity; force members to clarify their stands about public religious policy in the United States today. (Key: See Explanation for the Separation of Church and State exercise at the end of this section.)

[TEXT] – Religious Freedom in the United States – This activity is good as a wholeclass exercise; there are explanations that an instructor will need to provide to supplement participant opinions. Provide explanations as additional information

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rather than create a guessing contest. Solicit responses and explanation for responses from class members; attempt to find some consensus within the group. Explanations appear below. (Key: See resolutions of issues in the Religious Freedom in the United States exercise at the end of this section.)

SUPPLEMENTAL STUDENT ACTIVITIES Supplemental exercises are provided as additional student-centered activities and are designed as a means for them to better understand concepts, terms, and situations.

The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

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

Clarification Exercise: Create A Memorial: Religion, Friendship, and Neighborhood Instructor note: Create a Memorial This activity requires that interactive groups of three examine religious differences by creating a memorial service that bridges four different faiths. Typically, the challenge immediately becomes students’ lack of knowledge about some of the religions, so allow both triad discussion and whole-group discussion. During times of whole-group discussion, display a list of questions from students about information they need to complete the project; acknowledge answers and information provided by individuals and offer information yourself, as you are able. Utilize as many of the parts (below) as time and classroom character permit.

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

Activity: Create a Memorial Directions: Sometimes we are asked to carry out requests on behalf of others. In this case, you and some neighbors are asked to create a neighborhood memorial service.

As a highly responsible team of three, obtain as much information as possible before putting your plan into action. First, read and discuss the situation that is presented below. Then develop four to six questions regarding information that you need before creating the event that is your responsibility; prepare to ask your questions to others in order that you can complete your task.

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Create a Memorial: Religion, Friendship, and Neighborhood The Situation: Four long-time neighborhood friends have perished in a dreadful automobile accident. You and two other neighbors of the group have been asked to create an ecumenical memorial service that represents the faiths of those who died.

Interestingly, each of the four represents a different faith: Muslim, Christian, Atheist, and Jew. Part One: Ask your questions to the assembled group, all of whom are interested in your task. Help to answer the questions of others who have been charged with developing similar proposals.

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

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

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

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

Activity: Converting Heathens Directions: In groups of three, develop a dialogue based upon the scenario below. Use the situation described as the basis for your 5-minute role-play of what conversations might occur. Do not revise the race and/or ethnicity of your characters. Remain in character at the conclusion of your skit in order to respond to class questions about motivation, purpose, or intent behind your comments during the scene.

Converting Heathens Characters: • Second-year college student majoring in mathematics and computer software design with a strong Missouri Synod Lutheran background • Returning adult naturalized American student of Kuwaiti descent who schedules classes carefully in order not to miss Muslim prayers Section II – Cultural Foundations of Oppression in the United States Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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College instructor in comparative religions to the students above; born of Jewish mother and formerly Hasidic father

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

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

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

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

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

Activity: Do religious organizations contribute to helping make our society better? Participate in the activity of a faith-based social or cultural initiative in your current or home community where the religious denomination is different from your own. Explain as a reporter might how the efforts fill a personal and social need of a given group of people.

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ENRICHMENT ACTIVITY The Case of Zachary Hood: This legal case study is intended to promote discussion about our sensitivity to issues of oppression, specifically how we should keep religious teaching separate from American public elementary, middle, and secondary school curriculum. Examining legal cases is an interesting way of measuring one’s sense of fairness against a legal means of deciding how to separate issues of church and state.

Observe objections from students who suggest that a sense of “fairness” has not been followed and/or who become cynical in their disagreement rather than ponder actual bases for court decisions.

Directions: Read “The Case of Zachary Hood.” Then, based on previous court rulings provided in this chapter and especially the “Lemon test,” determine what you believe the courts should decide. (See Key at the end of this chapter.)

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

Zachary is hurt by the teacher’s decision and doesn’t understand why he couldn’t read his story. He goes home and tells his parents, and they call the school and meet with the teacher and the principal several times to discuss the issue, but they can come to no resolution. Zachary’s parents file a lawsuit against the school.

C.C. Haynes in M. Martin, 2001

KEY TO EXERCISES [TEXT/KEY] – Explanation: Separation of Church and State This exercise is a serious attempt to stimulate careful thought, not a series of rhetorical questions. In discussing traditional activities, many people, including teachers, resort to such arguments as “we have always done this,” or “it doesn’t hurt Section II – Cultural Foundations of Oppression in the United States Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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anyone,” or “the children always enjoy it.” Those comments may be true, however the issue here is based on our understanding and adherence to principles expressed in the First Amendment of the Constitution of the United States. Our form of government would not have lasted this long if the majority of Americans who preceded us decided to follow Constitutional principles when it was convenient and to ignore those same principles whenever they disagreed with them.

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

Breaks and Absences – If one agrees to #1, then it is acceptable to disagree with #2 and #3 since no one religious group would be favored by an inclusion of their holidays in the school calendar. This would probably necessitate some kind of religious leave for teachers and a policy for student absences based on participation in religious events. This would also create pragmatic problems trying to schedule school on Christmas day. It is likely that few students (or teachers) would attend. With regard to Christmas, one could disagree with #1 by arguing that this holiday has become as much or more of a secular, national holiday as a religious one (and some Christians would sadly agree), noting all the businesses that close on Christmas day. If one makes this argument, one would need to agree to grant #2 and #3. Not having school on Christmas day clearly favors Christian teachers and students, so some kind of allowance would need to be made for Jewish teachers and students (and any teachers or students from any other religion).

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

As for the Christmas tree, it could be argued that this symbol has lost most or all of its religious significance and has become so secular that it could be displayed in school.

Christmas parties suggest “celebration” of the holiday and therefore are more difficult to justify. An additional argument against Christmas parties is that they are insensitive to poor people. No matter how inexpensive the gifts are supposed to be that Section II – Cultural Foundations of Oppression in the United States Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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the children bring, they will probably be a burden to low-income families. Finally, there are Christian people who oppose Christmas parties and Christmas trees in schools because they see this as a further secularization and trivialization of what they strive to celebrate (struggling against the commercialization of Christmas) as a meaningful and sacred holy day.

Curricular And Extracurricular Activity – It is easy to agree with #1 and #2 as long as the teaching is objective and includes all major world religions, not merely Judaism and Christianity. It is especially easy to agree with and even insist upon teaching about the Holocaust because this was such a dramatic and traumatic event. To agree with #4 however, will deny students the chance to become acquainted with some of the finest music ever composed (e.g., Handel’s “Messiah”). This issue could be resolved by including examples from musical traditions of diverse religions and cultures throughout the world.

The issue in #3 involves the requirement to “remember the Sabbath,” which, for most Jews, lasts from sundown Friday to sundown Saturday; however, to agree with this demand would be unconstitutional since it would favor one religion. The problem is the plethora of school activities scheduled on Fridays and Saturdays while few activities are scheduled for Sunday. One obvious solution is to schedule school events throughout the week (with perhaps a “family night” left unscheduled so that all area churches and other organizations could schedule youth events), or at least to spread school activities more equally over all three days of the weekend.

Separation of church and state issues should not merely be seen as a concern only for metropolitan schools with religiously diverse populations. The issue concerns the commitment of public school administrators and teachers to comply with the Constitution of the United States. The First Amendment was written to ensure that people of all religions could come to this country with the assurance that they could worship the faith of their choice without being deprived of their rights or denied respect. When public school policy or the actions of its teachers overtly or covertly promote one religion over all others, the result is a violation of a vital part of the American freedoms we cherish. Furthermore, we do a disservice to students by not preparing them to practice the kind of toleration necessary for living in a society whose citizens embrace diverse religious faiths.

[TEXT/KEY] – Responses: Religious Freedom 1. Should a Sikh be allowed to wear his turban on a hard-hat job even though it appears to be a violation of safety regulations?

Response: Safety regulations are not developed to discriminate based on religious belief; it is likely that the turban could only be worn at work if an accommodation could be made such that wearing the turban did not violate safety regulations.

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

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

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3. Should Hindus be forced to build their temple with an architectural style that will match the other buildings in a southern California community instead of building it based on their traditional temple architecture?

Response: The decision will be made by the city council. In many cities in California and in other states, traditional architecture has been permitted in building Hindu, Sikh, Muslim, and other religious facilities.

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

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

5. Can a Muslim woman teaching in a public school wear her traditional head covering in her classroom?

Response: Numerous cases concerning Muslim women wearing their scarves (“hijab”) at work have been settled out of court, and in each instance accommodations were made. Because public school teachers are public employees, schools are especially obligated to make accommodations respecting religious diversity.

6. Should members of the Native American Church be allowed to ingest peyote (an illegal drug) because it has historically been part of their religious rituals?

Response: The U.S. Supreme Court said the state of Oregon was not violating the First Amendment because the illegality of peyote pertained to general drug use and was not intended as an effort to interfere with specific religious practices.

7. Should a Florida city council allow members of the Santeria faith to engage in animal sacrifice because it is traditionally part of their religious practice?

Response: The U.S. Supreme Court said the Santeria animal sacrifice must be permitted as a legitimate form of worship since kosher butcher shops and other forms of animal killing were permitted in the community.

8. Should a Sikh student come to school with the symbolic knife (“kirpan”) he is required to wear following his initiation?

Response: The Ninth U.S. Circuit Court of Appeals ruled that the school accommodate the student, recommending that the kirpan should be small and sewn in a sheath so that it could not constitute a potential weapon to be used against other students.

9. Should Muslim employees be given time to perform their obligatory prayers during the workday?

Response: At the Whirlpool manufacturing plant in Nashville, Tennessee, a Muslim advocacy group intervened in this dispute and negotiated an accommodation with Whirlpool that allowed all employees to customize their coffee breaks so that anyone, including Muslims, could use their coffee break for prayer.

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10. Do Seventh Day Adventist or Jewish employees have the right to refuse to come to work on Saturday because it is their Sabbath?

Response: Private employers may fire an employee for this reason, but state or federal governments have to prove a “compelling state interest” to do so. Fired for refusing to work on the Sabbath, a Seventh Day Adventist denied unemployment compensation sued the state for violating his religious freedom. The ruling of the U.S. Supreme Court was that the state did not demonstrate a “compelling state interest,” in denying unemployment compensation in this case.

[IM/EXPLANATION] – The Case of Zachary Hood The lower court agreed with the school, ruling that teachers have legitimate authority to decide what stories are appropriate to read in class, but the 3rd Circuit Court of Appeals (2000) affirmed the school on some aspects of the case but split 6 to 6 on the main issue. Zachary’s parents appealed to the Supreme Court, but the Court refused to consider their case. The case is a contest between two compelling arguments.

[1] According to U.S. Department of Education guidelines (1999), “Students may express their beliefs about religion in the form of homework, artwork, and other written and oral assignments free of discrimination based on [their] religious content.”

This is an issue of free speech, and although students are not free to say anything they want, curbing their speech ought to be based on sound educational reasons such as inclusion of sex or violence or other topics inappropriate for that grade level, or involving a level of complexity inappropriate for the students.

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

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Section 2: Cultural Foundations of Oppression in the United States

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

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

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

(Key: See Explanation for the America’s Ethnic Composition exercise at the end of this section.)

Explanation of Intergroup Exercise [TEXT] – Are You Advocate for Gender Equality? – In this event, individual members of the class or training seminar reflect on language issues as well as on the notion of bias, stereotype, prejudice, and discrimination. Review the terms “implication” and “inference,” since directions request that both be considered in the seven yes-nowhy items presented.

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Participants work independently, as indicated in the directions. Sharing responses can be accomplished with seat neighbors; note that participants are often split by gender within the class. Instructors may need to ask for agreement of a situation in order to find agreement between men and women. Explanation of issues related to the six statements is provided below. (Key: See Answers and Explanation for the Are You an Advocate for Gender Equality? exercise at the end of this section.)

SUPPLEMENTAL STUDENT ACTIVITIES Supplemental exercises are provided as additional student-centered activities and are designed as a means for them to better understand concepts, terms, and situations.

The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

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

Clarification Exercise: Oppression and the Distribution of Power Instructor note: Oppression and the Distribution of Power – This is a highly effective means of establishing the concept of power vs. powerless. Organize groups of 4-6 to discuss how powerful and powerless groups differ. Be certain that the class is clear on how powerful groups may dominate others; list for the class what makes a group powerful: e.g., money, time, flexible job schedules, mobility, education, access to people or groups, experience, or friends in influential places. Explain that the purpose of completing the chart below is to identify major powerful and less powerful groups.

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

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

Activity: Oppression and Power Directions: In this exercise, consider the meaning of power and the effects of a lack of power. A chart is provided and steps for this activity are explained below.

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Note of Explanation: Some people are members of groups with social, political, or monetary power, and some have little power in the social, political, or monetary sense.

Sometimes when we possess considerable power, we may react by joining our peers in blaming the victim rather than becoming more sensitive to those with less power. For example, a white male worker who is feeling oppressed may, as a white person, blame people of color for some of the anxiety he feels, or, as a man, blame women, or, as a citizen, blame immigrants.

Part One: Brainstorm with your class to complete columns one and two in the chart below; discuss how identified persons or groups have greater and less power. Add other powerful and powerless people or groups in the blanks provided.

Part Two: Identify some ways in which abuse occurs against people with less power.

Record your suggestions in the third column of the chart below.

Part Three: Discuss the Note of Explanation above, then respond in groups, or as your instructor directs, to the four personal insight builder items: Oppression and the Distribution of Power 1. Explain how abusers justify their abuse and/or how we blame victims for their own harm.

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

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

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

How Is Power Distributed?

Powerful Groups

Less Powerful

How Power Is Used Against Powerless People

Adults

Youth

____________________________________________

Men

Women

____________________________________________

__________

__________

____________________________________________

Wealthy

Poor

____________________________________________

White Americans

People of Color

____________________________________________

Bosses

Workers

____________________________________________

Heterosexuals

Gays and Lesbians ____________________________________________

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__________

__________

____________________________________________

Able-bodied

People with disabilities _________________________________________

Christians

Jews

_____________________________________________

__________

__________

_____________________________________________

Citizens

Immigrants

_____________________________________________

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

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

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

Community Involvement: Service Learning Instructor note: Hardly any institution of higher education today has missed the call to increase minority enrollments. Area chambers of commerce will likely have diversity committees devoted to improving business relationships with minority people and groups. Health organizations, non-profit, and religious organizations profess interest in creating more diversity within their ranks or within their mission statements.

Participants or teams will have ample sources for seeking initiatives where goals are to find and promote diversity within organizations.

Activity: Does your city or campus have a plan to become more diverse? Locate in your area an initiative to promote, accept, or learn more about the positive outcomes of human diversity. Join that initiative and discover the mission, purpose, or anticipated result of that effort. Follow through until the initiative is underway or, possibly, accomplished; then present a photo and narrative poster of the effort and results.

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

Majority vs. Minority: Limits to Pluralist Policy 1. Should schools in neighborhoods that serve predominantly Mexican American students serve primarily Mexican food in the cafeteria?

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

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

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

KEY TO EXERCISES [TEXT/KEY] – Answers and Explanation: American’s Ethnic Composition Abbreviations key: * Anglo Conformity (AC) * Separatism (S)

* Melting Pot (MP) * Pluralism (P)

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

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

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

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

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

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

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

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

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

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

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

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improve the lives of those Native American children who would attend them. BIA wanted boarding schools so that the children would be kept far from their parents and grandparents to minimize the risk that they might (in the words of the BIA) “go back to the blanket” (i.e., back to Indian ways).

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

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

15. MP - The “color blind” statement is perhaps the most popular restatement of the

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

Key To Exercises [TEXT/KEY] – Answers and Explanation: Are You an Advocate for Gender Equality?

“Correct answers” to the first six statements are “No.” Of course, this exercise is really tongue in cheek, but it also illustrates the way that subtle messages about men and women and their roles are built into the language we use to discuss these issues.

Specific reactions to each are provided below; an endnote appears following the explanations.

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

2. “Should a husband usually ask . . .” The syntax of this sentence makes it clear that this will NOT be a mutual decision between husband and wife. At most (if you said yes), he is obligated to solicit her opinion before HE makes HIS decision, even though this decision affects both of them. Such language reinforces the stereotype of husband/father as decision maker and wife/mother as one with no real voice Section II – Cultural Foundations of Oppression in the United States Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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(i.e., power) in the decision, in contrast to the idea of decision making as a shared activity.

3. “Should a husband approve . . .” Note that “homemaking and child care duties” are explicitly delegated to “her.” In addition, the fact that she must ask for his “approval” clearly describes a superior/subordinate relationship between this husband and wife and not one with equal status for both partners. If a person is seeking “approval,” it will be from another who is in a superior position, i.e., a boss, a foreman, a parent, a teacher.

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

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

6. “Should a husband agree to baby-sit . . .” The concept here is that baby-sitting is normally something that we pay people to do; its not otherwise their responsibility, it is a job. It would be unusual for our culture to say a mother baby-sits her children but that she cares for them – as their mother. A related term currently in use is that fathers “watch” their children, similarly inappropriately detached, as is to “baby-sit.” ”Do you rate yourself . . . liberated?” Only if one responded with “No” to each of the above, could one answer, “Yes” to the final statement about being “liberated,” since each of the first six statements reflects a condescending attitude toward women.

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

Section II – Cultural Foundations of Oppression in the United States Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Section 3: Contemporary Dilemmas for Intergroup Relations Section 3 examines the kinds of oppression of groups that are currently experienced because of race, gender, sexual orientation, social class, and/or disability. Although we emphasize institutional discrimination, we also address cultural biases, individual prejudices, and other negative behaviors. The Vega model for interpersonal relations is the basis for this discussion; watch for general concept headings and secondary headings that are questions designed to guide the reader.

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

Explanation of Personal Clarification Exercises [TEXT] – My Feelings About Race––A Personal Questionnaire – What we say is sometimes not what we mean; in those cases, what do we really mean to say? There are no “correct” answers to the twelve items that comprise this activity. Suggest that readers voice their responses to other readers with forethought and that they make conscious efforts to shape the kinds of more semi-automatic responses that they will make in the future. Discuss the activity by having the class select 3–5 items for which they would like to hear other possible responses. It is not necessary for anyone to repeat a response they prefer not to reveal. (Key: See Explanations for My Feelings About Race statements at the end of this section.)

Explanation of Intergroup Exercise [TEXT] – My Experiences with Culture, Race, and Ethnicity – Self-awareness is the objective for this activity. Suggest that participants recall only what is clear; they need not be concerned about lack of memory. Individual students may recall personal encounters with family, home, friends, or school most vividly; some will have more recollections than others. Regardless of any student profile – combination of categories

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into which participants may fall (biology, geography, economy, ideology) – focus on each one’s own cross-cultural experiences – even when some participants appear cynical of the process.

Continue to encourage participants to include more information as discussion prompts further memory. Summarize this activity by forming groups to discuss.

Provide time for each person to personally consider the final question: “Have your reactions [to previous experiences] changed over time?”

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

SUPPLEMENTAL STUDENT ACTIVITIES The activities below are highly recommended; the outcome of supplementing basic instruction with enrichment experiences will be greater understanding and comprehension of chapter content. Plan class or seminar time to allow students the opportunity to integrate information from this chapter into their broader experience base through a selection of these exercises.

Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

Suggestion: Describe the focus of Section 3 as complementary to those of Sections 1 and 2; outline that focus. Refer to the Vega interlocking circles model illustrated at the beginning of this section; identify the interaction of individual behavior and cultural norms with the institutional concept that is presented in this section.

Clarification Exercise: Difficult Dialogues – The Guest Worker Instructor note: This is an activity that should be familiar to the group since other difficult dialogues were provided in previous chapters. In the case of the four scenarios presented here, broader situations challenge participants to summon a reflection of their personal values examined from chapters in the first and second sections.

Encourage group members to remain in character following their presentations so they can give an explanation of their character’s motivation and answer questions of others regarding how that character might be expected to behave in the future.

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

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Characters: • Training leader: Mid-30’s aged woman from India in the United States on an HB1 visa • Trainee A: Quiet, talented and experienced engineer from Bogotá, Columbia • Trainee B: Mid 20’s Nigerian male newly graduated from Boston University The Situation: A corporate training program has a mix of 33 U.S. and foreign workers; the leader introduces the three-week course designed to familiarize them with company policy, projects, and operations. Two U.S. employees, recent college graduates and new to the work force, confront the H1B visa-holding workers at the question-answer period near the end of the first day with questions about why they were hired; the young white American business graduates seem offended that they are being trained by a “foreigner” and that approximately half of the class is foreign-born.

They dislike the idea, regardless of whether or not they graduated from U.S. universities.

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

Instructor note: For all the experience we have had with elementary, middle, and secondary school textbooks, most of us have little awareness of how content may be skewed in favor of particular people or groups. This activity provides the willing researcher an opportunity to examine a selection of texts – from a specific grade or subject – to discover if there is balance in representation of racial issues. Set criteria with those undertaking this project, and be certain that relevant current texts are available for the task.

Note: Be certain that the research is reported only to your class; releasing unscientifically derived negative results of textbook analyses without school district Institutional Review Board approval could result in serious administrative problems.

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

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

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recommendation of who else might become additional positive supporters of that existing ethnic organization. Closely follow details in this opportunity.

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

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

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

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

Questions for discussion: • What is the problem?

• How could such a problem have been prevented?

• What does the situation say about teacher–student communication?

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

The teacher admits that he didn’t call upon Yer too often, but the reason was that he didn’t want her to be embarrassed in front of the other students. “I know how lonely Section III – Contemporary Dilemmas for Intergroup Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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she must feel,” he explained, “so I don’t want to put any more pressure on her than I need to. Since she is the only Hmong student in my accelerated class, I realize that it could be terribly embarrassing for her if I did call on her and she didn’t know the answer. I don’t want to put her in that position.”

Questions for discussion: • What is the problem?

• How would you have handled it differently?

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

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

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

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

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

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

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

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

7. My ancestors were immigrants who took jobs in railroads, streetcars, construction,

shipbuilding, wagon and coach driving, house painting, tailoring, long shore work, bricklaying, table waiting, working in the mills, farriering, dressmaking, or any other trade or occupation where people of color were driven out or excluded.

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

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

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

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

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

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

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

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

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

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

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

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

Paul Kivel Uprooting Racism, 2002 Suggestion: Students lkely haven’t needed to delve into their pasts as much as is requested here. Encourage students to take seriously the recollection of their backgrounds and upbringing.

Be on the lookout for students whose histories discourage them and/or produce negative or cynical comments. Explain to the class that benefits from racism are amplified or diminished by our relative privilege.

People with disabilities, people with less formal education, and people who are lesbian, gay, or bisexual are generally discriminated against in major ways. All Caucasians benefit in some ways from whiteness, but some of us have cornered the market on enjoying significant benefits from being white.

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

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society, racism supplies the bigger problem that must prevail in determining which right is more important.

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

3. Studies clearly show that racism affects people regardless of income, education, religion, or other factors. (See J. Feagin, & M.P. Sikes, 1994). Living with Racism: The Black Middle Class Experience. Boston: Beacon.)

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

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

6. Today, immigrant children have to go to college to get the good jobs available in our society, so they have to do in one generation what previous immigrants did in three or four generations. Hence, if bilingual education and other programs help them make that rapid transition, we should support that. Samuel Betances makes a good argument about the differences between the immigration of the past and today.

Previous immigrants were able to settle the land or work in factories as skilled or unskilled labor, and many of these farmers and laborers only learned enough English to get by. Many never were proficient in English because they lived in ethnic neighborhoods where they could talk in their native language to merchants or they were isolated in farms and often farming communities were dominated by a particular ethnic group. For these immigrants, it wasn’t until the third or fourth generation that their children went to college.

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

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

9. In fact, white-collar crime is more costly to this society than is street crime, but when people talk about crime they tend to focus on street crime (i.e., drugs, burglary, murder). There has always been a relationship between crime and poverty; poverty affects people from all groups. A related issue is disproportionate penalties based on Section III – Contemporary Dilemmas for Intergroup Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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race and social class. One is much more likely to be caught, arrested, and convicted if poor and a person of color. Police tend to cruise inner cities when looking for drug dealers – and they don’t tend to cruise white suburbs looking to break up the cocaine parties in the upper- and middle-class homes.

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

11. Opportunities certainly have increased since the 1960s, but that doesn’t mean that it is easy for a person of color to be successful today. Racism remains and is well documented; people of color continue to face barriers both personal and professional as they try to achieve their goals. They need to be responsible to take advantage of opportunities as much as they can, and white people who are against racism should support their efforts to succeed.

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

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Chapter 9: Sexism: Where the Personal Becomes Political Overview of Concepts Chapter 9 examines the sexist messages inherent in everyday words and phrases, and surveys non-sexist alternatives to language that historically promoted sexist cultural attitudes. Not only does language present attitudinal disparity, but also the nature of violence against women in the United States ranges from domestic abuse to rape; institutional sexist inequity is reflected in salary disparity between men and women, exploitation of women as part-time workers, and sexual harassment in the workplace.

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

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

There are no correct answers for these items. Note item 10, however: Students of American history will recognize that only black males were given the vote at that time.

And in item 14, even in ancient Egypt women could own property; thus, saying that they were “allowed” to do so imposes sexist Western attitudes on ancient Egyptian culture. (Key: See Examples of Answers to the Analyzing Sexist Language exercise at the end of this section.]

Explanation for Intergroup Exercise [TEXT] – Sexual Harassment: Case Studies from Higher Education – Sexual harassment today is more subtle than blatant; men today, but also women, are still learning how to manage their communication without including sexual harassment in messages. Six case histories represent various degrees of sexual innuendo; the

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challenge here is to learn to judge what behaviors are actionable and which are simply uninformed blunders.

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

Observe your group for well-meaning men and women to whom this topic is new – some may even have been unwitting perpetrators (or recipients) of sexual harassment.

Be aware that discussion may be overtaken by students’ descriptions of previous personal harassment, probably mostly from women. Keep on task. Ask: “Are there any men who, as you think about it, can describe an instance when you might have been the harasser?”

SUPPLEMENTAL STUDENT ACTIVITIES Supplemental exercises are provided as additional student-centered activities and are designed as a means for them to better understand concepts, terms, and situations.

The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors.

Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

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

Intergroup Exercise: Difficult Dialogues – A Cultural Problem Instructor note: Difficult Dialogues Consider difficult dialogues as a kind of social action theater in which individuals respond within what we hope are their best judgments. There is only one scenario in this exercise, so encourage each threesome to create and present a unique perspective to the situation. Suggest that the focal terms be clarified, perhaps as a whole group, before moving into plans and presentations.

Urge actors to be specific to establish a scenario, if not an actual script, for their roleplay.

Activity: A Cultural Problem Directions: In groups of three, develop a dialogue based on the scenario below. Use the situation as the basis to plan and present a five-minute role-play. At the conclusion,

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remain in character and respond to class questions about motivation, purpose, or intent behind your part.

Each team of three: Please complete a five-minute role-play regardless of similarity to others performed.

Difficult Dialogues: All Work and No Play Makes Xiong No Fun Characters: • An popular, experienced university professor and advisor to a college student organization • A university junior student who has just led students in a successful Supreme Court challenge to have their Native American school logo banned • A high-achieving, outgoing college senior student [See below] The Situation: A student in your class complains that the H’mong woman on her class project team can never make outside-of-class meetings because she has too many responsibilities. Further, on the rare occasion that she is free, she will not join the others at a bar to discuss the project because she thinks a bar is not respectable.

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

Instructor note: For this project the term “acculturation” is one worth understanding; recent researchers have demonstrated how young boys and girls learn early in life to play different roles because of their gender. Campus affirmative action units may be good sources of information and/or the NAEYC; gender studies program faculty would likely cooperate gladly. An annotated list growing from this activity could be an eyeopener for men and a confirmation of what some women will profess they already knew. Perhaps reporter(s) of this research could recommend means to practice different ways of approaching acculturation of young children.

Activity: Are boys acculturated differently from girls? Visit a toy store or examine a wide range of greeting cards for boys and girls. From the products marketed, how are girls encouraged or expected to act? What are they expected to like, see, or do? Do boys’ toys or greeting cards encourage similar skills, interests, and attention? Make a list of at least ten ways in which boys are culturally encouraged to behave differently from girls.

Community Involvement: Service Learning Instructor note: This project may educate the researcher – and the class – more than anyone else. Contributing time to support organizations in the area of sexual assault may be difficult due to needs for advance training and issues of confidentiality.

Statistics that will inevitably come from interviews and one’s investigation may be staggering to the less informed. Mapping or updating contacts at help sites throughout a campus and greater community could be a useful addition to local or regional

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networks. Instructors: Deal directly with agencies yourselves or through your field learning coordinator for this assignment. In the case of rape crisis centers, check whether only women are allowed this kind of opportunity.

Activity: Are there efforts in your area to deal with issues of rape and other degrees of assault? Locate the rape hotline, crisis call center, or campus safe escort service to discover the purpose of that organization. Contribute your time to that unit so that it might better serve its medical, protective, or educational function. Write to three other persons, encouraging them to volunteer their time and telling them why you believe they should do so.

ENRICHMENT ACTIVITIES Is It Sexual Harassment?

Directions: Read each statement aloud to a team member; each person individually should: Write “T” for TRUE if you think the statement is generally or usually true.

Write “F” for FALSE if you think the statement is generally or usually false.

[Key: See Examples of Answers to the What Is Sexual Harassment? exercise at the end of this section.]

A Sexual Harassment Quiz 1. If a woman or a girl dresses or behaves in a sexy way, she is suggesting that she is interested in being sexually active. __ 2. Men and boys can be victims of sexual harassment. __ 3. Sexual harassment can occur between people of the same sex. __ 4. Women in professional jobs – teachers, lawyers, engineers, doctors, for example – are not as likely to be sexually harassed as women in blue-collar jobs like factory workers, secretaries, or truck drivers. __ 5. Women who work in jobs that are usually held by men – construction workers, accountants, or surgeons – are more likely to be sexually harassed. __ 6. Women and girls rarely file false charges of sexual harassment. __ 7. Saying “NO” is usually enough to stop sexual harassment. __ 8. If sexual harassment occurs in the school between students, it is illegal and the school is responsible. __

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9. Most people – male or female – enjoy getting sexual attention at work and at school. __ 10. One of the best ways to deal with sexual harassment is to ignore it. __ 11. Women of color are sexually harassed more often than white women. __ 12. If he didn’t like the sexual attention, but she meant it only as flirting or joking, then it was not sexual harassment. __ Adapted from Strauss & Espelaud Sexual Harassment and Teens Sexual Harassment: Case Studies from Higher Education Directions: Select a partner with whom you will be comfortable discussing the six examples below; in each situation, respond to the following four questions: • Which of the cases below do you feel is sexual harassment?

• If harassment has occurred, when did it begin?

• What are the harassing behaviors in each situation?

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

Reminder: Sexual harassment may be toward either gender and by those of the same or opposite sex. It may be innuendo [indirect] or it may be overt action [direct] including: sexual comments, unwanted sexual advances, sexual assault, or sexual coercion (rape).

Sexual Harassment Case Studies The Writing Assignment: Kevin is taking an introductory English course. His first writing assignment dealt with his uncertainties about being a new student in college, on his own for the first time. When the essays are returned, his has no grade and only the comment, “Please see me.” Kevin goes to the teacher’s office during the posted office hours. His teacher suggests that they go out for a drink to discuss the essay.

The Mathematics Tutor: Connie is taking a math course that includes a unit on statistics. She knows that this course is important to her career and a good grade in math can increase her chances of getting into graduate school. Connie has been having some difficulty understanding probability theory. She contacts her teaching assistant and explains her concerns about the material and her wish to get a good grade to qualify for graduate school. They set up a series of tutoring sessions, and by the third session have not only become friends but have begun to date outside of the sessions.

The Male Engineers: Tamara, one of the few women in an engineering class, notices that her professor stares at her – especially while she takes quizzes. She is aware that the professor has a history of interrupting women students when they ask questions

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and even refusing to respond to their questions. In addition, during one class period the professor told a joke demeaning to women. Many of the men in the class laughed at the joke, which angered Tamara even more.

The Latino Stereotype: In her introductory psychology class, Sonia, a Latino woman, notices that her professor smiles and comments on her appearance as a greeting each morning, but that he does not greet any other student in that way. Before his lecture on contemporary sexual roles and behavior, he says to the class, “Sonia can probably help us understand this topic since she has to put up with macho types.”

The Library Judges: Near the entrance to the library, men using cards with numbers one through ten “rate” the sexual attributes of women as the women enter the library.

Their behavior, accompanied by much laughter and some ambiguous gestures, causes many women to avoid going to the library.

The Opinionated Professor: In an undergraduate literature class, Professor Helmsley who is also the Director of Graduate Studies expresses his opinion that courses in literature offered under the Women’s Studies Program are useless preparation for graduate study. He has recommended that all such courses be dropped from the list of acceptable courses for the undergraduate major in literature.

Adapted from Sexual Harassment and the University: Seven Cases Sexism and Disadvantages for Men Directions: Discuss each of the items below with two course mates with whom you have not yet worked. Report three generalizations that you draw from your conversation together.

• Are there legitimate reasons for the discrepancy or difference described?

Or: • Does the statement accurately describe discrimination against men due to gender?

Sexism and Disadvantages for Men 1. Childcare: Parents take three times as long to pick up a crying boy than a crying girl, and parents talk much less to their sons than to their daughters.

2. Suicide: At an early age, suicide rates for boys and girls are the same, but as they continue through adolescence, boys/men become more likely to kill themselves, reaching a point where they are seven times more likely to commit suicide.

3. Military Service: Every young man must register for military service; penalties for failing to register include fines, imprisonment, and elimination of government benefits. There is nothing a woman is legally forced to do because of her gender.

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4. Violence: Men are more than twice as likely to be the victim of a violent crime, but this fact receives little attention, not to mention sympathy. However, women who are victims of violence are given faces, their stories are told, and our society sympathizes with them as “innocent” victims. Men are not granted “innocence.”

5. Prison: Women will receive less severe sentences than men for the same crime, even if they both have similar criminal records, and after incarceration, women get to keep their parental rights. They may be sent to a special prison that allows visits with their children, even overnight. Men lose parental rights in prison.

6. Work: Comparing full-time workers, men spend more hours at work than women, and when both parents are working, husbands typically commute much father to work than their wives.

7. Work Conditions: Men are predominant in occupations that are physically demanding and which include significant risk of injury or death. For example, sanitation workers who are overwhelmingly male face a 70% risk of injury each year on the job. And 95% of all occupational deaths are men, making men 20 times more likely to be killed at work as women.

8.

Home: Stay-at-home mothers are applauded for putting their children first, and working moms are also praised for juggling home and career and contributing to the family’s fortunes. Stay-at-home fathers are usually viewed negatively, with even friends and family questioning them as to why they aren’t working. Men who have a job are not praised; they are expected to have a job.

9. Health Care: Men are more likely than women to be uninsured and there are few programs to address this problem; however, if women are uninsured there are federal and state programs (e.g., the “Wisconsin well women” program) for them.

10. Social Security: Men contribute twice as much as women to social security, but men tend to die much sooner than women (often prior to or near the age when social security benefits start); therefore, women collect 50% more in social security payments than men.

(Key: See Additional Information for the Instructor to Sexism and Disadvantages for Men exercise at the end of this section.)

KEY TO EXERCISES [TEXT/KEY] – Analyzing Sexist Language – Examples of Revisions Each item in this analysis of language exercise can be revised to eliminate sexist innuendo. Although there are no correct answers, examples of possible revisions appear below the originals.

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

Possible revision: “Students who are not ... their performance…”

3. Original: “Mr. McAllister runs the garage in partnership with his wife, a striking blonde who mans the pumps.”

Possible revision: “John and Susan McAllister run their garage and pump gas for customers.”

4. Original: “The English teacher developed a wonderful thematic unit on ‘Man and His World.’”

Possible revision: ... “People and Their World” Or …“Human Beings and Their World” 5. Original: “Housewives are feeling the pinch of higher food prices.”

Possible revision: “Families (or Consumers) are feeling...”

6. Original: “A writer can become so involved in his work that he neglects his family.”

Possible revision: “Writers can ... their work ... they neglect their family.”

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

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

8. Original: “One of our prehistoric ancestors was the Neanderthal man.”

Possible revision: “ ...Neanderthal.” (Delete “man”) 9. Original: “We are asking all the mothers to send cookies for our field trip tomorrow.

Possible revision: “… all the parents or caregivers to...”

10. Original: “Blacks finally received the vote in 1870.”

Possible revision: “Black males finally received…” (Note correction of fact.)

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

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

12. Original: A slave could not claim his wife or children as his own because the laws did not recognize slave marriages.

Possible revision: “Slaves could not claim to have a spouse or children because...”

13. Original: “The average student is worried about his grades.”

Possible revision: “ Typical students are worried about their...” Or: “Average student ... his or her…”

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

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

15. Original: “One of the political debates in the racial struggle taking place in South Africa is over the concept of ‘one man, one vote.’”

Possible revision: “...concept of ‘one person, one vote.’” Or “one voter, one vote,” “one citizen…”

[IM/KEY] – What Is Sexual Harassment? Quiz – Examples of Answers 1. Dressing in a sexy way? FALSE. This is blaming the victim. Although it may increase the likelihood that one will become a victim, dressing or behaving in a sexually provocative way should not be regarded as THE CAUSE of sexual harassment, just as NOT dressing or behaving in a sexually provocative way doesn’t prevent harassment. The underlying problem is that in the United States girls and women are taught to seek for the approval of boys and men, and that the best way to do this is by looking sexy. Boys are taught that being sexually aggressive is masculine and “cool,” and that if a girl dresses in a sexy way she is looking for sexual attention from men.

2. Men can be victims? TRUE. About 15–30 percent of men say that they have been sexually harassed in the workplace. Men in nontraditional jobs may experience more sexual harassment than men in traditional jobs.

3. Between people of the same sex? TRUE. This is more common among males than among females. It is estimated that male-to-male sexual harassment accounts for 20 percent of all male sexual harassment complaints, whereas only 3 percent of sexual harassment complaints involve women being harassed by other women.

Sexual harassment laws and policies do not differentiate between opposite-sex or same-sex harassment. They apply to both kinds.

4. Professional women vs. blue-collar women workers? FALSE. It is believed that professional women and blue-collar women experience the same AMOUNT of sexual harassment, although the FORM of harassment may differ. Professional women may experience more subtle forms, whereas blue-collar women are more likely to experience overt forms of sexual harassment.

5. Women in jobs usually held by men? TRUE. Women in nontraditional jobs tend to be victims of sexual harassment more often than women in traditional jobs. The reasons are unclear, but it is believed that power plays a role. A woman in a nontraditional job is usually in the minority and is more vulnerable. This is also true for men/boys in jobs usually held by women.

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6. False charges of sexual harassment? TRUE. False charges of sexual harassment are believed to account for less than two percent of the total charges filed. Most women refuse to report sexual harassment due to lack of support, fear, self-blame, embarrassment, and other factors. It is extremely unlikely that a woman would go through all the trouble and pain of reporting sexual harassment if it did not occur.

7. Saying “No” is enough? FALSE. Most sexual harassment is motivated by power; therefore, saying “no” is likely to have no effect and may even cause increased sexual harassment. In addition, it is very difficult for a victim of sexual harassment to say no to a harasser who is her employer, teacher, coach, or just a popular peer. These people have power.

8. Sexual harassment in schools is illegal and schools are responsible? TRUE. According to Title IX, sexual harassment in school is illegal whether it is between a teacher and a student or between two students. If it occurs at school or during school activities, the school is responsible. The school board, the principal, teachers, and school staff may be held liable for sexual harassment, meaning that these individuals can be held personally responsible for the harassment and charged under civil law.

9.

Enjoy sexual attention? FALSE. Most women/girls are angry, annoyed, and embarrassed by sexual attention at work and at school. They report feeling negated and belittled when their sexuality is the focus of attention rather than their personal or professional attributes (i.e., being a hard worker, a good student, intelligent, compassionate, etc.). Men/boys have a more mixed response to this issue. Some males say they do enjoy sexual attention, perceiving it as flattery, whereas other men say they do not appreciate sexual attention, but both groups of males agree that they do not enjoy being sexually harassed (i.e., being subjected to UNWANTED sexual attention). In addition, male perceptions of what might constitute unwanted sexual attention may differ from women’s perceptions.

10. Ignore sexual harassment? FALSE. Sexual harassment escalates when it is ignored. Victims must take action to stop harassment by confronting the harasser or reporting the harassment to the authorities.

11. Women of color are harassed more? TRUE. Women of color often tend to be victimized when they are a minority at a school or worksite because they are perceived as more vulnerable. If they are in a low-level, low-paying job, they are likely to be harassed by those in positions of power over them. In addition, there are cultural myths about different women of color, which often imply that women in the group may expect or enjoy sexual attention.

12. Flirting is not sexual harassment? FALSE. The main point here is the importance of perceptions. If both people regard the behavior as flirtatious, there is no problem, but if the person who is the object of this “flirting” perceives it as sexual harassment and explains how he or she feels about it, then the person flirting must respect that and respond accordingly. Some people don’t understand how

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sexist remarks can affect others; that is why the law is concerned with the IMPACT of the behavior, not the intent.

[IM/KEY] –Sexual Harassment: Case Studies from Higher Education The responses below reflect our personal analysis as to whether one could make a case for sexual harassment in each situation. Each should be expanded by student discussion.

1. Yes. This is a legitimate harassment claim because the teacher is using his or her authority to coerce Kevin into interacting in a way that is not demanded of any other student, and the offer of alcohol (“a drink”) makes the teacher’s motives even more questionable.

2. No. Given the information we have, there appears to be no coercion or unwanted sexual behavior going on here. Although there are risks involved, there is nothing illegal about a teacher in college dating a student.

3. Yes. If a student had told the joke, it would not constitute harassment because Tamara could ask him to stop telling such jokes. In a class, however, the professor is the authority figure so he has power over Tamara and he is responsible for her learning and for not creating a hostile environment in his classroom.

4. Not yet. The professor’s comments are making Sonia uncomfortable but they do not rise to the level of creating a hostile environment. Since the professor has no history of harassment, Sonia should be counseled to make an appointment with the professor, with a third person present, and explain why he is making her uncomfortable so that he has a chance to change his behavior. If his behavior doesn’t change, he will be guilty of harassment.

5. Yes. This is an obvious example of creating a hostile environment that affects the ability of the women to use the library that is a necessity for students in higher education to fulfill academic expectations. The question is: Why is the library staff not aware of this activity? And: Why has the library director not stopped (and filed a complaint against) the men? Perhaps even more to the point: Why have women offended by the act not already filed a complaint?!

6. No. Professor Helmsley is expressing his opinion with which others may agree or disagree, but it concerns an academic issue and as such is a legitimate topic for discussion and debate (and disagreement).

[IM/KEY] – Sexism and Disadvantages for Men – Additional Instructor Information 1. Childcare: Supporting data in Goldberg, Susan and Lewis, Michael “Play Behavior in the Year-Old Infant: Early Sex Differences,” Child Development, vol. 40, no. 1, March 1969. This study and others suggest that early on and probably

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unconsciously parents are encouraging their male children to be independent and their female children to be affectionate, nurturing.

2. Suicide: Although girls/women are more likely to attempt suicide, boys/men are more likely to be successful. It is important to remember that one-third of all suicides are by GLBT youth. Data on suicide by gender: US Bureau of Health and Human Services, National Center for Health Statistics, Vital Statistics of the United States. (Visit the website for updated statistics.)

3. Military Service: However, the army is increasing its recruitment of women, and 20 percent of all army recruits today are female.

4. Violence: Men are not only more likely to be victims of violence but perpetrators of violent crimes, suggesting that men are generally more violent than women.

Statistics available from the U.S. Department of Justice [See Selected Finding: Violent Crime at the website.]

5. Prison: See U.S. Bureau of Justice Statistics, Felony Sentences in State Courts, 2004, July, 2007. NCJ #215646 <www.obp.usdoj.gov/bjs/abstract/fssc04.htm> 6. Work: Hours of work comes from Juster, T. and Stafford, F.P., “The Allocation of Time: Empirical Finding, Behavioral Models, and Problem of Measurement,” Journal of Economic Literature, vol. 29, no. 2, June 1991. Commuter data from Robinson, J. “Americans on the Road,” American Demographics, September 1989.

7. Work Conditions: Sanitation worker example from L.A. Times article, April 3, 1989.

Other data from National Safe Workplace Institute and OSHA. 8.

Home: Anecdotal evidence consistent with gender norms in the United States.

9. Health Care: Data provided by the U.S. Bureau of the Census, Healthy Insurance Coverage: 2000, Publication P60-215.

10. Social Security: Data from U.S. Department of Health and Human Services, Social Security Administration, Office of Research & Statistics, Earnings and Employment Data for Wage and Salary Workers Covered Under Social Security by State and County, Pub. No. 13-1174, 1988.

Afterword: Although some of the issues described above may be explained in ways that do not involve gender discrimination, in many instances a claim of gender discrimination against men certainly seems justified, but the fact that men are also victims of sexism should not negate the reality that sexism harms women. Prejudice and discrimination against either gender is harmful to all because it robs everyone of their potential for a successful, productive life. Sexism is not an either/or issue; it is not about men versus women; it is about equal rights for everyone. We should be strongly opposed to the unequal treatment of anyone, male or female. The bottom line

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is that we are all in this together, and as Dr. Martin Luther King, Jr. said, “An injustice to anyone is an injustice to everyone.”

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Section 3: Contemporary Dilemmas for Intergroup Relations

Chapter 10: Heterosexism: Transforming Homosexuality from Deviant to Different Overview of Concepts Chapter 10 provides an overview of historical influences shaping the European and American cultural bias against homosexuality and the myths that have emerged from that bias. Although many myths are contradicted by scientific sexuality studies, individual Americans often maintain derogatory beliefs about gays and lesbians to justify homophobia. Institutional discrimination is apparent in such areas as the workplace, the legal system, the military, and in schools; the campaign for “gay rights” represents efforts of activists to demand equal status for all Americans regardless of sexual orientation.

Explanation of Personal Clarification Exercise [TEXT] – Testing Your Knowledge about Homosexuality – The statements in this exercise illustrate some of the most fundamental of misunderstandings about human differences. Prior to assigning it, consider using the exercise (below) as part of your introduction to the chapter.

Discussion during this exercise must focus upon basic facts rather than upon current or personal opinion. If assigned after participants read the chapter, instructors manage discussion as a means of developing a broader reader knowledge base about the topic. (Key: See the Answers to Testing Your Knowledge about Homosexuality quiz at the end of this section.)

Suggestion: Whenever possible, refer readers to the text in support of items. The purpose of discussion is to examine what students know about the scientific study of human sexuality. The Bible, for example, is considered a book of beliefs rather than of scientific facts, hence it is best to avoid biblical and other religious references.

Explanation for Intergroup Exercise [TEXT] – Integration in the Military – This unusual exercise asks participants to consider parallels between a gay/lesbian sexual orientation and race. Replace underlined words in the statements as directed in the text, and then assess progress and work to redirect those who seem to be off task. Conclude with whole-group response to the questions for discussion that appear below.

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Questions for discussion: 1. In what way is exclusion of homosexuals from the military similar to exclusion of any other minority group?

2. Explain how each minority group would serve as a detriment to the purposes of the American military.

3. What might be a rationalization for excluding homosexuals from the American military? Where in your statement is the logic illogical?

(Key: See Supplemental Instructor Information – Integration in the Military exercise at the end of this section. Instructors may supplement the chapter with information provided in this section; one lists original attending arguments; the second lists current arguments against integration of openly gay enlistees in the U.S. military) Suggestion: Continuously assess pace of class time and maintain adequate participant discussion time. Lack of classroom discussion is most likely a result of too little time, although it may also deal with incomplete establishment of setup, or with instructor domination of the event.

SUPPLEMENTAL STUDENT ACTIVITIES The activities below are highly recommended; the outcome of supplementing basic instruction with enrichment experience will be greater understanding and comprehension of chapter content. Plan class or seminar time to allow students opportunity to integrate information from this chapter into their broader experience base through a selection of these exercises.

Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

Suggestion: Describe the focus of Section 3 as complementary to those of Sections 1 and 2; outline that focus. Refer to the Vega interlocking circles model illustrated at the beginning of this section; identify the interaction of individual behavior and cultural norms with the institutional concept that is presented in this section.

Intergroup Activity: Difficult Dialogues – Homophobia Instructor note: Difficult Dialogues The proposed scenario in this exercise provides more guidance for two participants than for a third. For the third persona, select or approve as the teacher – “Ms/Mr [Your name]” the person who can further the action without diverting the conversation from Mary’s point.

Encourage each threesome to create and present a unique perspective to the situation.

Make certain that the focal terms in the situation are clarified, perhaps as a whole group, before moving into plans and presentations. Urge actors to establish a scenario (if not an actual script) for their role-play. As time permits, ask individuals to stay in character for questions from the audience about their reasons for their behaviors.

Use the 3 x 5 card detail to provide closure to the role-play – and segue to another.

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Activity: Homophobia Directions: In groups of three, develop a dialogue based upon the scenario below. Use the situation as the basis for your 4–5-minute role-play. Remain in character at the conclusion of your skit and respond to class questions about the motivation, purpose, or intent behind your comments during the scene.

Complete a 5-minute role-play regardless of similarity to others performed. At the conclusion of this exercise, pass to your convener a 3 x 5 index card with one general comment that you feel summarizes what you think should be the outcome.

Difficult Dialogues: Homophobia The Situation: You are a teacher; high school junior students are coming into your classroom and taking their seats.

Two students, both females, are talking about AIDS because one of them had gone to a see an AIDS quilt over the weekend. She was moved by the experience and is trying to describe it to her friend as they sit down at their desks in the front of the room near your teacher’s desk. As Mary talks, however, Paul, who is sitting in the desk behind her, interrupts.

Mary: “I think it’s so awful that all of these people have gotten so sick and are going to die. I just think . . .”

Paul: “Those fags get what they deserve. What makes me mad is that we’re spending money trying to find a cure. If we just let God and Nature take its course, I won’t have to worry about any queer ever bothering me again.”

Mary: “Well . . . (Mary seems uncertain how to respond.) I don’t know, I mean, I never thought about it that way before. (She turns to the teacher.) Mrs. (or Mr.) [Your name], what do you think about what Paul said?”

Ms./Mr. [Your name]: Do not respond directly to Mary’s question. Instead, engage Mary and Paul in conversation so that they can each further explain their feelings about Paul’s perspective on homosexuality. [Tip: Ask questions only, and allow any response; then reply with another question. Refrain from using “I” statements or overriding the situation with your authority.]

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

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of one’s understanding of the issue. It may be that investigation into allowances for domestic benefits and partnerships is more widespread than previously believed. Prepare for those homophobic types: It may be that interviewees may be gay or lesbian themselves. There needs to be a report from this kind of project, so attach some written or oral history expectation.

Activity: How widespread are benefits provided in domestic partnerships? Find out if your city, county, or state government supports domestic partnerships as they support benefits for married men and women. Which businesses, industries, and nonprofit agencies provide benefits to partners? What seems to be the prevailing logic regarding why domestic partnerships are – or are not – supported?

Community Involvement: Service Learning Instructor note: Finding and advocating in favor of support groups for gays and lesbians in the community is laudable; supporting an organization and spreading a positive word is more valuable. Working with others to establish a P-FLAG or other group in support of gays and lesbians – especially gay or lesbian youth – may be especially needed. This project is truly community action-oriented; few participants will have the time necessary for long-range activism. Participation, however, may well lead to future positive social justice activism.

Activity: How can heterosexual people support gays and lesbians? Identify a local or regional gay-straight alliance; it may be a local effort or a national one, such as P-FLAG (Parents and Friends of Lesbians and Gays). Participate in meetings and support an event of the organization, such as a gay pride march or other activity.

Create a rationale and use it to encourage someone else to do likewise.

ENRICHMENT ACTIVITIES If I Were the Teacher . . . Put individuals on the spot by asking them to be the other person and to respond for themselves. Asking students to put themselves into situations tends to eliminate the uses of terms such as “should” and “ought to,” words and phrases that allow English speakers to assign responsibility to others instead of assuming it themselves. “He really should…” and “The group ought to recognize…” are meaningless reassignments of responsibility. Effective instructors don’t allow it.

Directions: Personally evaluate each statement below; according to your values, identify each as one with which you Agree, Disagree, or are Undecided. As you progress, make individual tentative decisions about what might be your policy as teacher of children or youth. Keep notes of reservations, qualifying conditions, or comments you would add in making your policy.

After making your personal responses, meet with three others who have completed their personal assessments; compare how each agrees or disagrees with you about how they would approach issues of sexual orientation if they were teachers.

Note: Please limit your “Undecided” responses to fewer than four.

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If I Were the Teacher . . .

Classroom Interaction 1. I would discuss homosexuality in the classroom.

2. It would be difficult for me to deal fairly with an avowed homosexual student.

Counseling 3. I would provide homosexual high school students with supportive materials.

4. I would feel comfortable if a student talked with me about his or her sexual orientation.

Student Harassment 5. I would ignore student jokes about homosexuals.

6. I would discipline a student for making a derogatory remark about homosexuals or for harassing another student suspected of being gay or lesbian.

7. I would openly disagree with a faculty member who made a disparaging comment about a suspected homosexual student.

Homosexual Teachers 8. I would support homosexual teachers being allowed to teach in public schools.

9. I would feel uncomfortable if my school hired an openly gay or lesbian teacher.

10. I would admit that adolescents who know several homosexual teachers might be strongly influenced to become homosexual.

Human Rights 11. I would work in school to reduce all forms of prejudice, including homophobia.

12. I would work in my community to fight against discrimination against gay men and lesbians.

J. T. Sears Coming Out of the Classroom Closet Suggestion: Challenge your class to conduct a complete session without using the words “should” or “ought” and to use only “I-messages,” without the term “you,” “she/he.” Good options: “I think…” “I feel that…” “My values help me to…”

KEY TO EXERCISES [TEXT/KEY] – Explanation and Answers: Testing Your Knowledge about Homosexuality 1. Most homosexuals want to be members of the opposite …

False – Gay men exist along the same continuum as straight men, with some being what the culture calls “effeminate” and some being “macho” (e.g., leather bars).

2. A person becomes a homosexual (develops homosexual …

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True – Sexual orientation is not a choice but a consequence of a complex set of factors as has been documented in biological, psychological, and anthropological research.

3. Sexual orientation is established at an early age.

True – Considerable research on human sexuality has supported this conclusion.

4. Sixty percent of pre-adolescent males report at least one …

True – “Homosexual experience” is not limited to sexual intercourse but such things as kissing, caressing, mutual masturbation, and other acts.

5. A majority of homosexuals were seduced in adolescence …

False – The majority of gay men and lesbians had their first sexual experience with a peer.

6. There is a good chance of changing homosexuals …

False – Following many failed attempts to change sexual orientation, Freud and other early psychiatrists acknowledged that sexual orientation appeared to be permanent.

7. Homosexual activity occurs in many animals.

True – Animal studies of virtually every species have documented sexual activity occurring between same sex participants.

8. According to the American Psychological Association …

False – The APA removed homosexuality from its list of mental illnesses in 1973.

9. In most states, sexual relations between two people of the same sex …

False – Fewer than 10 states continued to enforce sodomy laws as recently as 2003, when the United States Supreme Court ruled that such laws were unconstitutional.

10. Homosexual males are more likely to seduce young boys …

False – Prison studies of convicted pedophiles has reported that child molesters are far more likely to be heterosexual than homosexual.

11. Gay men are at least four times more likely to be victims …

True – Gay bashing is one of the most prevalent hate crimes in the United States.

12. Some church denominations have condemned …

True – Some protestant churches accept openly gay men and lesbians as members; the Episcopal Church ordained a gay bishop in 2003.

[TEXT/KEY] –Integration in the Military – Original arguments in the late 1940s show open opposition to RACIAL integration of the armed forces; actual arguments are provided below as supplemental information.

1. The opinion of soldiers: Army studies show that 80 percent of white soldiers oppose racial integration in the armed forces.

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2. The opinion of generals: Respected generals such as Dwight David Eisenhower and current military leaders have been and remain staunchly opposed to racial integration in the armed forces.

3. Objections based on unit cohesion: According to the Secretary of the Army, racial integration would undermine unit cohesion – “Effective comradeship in battle calls for a warm and close personal relationship within a unit”; an Army Report opposing racial integration in the military argued – “The soldier on the battlefield deserves to have, and must have, utmost confidence in his fellow soldiers.”

4. Objections based on opposition to using the military for social reforms: General Omar Bradley (1948) opposed racial integration in the army, arguing, “The Army is not out to make any social reforms. It will change that policy when the Nation as a whole changes it . . . experiments within the Army in the solution of social problems are fraught with danger to efficiency, discipline and morale.”

5. Objections based on privacy: Georgia’s senior Senator Richard Russell (1948) said racial integration in the armed forces would compromise the privacy rights of all heterosexual soldiers – “There is no more intimate relationship known to men than that of enlisted men serving together at the squad level. They eat and sleep together. They use the same facilities day after day. They are compelled to stay together in the closest association.”

6. Objections based on health concerns: The Senator from Georgia went on to say he had statistics “which will show that the incidence of [all venereal diseases] is appallingly higher among the Negro race than among members of the white race.”

7. Objections based on religious beliefs: Congressman Representative Manasco from Alabama has argued that racial integration in the armed forces would lower not just the morale but the “morals” of soldiers and quoted from the Bible to assert that being around Negroes could taint the moral “purity” of the white soldiers which he said was a “gift from God.” 8. Objections based on the will of the majority: The Department of Defense has taken the position that racial integration in the armed forces would erode public confidence in the military – “The Army can under no circumstances adopt a policy which is contrary to the dictates of a majority of people (because) to do so would alienate the people from the Army and lower their morale.”

KEY TO EXERCISES [TEXT/INFO] – Integration in the Military – Arguments as revised in the Integration in the Military exercise illustrate current arguments against integration of openly gay men and lesbians into the military. Note the parallels between this set of arguments and those identified above. [All information and quotations provided by Service members Legal Defense Network: www.sldn.org.]

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1. The opinion of soldiers: Military leaders claim that 74 percent of enlisted personnel oppose having openly gay men and lesbians in the armed forces.

2. The opinion of generals: Respected generals like Norman Schwarzkopf and Carl Mundy are on record opposing gay men and lesbians in the military.

3. Objections based on unit cohesion: Colonel Darryl Henderson has noted that during training a group of soldiers “trains and fights as a unit with all members going to its death to achieve a common goal,” and that cohesion of units with gay soldiers would be disrupted because soldiers would not be able to give “primary loyalty” to their unit.

4. Objections based on opposition to using the military for social reforms: The head of the Non-Commissioned Officers Association says – “The use of the armed forces for the purpose of social experimentation will only serve to disrupt and degrade the institution recognized as one of the very best in the world.”

5. Objections based on privacy: The Senior Senator from Georgia who made the racial argument in 1948 was Richard Russell. Former Georgia Senior Senator Sam Nunn, who was chair of the Senate Armed Services Committee, stated his reason for opposing gays in the military – “They are living in very close quarters, and they don’t have any place to get away from each other.”

6. Objections based on health concerns: General Mundy has said – “One does not need a medical degree to recognize that admitting homosexuals into the military would . . . put additional financial and personal strains on military medicine.”

7. Objections based on religious beliefs: Brigadier General Jim Hutchens argues: “For the vast majority of soldiers, there is a sense of moral ascendancy that has been shaped by the values instilled in their religious upbringing . . . Requiring those whose religious and moral teaching unequivocally opposes homosexuality to serve with practicing homosexuals is to be cynically insensitive . . .”

8. Objections based on the will of the majority: General Norman Schwarzkopf has stated – “Because of the prevailing aversion to homosexuals in our society, the Army would suffer in esteem if known homosexuals were allowed to serve.”

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America –

Third Edition –

Section 3: Contemporary Dilemmas for Intergroup Relations

Chapter 11: Classism: Misperceptions and Myths About Income, Wealth, and Poverty Overview of Concepts Chapter 11 describes how American cultural values historically promulgate negative influences upon individual perceptions of poor people. Some Americans blame the poor for their own economic deficiencies; the poor are often blamed personally for their own poverty. The Great Depression of the 1930 interrupted American cultural influence, forcing many to demand that the federal government become involved in addressing widespread problems of poverty. Even though many 1930s poverty programs are still in place, previous negative attitudes have reappeared and are reinforced by derogatory beliefs concerning the poor, including myths about welfare recipient capability. Institutions contribute to exploitation of the poor through government economic policies that favor the wealthiest Americans, resulting in a growing disparity between wealthy and poor. Vulnerable low-income families are also subjected to economic manipulation by financial institutions and merchants, as is illustrated by redlining practices, high interest rates, rent-to-own stores, and pawnshops.

Explanation for Intergroup Exercises [TEXT] – Broadening the Wealth in America – The proposed plan in this exercise suggests a possible means to support all citizens, especially to the benefit of lowincome families. Some students will be able to grasp the concept, but others will require help; urge group members to read together and clarify the idea among themselves. Two questions for discussion/guidance appear within the directions.

Panel presentations by each group are optional; if time permits, however, participants can gain considerable insight from the experience both as presenters and as participants.

Additional information: One in six of those whose earnings rank in the lowest 20% of Americans – the group most likely to rely on minimum wage jobs – is affected by minimum wage issues. Other persons in that category include children, retirees, and those with part-time or seasonal employment.

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[TEXT] – Economics American Style: Income, Wealth and Poverty – This exercise serves as a means of involving participants in true conversation regarding facts related to American societal economics. Discussion of any item is endless; effective instructors will manage conversations that build upon each other rather than allow for random, unconnected opinions. As directions indicate, encourage students to develop their own comments (or questions) supporting and/or refuting those data, the legitimacy of the practice, and their feelings about the basic underlying concept(s) implied. Instructors and/or students are free to update or amend data as desired from sources cited or from other data fields.

Suggestion: Categorize responses as class discussion progresses to chart direction and center attention on the issues raised. Argument may stem from conclusions regarding outcomes, but avoid argumentative stances regarding the facts themselves.

Move to other discussion items according to group momentum and interest.

SUPPLEMENTAL STUDENT ACTIVITIES The activities below are highly recommended; the outcome of supplementing basic instruction with enrichment experience will be greater understanding and comprehension of chapter content. Plan classroom or seminar time to allow students opportunity to integrate information from this chapter into their broader experience base through a selection of these exercises.

Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

Suggestion: Describe the focus of Section 3 as complementary to that of Sections 1 and 2; outline that focus. Refer to the Vega interlocking circles model illustrated at the beginning of this section; identify the interaction of individual behavior and cultural norms with the institutional concept that is presented in this section.

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

Since this experience is meant for personal clarification, instructors should establish careful and thoughtful discussion expectations. Follow up with inquiry as to which

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questions most participants have clear and informed opinions about, and for which questions students need more information.

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

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

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

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

5. Do you know people who are poor?

6. Are they on welfare?

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

8. In what ways have you experienced poverty yourself?

Contrasting Beliefs About Poverty In the United States, many people seem to endorse one or the other of the following beliefs: A. “Where there's a will there's a way" (or some variation of that expression). Therefore, if anyone is poor, it's his or her fault. They haven't tried hard enough; they might even be lazy and irresponsible. There are jobs out there for anyone who really wants to work.

Furthermore, if a poor person needs and asks for help, it is NOT my obligation to help them. Let them help themselves by pulling themselves up by their own bootstraps just like I did. No one helped me or gave me any handouts and I wouldn't take them even if they were offered to me because I've got too much pride to take charity. So, I do NOT want my tax dollars used to help poor people, and I deeply resent it when the government takes my hard earned money and spends it on these people.

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

Information Gathering: The Economic Interview Instructor note: This exercise can provide all class participants the opportunity to discover attitudes, opinions, and values of others; this format appears only one time –

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and late in the chapter sequence of this text – because of its intricate nature. It is a popular, profitable, and revealing live-event experience.

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

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

Activity: Information Gathering: The Economic Interview Directions: Sometimes, polling a particular population reveals attitudes that are not anticipated. The interview is one means of assessing attitudes of specifically identified groups, such as retail or industrial business or possibly service providers. This activity is to be prepared within your classroom or workshop and administered either in your immediate area or in other selected surroundings, as your instructor approves.

Note: With an extended time allowance, your questionnaire might be administered in other agreed-upon locations, such as your own hometown neighborhood, suburb or village.

Instructional caution: Read and discuss the chapter and complete the summary questions and exercises before assigning this interview exercise. Generate interview questions within the class. Begin question development with the sample interview items below.

Information Gathering: Recommended Steps in an Interview Process 1. Develop an agree-upon list of ten questions about the economics of wages, wealth and employment that your class thinks should be asked of population samples such as college students, college faculty, and commercial, industrial or service providers.

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

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

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

5. In the space of 55 minutes, assigned teams: • Leave for their assigned area

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• Select and administer interview questions to persons willing to participate • Keep records of age ranges, gender and status • Return to the classroom to share results 6. Report and discuss results of the interviews Suggestion: Write interview questions to elicit responses other than Yes or No; utilize the sample questions below. Prepare student interviewers to conduct interviews accurately and to record responses succinctly.

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

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

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

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

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

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

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

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

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

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

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

Post-Interview Classroom Debriefing: Instructors guide debriefing sessions that may be highly animated from the interest generated by this live-event learning activity.

Regardless of age, occupation, skill or background of participants: Include in post-interview classroom discussion: • Conclusions about the sample of persons interviewed • Whether responses were honest • How completely subjects responded when questioned Encourage sharing insights and conclusions drawn from two questions: • Do you conclude that your interview sample were aware of problems and concerns of lower economically placed persons in America today?

• Do you think their replies indicated they were aware of economic problems in their own community?

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Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

Instructor note: Fact-finding research is helpful to all class members; obtaining updated data about costs of living can be obtained from a variety of sources: city or county social services offices, for example, or from non-profit organizations such as Salvation Army case workers. Creating budgets will be a new exercise to some; be aware, however, of those few who are deeply knowledgeable because of their own experiences and/or those of their parents, often a single mother. Keep researchers on track; emphasize the need for organized data. Advise that they seek the help of experts experienced in this area.

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

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

Activity: How extensive is homelessness and poverty in your immediate area? Arrange to volunteer at your Salvation Army or other organization that targets poverty issues.

Assist in serving lunches or dinners, help with shelter management, or aid the social workers or food pantry personnel. Get to know the problems, concerns, and stories of clients. Contribute a regular, consistent period of not less than 10 weeks. Provide a report to a college instructor or service club known for their awareness of local poverty issues.

ENRICHMENT ACTIVITIES An Economic Ethical Dilemma: The Power of the Course Grade

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Directions: Read the following case study aloud in groups of five; take turns in order that each person in the group has opportunity to participate. Then determine: 1. What is the main issue or issues in this situation?

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

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

4. What does your group recommend be done?

An Economic Ethical Dilemma: The Power of the Course Grade It is the end of the high school year and you have just finished calculating your grades for the semester. A young woman from a low-income family who is a senior in high school comes to see you, her chemistry teacher, after school. She explains that a nearby college has offered her financial aid if she receives at least a B in Chemistry.

She shows you a letter from the college’s admissions officer, which indicates that she has discussed her plans for a career in medical technology and the college believes that a grade of at least a B in Chemistry will be a strong predictor of success in their program. They will accept her into the program if she receives a passing grade (less than a B), but if she earns a B or better they have assured her that she will receive financial aid. If she does not receive financial aid, she cannot afford to go to college.

You have already determined that her grade for the semester is a C. You not only considered scores on objective tests but participation in class discussions, lab work, homework, and your own subjective judgment in arriving at that grade. However, if you give her a C, she will obviously not be eligible for financial aid, which will seriously jeopardize her goal of going on to college.

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

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

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

Who Are the Homeless?

Directions: Homelessness in the United States is a largely ignored problem. The quiz below is presented as a means of creating greater awareness of the homeless situation.

Before beginning, share with someone what you know and how you feel about homelessness today. Read the following survey items and select what you believe to be your best answer for each. Find generally accepted answers in the box at the end of this exercise. Write out a concluding personal statement regarding American society and homelessness and use as your instructor directs.

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Who Are the Homeless?

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

A. 10-15% B. 15-20% C. 20-25% D. 35-40% 2. In most cases, homelessness is a temporary circumstance, not a permanent condition.

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

A. 3 million B. 6 million C. 9 million D. 12 million 4. Most studies show that single homeless adults are more likely to be male than female.

A. True B. False 5. Families with children constitute what percentage of the homeless population?

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

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

A. 5% B. 13% C. 19%

D. 26%

8. The leading cause of homelessness in the U.S. in the inability of poor people to afford housing.

A. True B. False 9. Which of the following are barriers to employment experienced by homeless people?

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

A. True B. False 11. What percentage of the homeless population consists of children?

A. 17% B. 27% C. 37%

D. 47%

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

A. True B. False

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

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

A. 17 B. 22 C. 29

D. 30 or Older

Answers: 1 = C, 2 = A, 3 = D, 4 = A, 5 = B, 6 = B, 7 = C, 8 = A, 9 = F, 10 = A, 11 = B, 12 = A, 13 = A, 14 = B Distribution of Wealth: The Ten Chairs of Equality Introduction: Inequality of wealth is becoming more extreme in the United States.

While billionaires double their wealth every three to five years, we have by far the highest poverty rate in the industrialized world. No industrialized country has a more skewed distribution of wealth. We need information about this concentration of wealth –– and the power that accompanies it—in order to become critical thinkers and aware citizens.

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

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education cor a Diverse America – Third Edition – Section 3: Contemporary Dilemmas for Intergroup Relations

Chapter 12: Ableism: Disability Does Not Mean Inability Overview of Concepts Chapter 12 presents an overview of historical perceptions of people with disabilities and how these perceptions contributed to a cultural bias in America that resulted in the institutionalization of disabled people. Being kept apart from society reinforces negative perceptions of people with disabilities, especially the attitude that people with disabilities are unable to care for themselves, and results in discrimination against these individuals even when they are living in one’s community. Although many states have passed laws to reduce or eliminate these institutions today, people with disabilities encounter various forms of discrimination even when they may simply require minimal accommodations for personal needs.

Explanation of Clarification Exercise [TEXT] – Tolerance vs. Control: Group Home – Generic terms are employed in this personal survey of attitudes toward Americans with disabilities. There are no correct responses for items; note the assessment asks for current personal opinion.

As with other similar instruments, this exercise serves to inaugurate class communication on the subject of ableism in American attitudes, culture, and institutions. Information provided within the Chapter 12 of the text will lend guidance; urge participants to use the skill of regular reference to the text in support of their remarks. Challenge class members to justify how they might protest denial of any rights if they were members of that group home. (Key: See Explanation for the Group Home Exercise.)

Close the exercise with whole group comparison and discussion of the issues. Note the American cultural penchant for labeling groups of persons supposedly to help them, when in fact often the label is used to deny rights and/or responsibilities that we ordinarily take for granted. Guide individuals to maintain their perspective with facts; omit requiring group consensus from the concluding activity.

Explanation of Intergroup Exercise [TEXT] – Disability Awareness – This exercise can generate hundreds of entries; follow the directions to complete each step.

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For Part Two, substitute other category headings as desired; however, be certain that the categories selected remain within the area of Biological differences rather than Economic, Geographic, or Ideological.

Personal Insight Builder items are important because group-developed lists themselves offer little learner application. Sort out the insight builder questions for general discussion – or split into groups if different valuable conversations seem to be arising.

Suggestion: Individuals may wish to describe problems and solutions developed within their own families. Perhaps surprisingly, most participants will be able to identify at least one family member with a disability; use this phenomenon to make a strong case for ability as a critical human difference.

SUPPLEMENTAL STUDENT ACTIVITIES Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

Suggestion: Refer to the Vega interlocking circles framework illustrated at the beginning of this section; identify the interaction of individual behavior and cultural norms with the institutional concept that is presented in this section.

Intergroup Activity: Difficult Dialogues – The Wheelchair Route Instructor note: Encourage each threesome to create and present a unique perspective to this situation. Clarify terms with the whole group before moving into planning and presenting. By now, classes will be familiar with the process for this kind of social action theater; nevertheless, urge actors to be specific to establish a scenario if not actual script for their role-play. As time permits, ask members to stay in character for questions from the audience about their reasons for their behaviors.

Setting the stage to resemble the situation described could enhance this live-action event.

Activity: The Wheelchair Route Directions: How difficult is it to manage with a disability? Develop a dialogue based on the scenario below. Use the situation as the basis for your five-minute role-play of the situation.

Characters: • Wheelchair user who is a graduate teaching assistant • Undergraduate two-year business management major • University classroom building custodian [See below] The situation: A teaching assistant asks a nearby custodian for help to circumvent an open door very near the top of a staircase in order to safely reach the elevator that is behind the door. The passing business major makes a rather unkind remark about the Section III – Contemporary Dilemmas for Intergroup Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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limited nature of students with disabilities on campus and makes her way down the steps.

Community Involvement: Action Research See the introductory explanation of community research opportunities in the Preface – Part One of this Instructor Manual.

Instructor note: This is the first instance where a research project results in a class visit; work with researchers to be certain all protocol is observed and that the appropriate clearances are in place with the agency involved. Those performing initial research should provide an organized class overview and review prior to the on-site visit, including concern for such items as making sure that all class members have transportation to and from the event.

Activity: What assistance is available to people with disabilities in your area? Locate a local, state, or federal agency that provides protection, advocacy, and care or employment to children, youth, or adults with disabilities. Learn extensively about that organization, and then arrange with the agency administrator for a field site visit by your class. The outcome should be that each visitor will better understand how American societal infrastructure supports identified needs.

Community Involvement: Service Learning Instructor note: This community service opportunity could be concluded with a class presentation or report. Attend to problems that might arise from inconsistency of a participating class member’s attendance or assigned responsibility. As in other situations, following directions in this recommended service learning opportunity will result in a considerable time commitment that cannot be taken lightly. Provide a forum for reports from participants in this exercise.

Activity: How are people with disabilities able to contribute to the local economy, yet be protected and supported? Learn about and then volunteer to contribute your time to help with summer camps for children with disabilities or visit a local, area, or regional workshop for adults with disabilities (formerly: sheltered workshops).

Volunteer your time as mentor or advocate or in other ways. Before departing each time, write at least a one-page journal entry about what you did, saw, and felt, and what you think you could do to encourage others to better support people with disabilities.

Key to Exercises [IM/KEY] – Explanation: Group Home Discussion The purpose of this exercise is to illustrate a problem that consistently occurs due to labeling. Labels are developed ostensibly for the purpose of identifying individuals and providing needed services to those individuals, yet as soon as one is labeled, that person begins to be perceived in terms of the label. This results in a process whereby Section III – Contemporary Dilemmas for Intergroup Relations Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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the labeled individual is systematically deprived of rights and privileges that are accorded to anyone else. To emphasize this point, ask participants to look at the activities on this list again and ask themselves how they would want decision-makers to respond when determining whether or not certain listed activities should be allowed.

The point is an obvious one: that to be denied any of these activities would cause anyone to feel belittled and probably outraged. Each of us wants to be perceived and treated as a competent human being capable of making his or her own decisions.

Individuals who happen to have a disability have the same desire. Depending on the nature of the disability, individuals may require some assistance (e.g., a wheelchair user needs such things as ramps and elevators to be mobile), but this should not prevent them from fully participating in this society.

People often justify denying basic privileges and responsibilities by a desire to “protect” the person with a disability from some kind of perceived or real risk, but risk-taking is part of being human. Wolf Wolfensburger, who developed the term “normalization,” has written about the “dignity of risk” as being a necessary part of a disabled person’s life. People take risks to achieve personal goals or for personal pleasure. People climb mountains and ski and sky dive and hang glide and engage in other life-threatening activities because it is one of the ways they express their individuality. These are choices each of us believes we have a right to make. To deny risky choices to someone is to deprive him or her of participating in the full range of human experience. Such a denial diminishes one’s humanity.

No one should be perceived or defined by one aspect of his or her being. To do so is to rely on stereotypes rather than perceiving a particular person with his or her individual strengths and weaknesses. The use of stereotypes is especially pervasive in the treatment of people labeled mentally retarded. The stereotype of mentally retarded people is based on categories of mental retardation called “severe” and “profound.”

Because this is a more extreme form of mental retardation, the stereotype for all mentally retarded people assumes that it is not possible for them to live as independent, self-reliant individuals. Yet, over 90% of people diagnosed as mentally retarded are mild to moderately retarded and quite capable of living competently on their own as adults if they are given a chance and some minimal support.

Too many people with mental retardation are not given a chance, often because able people do not perceive mentally retarded people as having the capacity to care for themselves. With heartfelt pity and compassion people say, “He only has the mind of a ten-year-old child,” and they may be right, but they need to examine that statement more carefully. The average ten-year old child has enormous potential for learning.

What are the limitations on what a ten-year-old child can learn? The primary limitation is time! The fact that the child is only ten yeas old for one year represents the single most significant limitation on how much he or she can learn. If time stopped for someone at the age of ten and this person remained ten years old for the rest of his or her life, he or she could still learn a great deal!

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The reason that people do not often consider mentally retarded individuals as potentially competent and capable human beings is a direct result of the label. Every action taken by a person labeled mentally retarded is perceived in the context of that label. If I take a pan off the stove and forget to turn off the burner, I might be accused of being absent minded, but if a man labeled mentally retarded does the same thing, people typically attribute the error to his being retarded. If I get angry and beat my fist against a door, people may accuse me of having a temper, but if a man labeled mentally retarded does the same thing, many people will view this as proof that mentally retarded people are violent. Being mentally retarded becomes the sole explanation for behavior, especially negative behavior, rather than simpler explanations like being absent minded or having a temper that we would use for people not labeled retarded.

This is a common reaction to labels, which is why many human service professionals insist that labels are dangerous and destructive. A label is destructive to the life of the mentally retarded person because it may result in limitations being enforced against that person. People in a neighborhood might be vehemently opposed to a group home for mentally retarded adults being located in their neighborhood because of fears based on stereotypes of mentally retarded people being violent. Labeling is also destructive to the person who has learned to be afraid of certain people. Such fear can lead to a person developing negative attitudes and possibly engaging in behaviors that are demeaning to another human being. When people demean or dehumanize another, they are destroying part of their own humanity.

Socrates was once asked if he would prefer to be an oppressor or one of the oppressed.

He said he would prefer to be oppressed than an oppressor. Would you agree? Being an oppressor or being oppressed: Which is more likely to allow you to be a thinking, feeling, compassionate human being?

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Section 4: The Challenge of Diversity to American Institutions This section will describe the changes in the United States that take advantage of American population diversity. Two final two chapters represent an investigation of what efforts are effective today at dealing with diversity – and what progress is being made – in major established United States institutions. The term “multicultural” is introduced.

Chapters 13 and 14 focus on what is being accomplished and what possibilities exist for institutional reform: in United States public and non-profit agencies, in business and industry, and in government and military entities. Learning activities presented for each of these chapters serve to focus student attention upon current practices and on possible means for increasing public and private acceptance of majority-minority cooperation at home and leisure and in the workplace.

Chapter 13: Pluralism in Schools: The Promise of Multicultural Education Overview of Concepts Elementary, middle, and secondary schools historically have been considered the vehicle by which we transmit our cultural values and knowledge to future generations.

Chapter 13 describes the philosophy and potential practices of school multicultural education curriculums. Following a brief review of America’s traditional educational philosophy known as “essentialism,” this chapter describes the changes necessary to create schools and classrooms where policies, practices, curriculum, and instruction reflect the purposes and goals of multicultural education. The chapter concludes with an explanation of why multicultural education represents an educational reform that needs to be pursued for the benefit of all our students and for the future of our diverse society.

Explanation of Clarification Exercise [TEXT] – The Hidden Curriculum: American Indians – Although we employ the term “bias” regularly, this activity asks readers to be specific in how and why certain passages might be biased. The passages presented were taken from an elementary school teacher-developed worksheet for the purpose of applying punctuation. The bias was unintended, yet it demonstrates just how much we need to study this kind of exercise. Sharing impressions in this exercise is critical, since well-directed teams and groups can usually come to realize the power of how our language shapes our values.

(KEY: See Explanation for The Hidden Curriculum activity.)

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Suggestion: Explain the categorization system (following) when assigning this exercise. Items can be identified as: (a) imposing one’s culture on another racial or ethnic group, (b) perceiving that group as a rare and unique sub-species rather than simply human, (c) expecting other cultural groups to adopt the norms of the dominant cultural group, or (d) stereotyping everyone in a given minority as representing a single narrow and overgeneralized culture.

Explanation of Intergroup Exercise [TEXT]: Whom Would You Hire: Selecting Elementary Teachers – Although it relates to hiring American public school teachers, the actual focus of this activity is how we exercise personal character judgment and how, when necessary, we negotiate for second choices. Participants in this exercise inevitably select candidates who most closely reflect their own educational philosophies.

Assign groups of five, preferably people who rarely have worked together; emphasize the need for group ground rules (more rules may be added as each unit agrees is necessary). Insist upon group agreement of the selected candidates; urge negotiation and reason rather than dogged stubbornness. Provide large newsprint pages for each group to post their candidate selections. Call upon each group to explain why they selected their candidates.

Follow up by selecting two candidates in a whole-class group decision-making process.

Call for final comments, suggestions, or recommendations of future policy in similar situations. Directions appear in the text.

SUPPLEMENTAL STUDENT ACTIVITIES Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

Suggestion: Encourage participants to check with others regarding their responses to summary exercises. Participant familiarity with others in the class will have established a mutual self-help philosophy within the unit. Continue to encourage class members to vary their seating and class member selection, finding the individual strengths of each person.

Intergroup Activity: Issues in Multicultural Education Instructor note: Multicultural Education – In this exercise, participants choose the better practice in each of ten alternatives. Teams or groups are likely to read lightly and make snap judgments about the better alternative, so set the pace by leading the class in reading, discussing, and selecting an alternative for the first item.

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to the rule that each selection be supported by a simulated school policy explanation that would likely be acceptable to faculty, staff, parents, and students.

Summarize this activity with generalizations from groups regarding possible criteria for policy-making in schools. There are no correct responses to items in this exercise.

Activity: Multicultural Education Directions: In learning to deal with a diverse American population, public, private, and parochial schools today face a plethora of concerns – from philosophical to managerial.

Each of the following statement pairs represents a different response to one of those concerns.

For each pair, work with an adjoining seatmate to select the entry that comes closer to what you judge to be the better purpose or practice if you were a school board member setting district policy. Explain why you believe one choice is more appropriate than the other.

Issues in Multicultural Education 1. Seating arrangements: A. A classroom of students representing racial, ethnic, and other forms of diversity is better if the teacher allows students sit where they want and to permit relationships to develop naturally; there is no way to force relationships between students from different cultural backgrounds.

– OR – B. To ensure that students become better acquainted with classmates from varied racial, ethnic, and other diverse backgrounds, the teacher should seat culturally different students next to each other.

2. Role of schools as agents of socialization: A. To provide opportunities for students of varied backgrounds to know each other as classmates and as community members, teachers should have students create and implement action projects designed to address existing community problems.

– OR – B. The school’s prime function is to further student academic progress; therefore class activities should focus on subject matter and preparing for tests. The task of promoting relationships between diverse students in the school or the community should be left to extra-curricular activities and to community groups.

3. Practices of proximal grouping A. In physical education activities like folk dancing, teachers should pair students of the same race/ethnicity rather than mixing students from different backgrounds in order to avoid potential conflicts or confrontations.

– OR – B. In physical education class, teachers should consistently pair students of different races/ethnicities for dance and other activities in order to provide opportunities for interaction and relationships to develop.

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4. Degree of control over groups: A. To promote intergroup relations, teachers of such subjects such as English, social studies, and foreign languages should design at least some of their lessons for the purpose of promoting knowledge and awareness of other groups.

– OR – B. To promote intergroup relations, teachers should not merely provide general information about diverse groups but design lessons that incorporate information about specific groups in the local community and allow for discussions of the problems these groups may be encountering and solutions to those problems.

5. Modeling use of language: A. Since it is more important to use language to communicate ideas rather than focus on grammatical correctness, teachers should allow students from families using dialects or even “substandard” English to express themselves as they do at home.

– OR – B. Teachers must encourage all students, especially students from homes where substandard English may be spoken, to attain the same standard of English language usage as is required of children from middle or upper income homes.

6. Instruction in use of English: A. Students whose spoken or written English is poor because their parents use a foreign language at home should be given extra individual help with English by their regular classroom teacher either before or after school.

– OR – B. Students whose parents speak a foreign language in the home should be provided with a special class substituted for an elective course to assist them in learning English; regular classroom teachers should not be expected to devote extra time to assist such students.

7. Teaching language etiquette to the sender or the receiver: A. If a student at play during recess calls a classmate a derogatory name based on a group (e.g., “nigger,” “spick,” “wop,” “polak,” “kike,” etc.), a teacher overhearing this should not intervene because students need to learn how to deal with such name-calling.

– OR – B. Whether it occurs on the playground, in the hallways or in class, teachers must confront any student who calls another student by a derogatory name because to ignore such language is to appear to condone it.

8. Role of school in discussing local events: A. Teachers may discuss historical problems affecting minority groups in the past, but to avoid embarrassing students in class from a minority group, teachers should not discuss contemporary problems faced by that minority group, especially if those problems exist in the local community.

– OR –

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Teachers should use their classroom as a forum for student discussions of racial, religious, ethnic, social class, and other problems; no topic should be avoided simply because it is controversial or it exists in the local community.

9. Equality of opportunity: A. Teachers should make certain that all students are afforded equal opportunities for positions of leadership and recognition in the classroom, regardless of their membership in any minority group (based on race, ethnicity, religion, etc.).

– OR – B. To ensure that children have equal opportunities, teachers may need to furnish special activities for students from disadvantaged minority groups because equal opportunities are not necessarily assured by treating all students the same.

10. Modifying curriculum to accommodate children and youth not fluent in English: A. Teachers of subjects like mathematics or science should not be expected to alter their methods and materials to accommodate the English-language deficiencies of students from bilingual homes or homes where a foreign language is spoken.

– OR – B. Teachers of all subject matter areas should be prepared to alter their methods and materials to accommodate the needs of their students whether these students are in special education or are English language learners (ELL).

Intergroup Activity: Difficult Dialogues: Why Study Human Differences?

Instructor note: This difficult dialogue poses a question that may be on the minds of some course participants: “Why do we have to study this stuff?” and “Aren’t there more important topics on which to spend so much time?” Dialogues may answer why discuss a problem that is pertinent to only some people; some presentations may move beyond the topic of sexual orientation to raise questions about the entire study of human differences. Be alert to a few caustic comments creating a negative atmosphere within the class. Follow directions and suggestions from other Difficult Dialogues in establishing and managing this one.

Activity: Why Study Human Differences?

Directions: In groups of three, develop a dialogue based on the scenario below. Use the situation as the basis for your 5-minute role-play of the situation. Remain in character for questioning if directed.

Characters: • Russian graduate student who is convening a required general science physics lab class • Naturalized African American from Somalia hoping to complete her undergraduate degree and teach in Africa • Serious physics major who has contributed significantly to fundamental laser research knowledge while still an undergraduate (See below) Section IV – The Challenge of Diversity in American Institutions Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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The Situation: A student in a physics class is heard to remark “I’m glad we’re in this course. It is good to be away from all those diversity, multicultural, and pluralism issues that we have to discuss in our Understanding Human Differences course. At least we can deal with some facts and not have to worry about such issues as race, gender, ethnic origin, or homosexuality.”

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

Instructor note: The key to this research project appears early in the explanation: “Using a local school district where you are allowed to conduct this research….” Data may be obtained easily from school district administrators, but care must be taken to assure that this project is objective. Particularly when identifying problems that exist within a building, unit, or district, school officials should be involved for both accuracy and public relations accord.

Activity: Are schools more diverse today than they were even a few years ago?

Using a local school or district where you are allowed to conduct this research, or, with approval, in your home school district, collect information adequate for you to develop a timeline history of the increasing diversity in all of the following: curriculum, teaching staff, administration, school policy, and student body.

Within your investigation of that school or district, identify current issues or concerns that emanate from issues of diversity. With explanation, provide the timeline and list of issues to your human differences instructor and to the appropriate individual in the school or district that you examined.

Community Involvement: Service Learning Instructor note: In some areas, children and youth enjoy the availability of afterschool tutoring programs; in other areas, few, if any such programs exist. This investigation can provide both researcher growth and understanding and regular tutorial assistance to some children in need. As with all service learning projects and action research, students’ written descriptions of process and conclusions are critical to a complete learning experience.

Activity: When do school children or youth need the greatest support?

Investigate elementary, middle, or secondary school tutoring programs that operate within your college, school district, or community (e.g., Boys and Girls Club tutoring programs); establish specific times to be an in-school or afterschool tutor. Chronicle the progress of those whom you tutor and the progress you make as a successful tutor. To follow up your experience, submit to your

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instructor and tutor program an itemization of 10 facts that tutors should know about children or youth if they are to be successful at tutoring.

ENRICHMENT ACTIVITIES What Are Good Anti-Racist Exercises?

Directions: Elementary, middle, and secondary teachers often wish to develop multicultural approaches for educating children and youth in their schools. The following is a list of activities developed by a white teacher who hopes to work to eliminate racism. Evaluate and improve this teacher’s list as follows: • Is each of these activities appropriate?

• Are there aspects of some activities that one might consider inappropriate toward the goal of combating racism? Why? How might they be changed?

• Create other activities for teachers undertake, either in addition or instead of these.

What Are Good Anti-Racist Exercises?

1. Planning for an American Indian Day in your elementary classroom where children dress in Indian costumes, tell Indian tales that they’ve read in class, and perform Indian dances that they’ve learned.

2. Agreeing with colleagues in the faculty lounge that it would be better for everyone if Black students and Black people in the community would be less vocal and more cooperative in their demands for change.

3. Lobbying your local teacher’s union, district director, or parent organization to sponsor a tutoring service for students of color at your suburban middle school.

4. Organizing teachers to challenge the administration to commit to hiring applicants of color whenever the qualifications for applicants are relatively equal.

5. Organizing a teacher committee to protect the use of IQ tests as the most objective way to group students for the academic benefit.

6. Using your influence as faculty advisor for a student organization to persuade students to agree to raise money for an Indian Community School that has just initiated a major fundraising campaign.

7. Organizing a teacher committee to pressure the administration to remove several books that promote white supremacy from the school district’s library/media collection.

8. Promote implementing a “Diversity Day” that would occur once every year at your predominantly white school where invited speakers would talk about social problems due to race.

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9. Demanding that all students speak proper English in order to better prepare them to be successful after they graduate from high school and insisting upon students correcting themselves whenever they begin to speak in their native language or in the slang/dialect of their racial or ethnic group.

10. Organizing a concerned group of white parents who wish to discuss “What Whites Should Do About Racism” in which you plan to use people of color as small group discussion leaders.

Examining Multicultural Education Directions: Create a team of four members who have not worked together. For each of the questions below, record four or more responses that could be widely accepted possible answers.

If you do not represent the minority group about whom each item is directed, respond nevertheless as if you were a member of that group. Present your selections and rationale to another team of four to persuade them to accept some of your responses.

Examining Multicultural Education 1. Why do many people of color insist that multicultural education is good for all students?

2. How might elementary, middle school, or secondary educators who promote multicultural education reply to criticism that multicultural education is unpatriotic?

[Note: Some Americans argue that the concept of multiculturalism is destructive in that it forces children and youth to study racial, ethnic, and cultural issues at a time when there is no longer a need to rekindle the conflicts of past American history.]

3. What could be positive outcomes of a true multicultural education for each of the groups listed below: a. Native Americans b. Foreign-born naturalized Americans c. Women in science d. White sales representatives e. Bank presidents f. Amputees g. Men aspiring to be music teachers h. Americans of Hungarian descent i. Mormons j. Ford automobile dealership employees 4. What basic skills or subjects would you surmise each of the groups above might advocate as being “essential” in a traditional elementary, middle, or secondary school curriculum?

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KEY TO EXERCISES [TEXT/KEY] – Explanation for The Hidden Curriculum Activity Item #1 is an example not only of ethnocentrism but also racism through the use of the word “our.” Clearly “our” is written by a white person who assumes that the children engaged in this exercise are white and that the United States belongs to them (i.e., white people).

Question #2 implies that Indians are an unusual, exotic species, one you are not likely to have seen unless you have visited a reservation as is implied as well in item #15.

Sentences #3 and #4 reveal the absurdity of identifying people by skin color; the bias here is in reinforcing skin color as the basis for “race.” Further, if skin is a “copper color,” why are they the “red race?”

The focal term in item #5 again represents stereotype based primarily on Plains Indians and Indian wars of the latter half of the 19th century. The truth is, most Indians did not live in warrior societies – nor did they live they primarily on the plains.

They were farmers, hunters, trappers, and traders. They were far more likely to be catching carp than counting coup.

In sentence #6, Indian women consider the term “squaw” derogatory; there does not appear to be any such acceptable term in American Indian languages.

Sentence #7 reflects a stereotype based on Plains Indians. There have been a variety of Indian dwellings including pueblos, hogans, heida houses, long houses, sod houses, grass houses, such as the wikiup used by Apaches, and open-air houses consisting primarily of a roof, such as the chiki used by Seminoles. Suggesting only one form of Indian dwelling diminishes the rich diversity and location of Native American cultures.

Item #8 is an egocentric statement. Maize was unknown to Europeans until coming to the new world. Indian agriculturists domesticated this plant, probably in Mexico, and shared or traded it with other Indian cultures so that maize existed in dozens of varieties all over North America by the time Europeans arrived. To make the sentence more historically accurate it should say something like “The European’s name for maize was corn.” [See Vine Deloria: More Than Bows and Arrows for further explanation of Native American contributions to agriculture and culture.]

In passage #9, is again a stereotype based on Plains Indians, this time with reference to the nomadic hunter chasing after game. Most Indians were not nomadic but village dwellers who farmed and fished and gathered fruits and grains (e.g., wild rice). They may have herded sheep or trapped beaver, but whatever they did to feed their families did not necessarily require bows and arrows.

Passage #10 is a truly ethnocentric one; in Native American cultures, there is no such group as a “tribe.” Five basic categorizations included: family, band, clan (e.g., Turtle, Bear), language group (e.g. Lakota Sioux, Dakota Sioux), or nation (e.g., Sioux, Section IV – The Challenge of Diversity in American Institutions Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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Cheyenne, Cherokee). Native Americans today tend to use the word “tribe” primarily because it was written into their treaties with the federal government.

For item #11, since all human children are known to play games as part of the maturity process, the statement seems to question the humanity of Indian children.

Statement #12 again employs the inappropriate term “squaw.” Further it is unlikely that in all Indian cultures, women would carry children on their backs.

Note also items #13 and 14, where the concept of a single “chief” is foreign to most Native Americans because leadership was usually provided by a council, usually a council of elders who were sometimes selected by women (e.g., the Iroquois League).

Because Europeans came from a tradition of kings, emperors and other forms of individual leadership, they assumed this was true for Native Americans as well, and it is their assumption rather than reality that is reflected in the use of the term “chief” to suggest such a leader.

In item #15, in addition to the ethnocentrism of “our country,” this sentence suggests that “Indian tribes” live in a few particular places in “the west.” To what places is the writer referring? The most logical answer is that the writer is thinking of reservations that exist primarily in Midwestern and Western states. This sentence reinforces the historic stereotypical image of the “noble savage,” suggesting that this form of human being is being preserved like an endangered species on reservations. Such a portrayal ignores the existence of Indians having lived successfully over all of the current United States, most of who today do not live on reservations. Whether they are blue-collar workers or professionals, these Indians are apparently not “real Indians”, as in “Have you ever seen a real Indian?”

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Chapter 14: Pluralism in Society: Creating Unity in a Diverse America Overview of Concepts Considerable effort is being made to instill in the American workforce a more inclusive attitude toward diversity. Chapter 14 will describe changes occurring in major institutions of our society that reflect the growing influence of pluralism as the preferred perspective in response to ongoing and growing diversity of the American people. Although certain states have initiated questions regarding the policy, the U.S. government continues to require affirmative action plans to ensure that opportunities are provided to members of groups that were discriminated against in the past and that continue to be suffer from discrimination. Higher education administrators have embraced the value of affirmative action plans to broaden the diversity of faculty as well as student populations and to argue that such diversity enhances the education of all students.

In the corporate world, business leaders recognize a growing workforce and consumer diversity and are increasingly implementing diversity training to take advantage of both. Mass media organizations have promoted diversity by placing more women and people of color in positions that have a high public visibility, and the diversity in this profession is likely to increase given the significantly increasing numbers of women and people of color currently majoring in journalism or mass communication on college campuses. The military has taken aggressive action to promote gender and racial equality in its recruitment, in promotion policies and practices, and in its diversity training programs.

Explanation of Clarification Exercise [TEXT]: Enhancing Unity in America: What Should We Do Next? – This exercise asks participants to speculate and to exercise some creative problem-solving regarding what might be next steps in resolving well-known current situations in modern-day America.

Note: Some class members will be more able to contribute than perhaps those with less knowledge of current affairs; nevertheless, everyone will have comments, opinions, and suggestions for each of the six questions posed. Note that only one of the items, #3, allows people to apply a response based on their personal value systems.

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[Tip: Responses might best follow the order of items. Manage discussion so that those few highly verbal and/or opinionated individuals are unable to dominate discussion.]

[TEXT]: A Personal Post-Test Self Check: What Will You Be? The ten items in this personal profile provide students the first opportunity to reflect on their reading of the entire text. Each of the ten items asks participants to evaluate their own perspective and to make decisions about what they believe to be most important to them personally.

After readers make their individual entries, suggest sharing and discussing entry rationale – with one other person at a time; repeat the process with at least three persons. The activity pyramids from teams to groups and then to the class, where participants are asked to make comparisons between their stated responses and those of others within their group. Instructors may encourage writers to evaluate their responses and to make some resolve about how the information they describe can be of permanent value.

SUPPLEMENTAL STUDENT ACTIVITIES

Summary Exercises Summary exercises appear in Part Five of the Preface to this Instructor Manual.

Suggestion: Encourage participants to check with others regarding their responses to summary exercises. Participant familiarity with others in the class will have established a mutual self-help philosophy within the unit. Continue to encourage class members to vary their seating and class member selection, finding the individual strengths of each person.

Intergroup Exercise: Legal Issues: Diversity in the Military Instructor note: Diversity in the Military – The five scenarios described in this exercise could have occurred within a variety of institutional occupations; consider the military to be a typical institution.

Conduct the first situation: Sexual Harassment, with the entire class; then divide into groups to continue analyses of the other situations. Be certain that each situation is clearly summarized and that the issues involved are outlined.

With each of four groups independently considering different items, review and reporting might be more efficient. Time permitting, take the additional step of determining how each situation might be avoided in the future and what kinds of future policy could be of benefit.

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Activity: Legal Issues: Diversity in the Military Directions: How is diversity in America a daily and a personal issue? The following case studies are based on actual situations that occurred in the U.S. military services.

Imagine that you have been appointed to a mediation panel to analyze each situation and make recommendations to resolve the incidents. Summarize the conflict, list subissues at work, and explain how you would recommend resolution of the conflict.

1. Issue: Sexual Harassment • Complainant: Chief Master Sergeant (CMS), a white male • Offender: Secretary, an Native American female Complaint: A secretary in my office has lodged a sexual harassment complaint against me with the civilian equal opportunity office (EEO). She claims I sexually harassed her by using endearing terms and derogatory comments. She lodged this complaint yesterday based on a statement I made that she claims was offensive.

The statement was made in pure jest. She usually carries a key to the duplication machine tied to a large metal hook. She appeared to be in a good mood, and I was in a good mood, so I said, “Hey, here comes my favorite hooker.” There were two other individuals standing by, and they chimed in saying, “Yeah, ours too.”

Everyone laughed, including her, then went on with his or her business. Yesterday I received notice of a complaint being lodged against me. I don’t think this is fair. I had no idea she was offended by what I said, either now or in the past, and I want her to withdraw her complaint.

2. Issue: National Origin (Families of immigrant soldiers) • Complainant: Military spouse, Asian female • Offender: Military spouse, Black female Complaint: We bowl every Friday night. I’m on a bowling team with three other women from Korea and Thailand. There is a black woman on one of the other teams who continually talks about us. She calls us names and stares at us the whole time we are bowling. She slapped her husband one night because he was talking to me about Korea. She told me that she didn’t want me anywhere near her husband, although I don’t know him and I didn’t start the conversation that night.

I don’t mind the stares so much, but I get embarrassed at the way she talks about us. I reported her to the manager of the bowling alley, but he said there was nothing he could do. My husband is in the Army and has been stationed in Iraq for over five months now, so he can’t help me. The Black woman says my friends and I have no right to bowl here because it’s the Air Force Bowling Alley; the rule only states that we must be military dependents in order to join the league. I want her to stop talking about me and stop staring at me.

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Complaint: I went into the main enlisted club looking to have a beer and cool off.

This Marine sitting at the bar began to stare at me. I ordered a drink and some chips and began to watch TV at the bar. The Marine SSgt made a comment that I should use the Air Force club; that they usually cater to my kind. I tried to ignore him, but he continued to make racial slurs directed at me. The bartender tried to quiet him down without success. Finally, I reported him to the night manager.

They appeared to know each other well. Finally, the guy left. The night manager informed me that there might be trouble if I left by the front door, and suggested that I leave by a side door. I decided to have another drink and left by the front door. The SSgt was waiting, and we got into a fight. The police arrested both of us, releasing me to my commander. I want you to get the Marine charged with racial prejudice and get my record wiped clean.

4. Issue: Religious Discrimination • Complainant: First Lieutenant, a Black female • Offender: Lieutenant Colonel, a White male Complaint: I have a young female First Lieutenant assigned to my unit who said she is lodging a complaint against me because I will not allow her to participate in various religious activities involving her church. The Lieutenant is an excellent musician, I’m told, and is in charge of her church choir. She claims that I’ve prevented her from attending various functions by changing her shift schedules.

The Lieutenant is one of three officers assigned to the unit. We are required to have one officer on call each night, ready to respond at a moment’s notice. The Lieutenant, aside from being the newest member on board, single, and living on base, was recently trained on some delicate equipment for which one other officer is on temporary duty (TDY) to receive training. Prior to her arrival, my two male officers covered duties. With one officer being TDY, I felt the Lieutenant must shoulder a larger role of responsibility. My remaining Captain has long been involved in some off-duty education that is nearing completion. I do not feel I should hinder him in his endeavors at this time. The problem will be resolved within two months with the return of the Captain and the completion of the training by the other officer. Given these circumstances, I feel my actions are correct.

5. Issue: Racist Behavior • Complainant: Sergeant, a Hispanic male • Offender: Technical Sergeant (TSgt), a White male Complaint: Three days ago I was involved in a name-calling incident with one of the guys in my dorm. He called me a spic; I called him a gook; we both went into our rooms and that ended it. Last night a TSgt came into the dorm looking for the guy I previously had the name-calling incident with. I came out of my door as he was going by. The TSgt asked me if I knew the room where the other guy lived. I said yeah, down the hall. The TSgt asked me to show him the room. I said I was in a hurry and really didn’t want to have anything to do with the guy. The TSgt insisted by grabbing me by the arm. I jerked my arm back, telling him not to grab me. At that time, the Korean Section IV – The Challenge of Diversity in American Institutions Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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guy who had called me a name in the earlier incident stuck his head outside the door and yelled, “Sarge, that’s the … I was telling you about. He’s always starting trouble.” I yelled back at him, saying he should mind his own business. The TSgt said he’d handle this dumb … Based on the TSgt’s statement about the incident, I received a letter of reprimand for insubordination, I want the letter of reprimand withdrawn and the TSgt cited for prejudice.

P. B. Pedersen 110 Experiences for Multicultural Learning Intergroup Activity: Difficult Dialogues – Corporate Diversity Instructor note: This difficult dialogue requires participants to define the term “diversity” and to verbalize what it may mean in a specific application – when establishing corporate policy. Suggest that participants use their notes and texts to clarify their definition; then establish speaking roles for each of the persons involved.

As in other cases, urge actors to be specific in establishing a scenario for their roleplay. If time permits, characters stay in character for questions from the audience about their reasons for their positions.

Activity: Corporate Diversity Directions: In groups of three, develop a dialogue based upon the scenario below. Use the situation as the basis for your 5-minute role-play.

Characters: • Asian American 24-year-old engineer with strong ties to her parents • Highly enthusiastic white 34-year-old woman active in multiple human rights causes • Corporate vice president for human resources; convener of employees across the company for input regarding The Plan (see below) The Situation: A group of corporate employees is discussing a draft of “The Plan 2014 for Company Diversity” and its impact on the approximately 20,000 staff and workers.

The enthusiastic woman points out that the plan calls for ethnic and racial diversity, but that their business unit is also dealing with a broader definition of diversity that includes people’s disabilities, sexual orientation, gender, age, and ideologies. An Asian American engineer questions this, saying that she feels “diversity” means only race and ethnicity. The human resources director is interested in the committee expediently discussing the issue and economically developing a final draft as soon as possible.

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

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for this project would suggest that it be undertaken near the beginning of the term – as would most of these community involvement opportunities. Given adequate time and scope, this research might become a sponsored or in-house internship project.

Activity: What is an affirmative action plan? Large organizations likely have implemented policy for how to develop and manage fair, balanced workforces – affirmative action plans. Collect affirmative action plans from a selected group of commercial, governmental, and educational agencies in your area. File and study each plan for major components and map those components such that you can visually demonstrate how institutional policy drives business practices.

Community Involvement: Service Learning Instructor note: Instructors may wish to consult human resources specialists in university or corporate settings to provide input on a means of developing and managing this project. For participants already in a corporate or other human resources position or for those aspiring to enter that profession, this kind of endeavor could be invaluable learning. As with the item above, this task might become a natural internship project. Allocate ample time to develop the concept before giving the goahead to embark.

Activity: Locate a business, agency, school, or college that has developed a diversity task force – a group charged with developing a multicultural employee or client base, or recruiting diverse persons into one’s profession. Study the mission and anticipated outcome of the task force, then schedule a series of visits with the convener or other significant participant; discuss the progress and achievements of the group.

Offer to do research necessary to furthering the goals of the diversity task force.

In concluding, write a report reflecting your understanding of the value of that group and present it to the person visited in order to discuss a comparison of impressions.

ENRICHMENT ACTIVITIES What is a Good Society?

Directions: What might be an ideal society where human differences were understood and where a diverse population would be treated equally? Design a hypothetically ideal community that your team or group can agree is an example of a “good society.”

• • •

Define a society as “a group of persons who share a common culture, government, institutions, land and/or a set of relationships.”

Assume that the society you have designed would then be created and you would live in it permanently.

Understand that no person in your group will know who he or she will be in that society, nor what place anyone will occupy. In other words, you will not know in

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advance your gender, race, ethnic background, religion, age, socioeconomic status, sexual orientation, or if you will have a disability.

Begin by identifying what ethical principles would guide all members of this society; describe how each principle will determine how your society will function.

With the assumption and condition (above) in mind, create your version of a “good society.”

Based on an activity developed by John Rawls

Perspectives on Diversity in America Directions: Each statement (below) represents in some way a perspective of diversity in America today; consider that the topic of each remark is our federal judiciary, the business community, K–12 education, higher education, and/or American media sources.

With a team member, take turns reading the statements aloud. As you progress, mark whether you Approve or Disapprove of the statement. Then, in any order, explain to your teammate why, in your opinion, the statement is appropriate or ill advised. Be certain that your partner clearly understands your explanation. Where needed, suggest a revised remark that might better reflect your judgment of the issue.

The goal here is not to persuade, but to be able to express your analysis clearly and concisely. Your instructor may ask you to share your responses with the entire class before concluding the exercise.

Perspectives on Diversity in America 1. I don’t have enough time to comprehend all these new ideas and content. Besides, people in their profession who are directly affected can handle diversity issues better by themselves. I prefer not to be involved.

Approve ______

Don’t approve ______

Why? __________________

2. I really don’t plan on working in that sector. Besides, I won’t be in an area with a large ethnic or racial population, so diversity won’t be an issue to me or my employer.

Approve ______

Don’t approve ______

Why? __________________

3. I am concerned with American children and youth becoming pluralistic, but I am more concerned with whether they can qualify for college or do a good job in the work force.

Approve ______

Don’t approve ______

Why? __________________

4. Why make such a big deal out of human differences? We’re all Americans here. We don’t need to emphasize diversity and pluralism. We just need to learn to contribute to the U.S. economy and not be supported by it.

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Don’t approve ______

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Why? __________________

5. The more time we spend studying multiculturalism, the more we will really be promoting separatism rather than uniting all of our citizenry. I went though the system when there was no multicultural focus and I don’t think I was limited by it.

Approve ______

Don’t approve ______

Why? __________________

6. America is a melting pot. Everyone has an equal chance. If you want to make it in this country, all you need is a little desire and initiative.

Approve ______

Don’t approve ______

Why? __________________

7. Why focus on diversity and how everyone in America is different? Besides, more than 90% of all human characteristics are alike, not different.

Approve ______

Don’t approve ______

Why? __________________

8. I recognize that America is a diverse country. Aren’t we doing a good enough job getting along as it is? Why do we need to go the next step and expect to be a pluralistic society?

Approve ______

Don’t approve ______

Why? __________________ Adapted from Fred Rodriguez Education in a Multicultural Society

Assessing Diversity and Pluralism in America Instructor note: This exercise is based on the question: “How are humans different?”

We are diverse in four categorically separate ways, as indicated on the accompanying table in the text. Assign each of four groups one of the four categories: Biology, Ideology, Geography, or Economy. Major categories and their sub-categories are listed as a worksheet within the exercise. In this case, readers are asked to explain how we are diverse and how we might be able to establish a pluralistic society. Directions for this exercise include an example of one possible response.

Directions: American society today is indeed diverse, yet are we a pluralistic nation?

•

Select one of the following four categories with its sub-categories listed below: Biology, Ideology, Geography, or Economy. Identify within its sub-categories some ways in which the United States is diverse. Create a table of results.

•

List ways within that category in which the current U.S. population meets – or could meet – its diversity goals with what could be termed pluralist behavior or policy.

Examples: Races are well represented in the U.S. today, yet we must rid ourselves of job discrimination based on race. Interracial marriage is breaking racial barricades, yet we need to be more accepting of groups of people of other races.

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Assessing Diversity Biology • Race • Gender • Age • Sexual Orientation • Health • Physical attributes Ideology • Religion • Politics • Education

Geography • Ethnicity • Nationality • Language and dialect Economy • Wages • Occupations • Wealth

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Instructor Manual to Accompany Understanding Human Differences: Multicultural Education for a Diverse America – Third Edition – Afterword: How Can Understanding Human Differences Resolve Dilemmas in a Multicultural Society?

Summary, Conclusions, and Overview of Concepts The Afterword to Understanding Human Differences is a brief series of remarks not made elsewhere in the text. With even Chapter 14 being a content-focused chapter, we felt as if there needed to be a summarization of our entire work; hence we provide this Afterword. (See the following page.)

Infused into this section is the suggestion that loving one’s neighbor may not be as important as respecting that person’s differences – regardless of the level of personal regard (for that other person or group). Indeed, love has yielded little when we consider the difficulty of working with people who are in some way different from ourselves; the summary suggests that understanding, knowledge, and respect may be of more pertinent value.

Consider the effort that is directed at our differences––yet in fact differences between human beings are minor. What has been the purpose of studying human differences if not to understand how to place them in perspective? The text suggests that the more we understand our differences, the more we will be able to manage our attitudes and emotions toward others.

In the spirit of Francis Bacon’s assertion that “Knowledge is power,” the Afterword tends toward optimism and hope rather than toward discouragement and despair.

Suggest to readers what their responsibilities are to use knowledge of history, events, and outcomes in managing their relationships. Completing the activities that appear in the Afterword will afford class participants the opportunity to recapitulate and then to reflect upon their reading, discussions, writing, and behaviors since beginning their study of this text.

The Afterword suggests that negotiation and discussion are skills that can be learned and should be employed in working successfully with others. It may be reproduced for students as introduction to the comprehensive activities recommended below as closure exercises for a course in Understanding Human Differences.

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How Can Understanding Human Differences Resolve Dilemmas in a Multicultural Society?

AFTERWORD Reading about the past and discussing the present reality of human differences in America represent the beginning of a new and vital awareness of interactions between people. But it is only a beginning. Knowing how interpersonal communication occurs and how to avoid or resolve conflicts between people and groups is of little value to the bigot because bigots are constrained from action only when the consequences appear to be more severe to themselves than to those they hate. Knowing the causes of prejudice is of little value to the worker who allows prejudice to corrode an appreciation for the worth of other individuals or groups. Recognizing historical precedents for our current actions does little for the neighbor who ignores this knowledge and denounces those who complain of continuing discrimination. And being able to recognize racism, sexism, homophobia, and other makers of majority oppression toward minority persons or groups is of no use to any person whose harassment, contempt, and oppression is allowed to continue.

Positive attitudes about diversity must be demonstrated, and when positive behaviors are demonstrated, positive attitudes are strengthened. Follow the rules for respect of others and respect will accrue in return. Apply the lessons in this study of how humans are different and discover the scientific truth reported in genome research that human beings are 96% alike, no matter where we live, no matter what we’ve done.

So why spend so much time studying differences that are not more than 4% of who we are? Because that 4% has been allowed to overpower us, to divide, separate, anger, segregate, offend, and hurt. Our emphasis on the 4% has permitted us to classify, rank, categorize, and demean others. It has allowed us to watch as others grow weary, become discouraged, starve, suffocate, and die.

Practice and repetition are important. Discussion and debate are vital. Proposition and negotiation are necessary. Nothing we have written in this text has any value unless you agree to follow a positive and constructive philosophy based on optimism about diversity and then demonstrate that optimism in word and deed. We know that it is possible, and we believe that it is necessary. If enough Americans believe this is the right thing to do, then together we can sustain this novel experiment with a democracy that promotes freedom and opportunity for all its citizens.

No experience is complete without reflecting on one’s learning and without opportunity to aggregate thoughts, values, opinions, and beliefs into a coherent personal statement. These exercises allow for summarizing and for drawing conclusions about how humans are different in America today.

-- The End -Suggestion: Employ the brief text and summative class activities provided in this Afterword as opportunity for participants to reflect on their term of study and to give shape to values, attitudes, and beliefs they have discussed.

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SUGGESTED CLOSURE ACTIVITIES This section of the Instructor Manual presents for your use comprehensive and summary activities that are successful in providing closure to a course using the text Understanding Human Differences. Each activity is presented below and each can be reproduced in whole or in part as needed. Instructor notes for activities appear immediately below; actual activities appear at the end of this section.

Clarification Exercise: How Tolerant Are You? Instructor note: How Tolerant Are You? This thumbnail tolerance assessment may cause readers to pause; suggest that each item might seem obvious enough, yet when asked to choose only one, a single option may be more difficult.

Accuracy of the instrument is probably secondary to the effect of asking students – of any age – to put their values to the test. Whole group discussion of results can be lively; ask such questions as: “Are you satisfied with your score?” “How would you rate yourself on the scale?” and “Is your self-concept tolerance score similar to that which resulted from the actual result of this particular assessment?” Follow up with other commitment kinds of questions: “Do you wish to improve your tolerance score?” Or: “What will you do to improve your tolerance score?” Or: “How can knowledge of this score prompt you to change particular interpersonal behaviors?”

(See complete reproducible activity at the end of this section.)

In the interests of time and control, this appraisal might best be administered by reading items aloud to the group. (See complete reproducible activity at the end of this section: “Complete Student Activities for Summary Closure.”)

Intergroup Exercise: Change the World I/II Instructor note: What You Can Do to Change the World – Two parts. Directions are particularly important here, and the method recommended is unusual, but will likely amaze and delight: It is the cumulative effect of seriously reading the items that will impact most participants. The instructor sets the tone.

(See complete reproducible activity for both parts one and two at the end of this section: “Complete Student Activities for Summary Closure.”)

Part One [I]: The question of: What can be changed? – and by whom – is especially interesting when one reads the passage aloud to another person. Having different listeners and readers provides a wide range of responses in a brief time; having readers and listeners stand tends to create a sense of focused attention not always accomplished while sitting.

Part Two [II]: This activity is powerful when each member of the group reads the same item aloud, and it becomes even more powerful as we hear the inflections of other readers. This activity takes time; don’t hurry. If discussion is possible, ask questions such as “Which behaviors do you think you can adopt most immediately?” Or: “What four from the list can you agree to observe – both consciously and deliberately – each day for the next, say, four weeks.” Discussion really needs to follow, but with volunteer responses, only. On an index card you provide, ask each person to anonymously write Afterword – Resolving Dilemmas in a Multicultural Society Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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down the four behaviors they’ve chosen; if time permits, collect the cards and perform a weighted listing of behaviors that we might recognize from the group.

Suggestion: Consult the Preface to this Instructor Manual, Part Four: “Concluding the Course” for valuable content summary, assessment, and classroom management recommendations.

Difficult Dialogues: The Melting Pot Instructor note: Instead of providing the class with a specific dialogue, use this activity following parts one and/or two of the Change the World exercise. Ask class members to re-assemble into groups that were effective during previous role-play events.

Activity: The Melting Pot What kind of human differences role-play can you develop?

From the course and from your class activities, discuss within teams of three a message that you would like to convey to others. Develop a 5-minute skit to illustrate a scenario that sends a message about dealing with differences in today’s society. With little notice and without rehearsal time, your role-play may not be as polished as you would like; however, others need to see and hear your message. Conduct the live event as you jointly determine; remain in character for questions or provide other guidance to the class before you begin your performance.

Community Involvement: Action Research See the introductory explanation of community opportunities in the Preface – Part One of this Instructor Manual.

Instructor note: Community involvement activities in the Afterword might best be converted to open-ended summative evaluations or final exams. For the instructor with adequate class time, this activity may be the ultimate in-class review exercise.

Alternatively or additionally: This may be the time for the instructor to allot time for discussion of all action research projects conducted throughout the course.

Activity: What needs to be done next? As you conclude your course of study in human differences, list the new questions that have emerged but for which time did not allow exploration.

What five areas would you like to explore – either in a subsequent course or as part of your own personal and professional improvement? Share your questions and areas to be explored with your instructor and with at least three other staff or academic mentors or advisors.

Community Involvement: Service Learning Instructor note: This item might best be added to one’s end-of-term assessment portfolio. Whether assigned to be discussed and written or simply entered as a personal journal entry, comments that are made in response to this prompt often will have lasting effect for participants of any age, philosophy, or attitude. Given adequate Afterword – Resolving Dilemmas in a Multicultural Society Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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time, perhaps during a final exam period, this reflective assignment could be a positive culmination of participant involvement in the study of human differences. Time to accomplish these last two items will be the responsibility of the instructor alone.

Activity: What will you continue to do that you began this term? Continue to volunteer to ring bells for the Salvation Army kettles? Be a Big Brother or Big Sister to a child? Volunteer at a women’s shelter? Add a new faith-based initiative to your volunteer list?

Explain what you did this semester that you will continue to do into the future, after the course and after college. Keep the list concise; rank order items if need be. Explain how you can assure your instructor and others that you will fulfill the commitment.

Suggestion: Consult the “Fourteen Questions” that appear following the title page of this Instructor Manual or the “Answers to Fourteen Questions about Diversity in America” that appear as Appendix C. Use the questions in combination with section summaries provided in the Preface: Part Four to create a course overview activity of your own design.

COMPLETE STUDENT ACTIVITIES FOR SUMMARY CLOSURE Activity: What You Can Do to Change the World (I) Directions: While standing, read aloud the comment (below) to the person on your right.

Then listen to the same selection read by the person on your left.

After reading, and again after listening, take 3–5 minutes to discuss the question: What do you feel is the most important purpose one can fulfill in life?

What You Can Do To Change the World When I was a young person, I wanted to change the world. I found it was difficult to change the world, so I tried to change my nation.

When I found I couldn’t change my nation, I began to focus on my town.

I couldn’t change the town and as an older person, I tried to change my family.

Now as an old person, I realize the only thing I can change is myself, and suddenly I realize that if long ago I had changed myself, I could have made an impact on my family. My family and I could have made an impact on our town. Their impact could have changed the nation and I could indeed have changed the world.

Unknown, 1100 A.D. What You Can Do to Change the World (II) Directions: With the entire group standing First: • Take turns reading aloud the items below, until everyone has read an item • Continue rereading the list aloud until it has been read four times

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As you read and listen, place an x next to the number of those actions that you could perform. Then, still standing, • Exchange an additional action you suggest with one from a neighbor Second: • List your suggestion on the board or on paper provided so that each class member has written an additional action that can be taken by those in the class • Read aloud your item to the entire class • Still standing, suggest other additions, if any Last: • Sit with two other class members. Tell them which items are marked with an x.

Listen to them tell you their lists of actions they could take • Select five items from the entire extended list that you intend to carry out • Tell your two partners what items you selected and when you will do each of them.

Note: Your instructor may distribute index cards for you to record your intentions as part of course requirements.

•

What Can You Do to Change the World? You Can . . .

1. Listen to other people’s stories to understand their understanding.

2. Tell jokes only when they don’t make fun of people because of their ethnicity, gender, sexual orientation, health condition, or religion.

3. Walk away rather than listen to others tell jokes that make fun of people.

Laughing or remaining silent is a sign of acceptance.

4. Speak up when you see someone being discriminated against.

5. Spend time with people who are different from you.

6. Read books by authors who have a different perspective from yours.

7. Spend time talking with people about discrimination; in order to have best results, make your friends as diverse as possible.

8. Recognize how institutionalized oppression permeates our society and therefore influences your understanding when reading newspapers or magazines or when listening or watching news reports.

9. Understand the privilege that you have as a result of the group of which you are a member, such as your gender, ethnicity, sexual orientation, class, religion, or disability.

10. Write letters to the editor that point out discrimination in your community.

11. Support groups that fight discrimination.

12. Don’t support businesses or other organizations that discriminate.

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13. Be aware that prejudice and discrimination come in many forms and accepting one is in effect promoting all.

14. Become aware of your own prejudices.

15. Make sure that your children and other children within the community have an education that appreciates the contributions of all people in our society.

16. Write letters or e-mails to your congressional representatives advocating legislation that is nondiscriminatory.

17. Become aware of the language that you use and try to use language that is inclusive and nondiscriminatory.

18. Don’t use racist, sexist, or other language that identifies your sentiments as prejudiced.

19. Ask questions, but don’t make assumptions about people.

20. Take next steps even though there have been major strides in fighting discrimination. Not everyone is treated fairly and equitably.

21. Be forgiving.

22. Let people know when they do or say things that are offensive to you. If you do not, it becomes your problem rather than theirs.

23. Be respectful and be honest with yourself about what you do, say, and think.

Remember: Everything starts with our own behavior. We cannot dictate how others must behave.

Personal Assessment: How Tolerant Are You? It is possible to sample a person’s attitudes to assess tolerance levels. If participants respond honestly to each item, this exercise may suggest areas of which to be aware.

Directions: For each of the following questions, circle the response that best describes you. When you have completed the exercise, add up your converted scores using the converting chard provided and total the converted scores to obtain a final figure.

Compare that figure with the scale at the end of this exercise.

As time permits, analyze each item, comparing your own score for each item with the answer having the lowest numerical weight.

Personal Assessment: How Tolerant Are You? 1. Most of your friends are: A. Similar to you B. Very different from you and from each other Afterword – Resolving Dilemmas in a Multicultural Society Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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C. Like you in some respects, but different in others 2. When someone does something of which you disapprove, you: A. Break off the relationship B. Tell how you feel but keep in touch C. Tell yourself it matters little and behave as you always have 3. Which virtue is most important to you: A. Kindness B. Objectivity C. Obedience 4. When it comes to beliefs, you A. Do all you can to make others see things the same way you do B. Actively advance your point of view but stop short of argument C. Keep your feelings to yourself 5. Would you hire a person who has had emotional problems?

A. No B. Yes, provided there is evidence of complete recovery C. Yes, if the person is suitable for the job 6. Do you voluntarily read material that supports views different from your own?

A. Never B. Sometimes C. Often 7. You react to old people with A. Patience B. Annoyance C. Sometimes A, sometimes B 8. Do you agree with the statement, “What is right and wrong depends on the time, place and circumstance?”

A. Strongly agree B. Agree to a point C. Strongly disagree 9. Would (or did) you marry someone from a different race?

A. Yes B. No C. Probably not 10. If someone in your family were homosexual, you would likely: A. View this as a problem and try to change the person to a heterosexual orientation B. Accept the person as a homosexual with no change in feelings or treatment C. Avoid and/or reject that person 11. You react to little children with: Afterword – Resolving Dilemmas in a Multicultural Society Instructor Manual for Understanding Human Differences: Multicultural Education for a Diverse America

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A. Patience B. Annoyance C. Sometimes A, sometimes B 12. Other people’s personal habits annoy you A. Often B. Not at all C. Only if extreme 13. If you stay in a household run differently from yours – cleanliness, manners, meals, other customs – you: A. Adapt readily B. Quickly become uncomfortable and irritated C. Adjust for a while, but not for long 14. With which statement do you most agree?

A. We should avoid judging others because no one can fully understand the motives of another person B. People are responsible for their actions and have to accept the consequences C. Both motives and actions are important when considering questions of right and wrong Quiz Score: Circle your score for each of the answers and total your score: 1. A = 4; B = 0; C = 2

8. A = 0; B = 2; C = 4

2. A = 4; B = 2; C = 0

9. A = 0; B = 4; C = 2

3. A = 0; B = 2; C = 4

10. A = 2; B = 2; C = 4

4. A = 4; B = 2; C = 0

11. A = 0; B = 4; C = 2

5. A = 4; B = 2; C = 0

12. A = 4; B = 0; C = 2

6. A = 4; B = 2; C = 0

13. A = 0; B = 4; C = 2

7. A = 0; B = 4; C = 2

14. A = 0; B = 4; C = 2

Total score: • 0 – 14: If you score 14 or below, you are a very tolerant person and dealing with diversity comes easily for you.

•

15 – 28: You are basically a tolerant person and others think of you as tolerant. In general, diversity presents few problems for you, but you may be broadminded in some areas and have less tolerant ideas in other areas of life, such as attitudes toward older people or male-female social roles.

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•

29 – 42: You are less tolerant than most people and should work on developing greater tolerance of people different from you. Your low tolerance level could affect your business or personal relationships.

•

43 – 56: You have a low tolerance for diversity. The only people you are likely to respect are those with beliefs similar to your own. You reflect a level of intolerance that could cause difficulties in today’s multicultural environment.

Adapted from “The Tolerance Scale” Maria Heiselman, Naomi Miller, & Bob Schlorman in Building Community: the Human Side of Work, 1966

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APPENDIX A

HUMAN RELATIONS ATTITUDE INVENTORY

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The Human Relations Attitude Inventory This attitude inventory [HRAI] allows instructors to assess changes in attitudes and values as a result of reading Understanding Human Differences, Third 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.

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HUMAN RELATIONS ATTITUDE INVENTORY Understanding Human Differences: Multicultural Education for a Diverse America Third Edition Derived from the Work of Flavio Vega 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

5. Asian/Pacific Islander

3. Hispanic/Latino

4. American Indian

6. Bi-racial (Check all that apply)

7. Other: Please specify _________________________

5.

Class:

1. Freshman

6.

Overall GPA:

1. 3.5-4.0

2. Sophomore

2. 3.0-3.49

3. Junior

4. Senior

3. 2.5-2.99

5. Graduate

4. 2.0-2.49

5. 1.99 or less

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, gender, and social class in the United States.

Each statement is followed by five possible responses: SA, A, U, D, and SD (Strongly Agree, Agree, Undecided, Disagree, and Strongly Disagree).

For each statement, select the response most representative of your own thinking and blacken the numbered space on your computer answer sheet corresponding to that response.

EXAMPLE: Our schools teach sexism ...................................................................... SA A U D SD Computer answer sheet response ............................................................................... 1 2 3 4 5 Make each response a separate and independent one. Please respond to all statements.

Respond as honestly as possible and work through the inventory as quickly as possible.

Do not sign your name.

PROCEED WITH NUMBER 7 OF THIS INVENTORY 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. Minorities 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. Homosexuality 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 homosexuality.......................... 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

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24. Very few people who are receiving welfare assistance are white................................ SA A U D SD 25. Racism isn’t going to end overnight so minorities need to be patient........................ SA A U D SD 26. Homosexuals are mainly interested in having sex with many partners .................... 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. Homosexuals 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 so people advocating for them should spend their time on more worthy causes ...................................................... SA A U D SD 37. White people often get hired because their white friends recommend them.............. SA A U D SD 38. Homosexuals are more promiscuous than heterosexuals ......................................... SA A U D SD 39. Women shouldn’t be given the rights feminists are demanding; women must first work hard and earn 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 homosexual .................. 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 which is why most never get off welfare............... SA A U D SD 45. Minorities would be successful if they worked hard and stopped complaining ........ SA A U D SD 46. Most gay men are child molesters who should be kept away from children............. SA A U D SD 47. The problem with feminists is that they are women who hate men ......................... SA A U D SD 48. Poverty today is a problem primarily affecting children ........................................... SA A U D SD 49. White people benefit from racism whether they want to or not ................................ SA A U D SD 50. Much of one’s sexual orientation is determined 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 need to understand how schools perpetuate cultural racism ................... SA A U D SD 54. Intimate same sex relationships often evolve into homosexual relationships........... SA A U D SD 55. Today men and women are paid about the same for doing the same job ................. SA A U D SD

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56. Most of the adults on welfare want to work and get off welfare................................ SA A U D SD 57. Minorities have the same opportunity as whites to succeed in our 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 their sexist attitudes ............................... SA A U D SD 60. Our government gives more help to the rich than to the poor.................................. SA A U D SD 61. Racial segregation in our schools and neighborhoods remains a problem ............... SA A U D SD 62. If anyone engages in a homosexual act it proves that they’re gay ............................ SA 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 children from low income homes ............... 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 homosexual or not .................................... SA A U D SD

APPENDIX B

COURSE and INSTRUCTOR ASSESSMENT, FEEDBACK, and EVALUATION

167 COURSE and INSTRUCTOR ASSESSMENT, FEEDBACK, and EVALUATION INSTRUCTOR _____________________________________________________ DATE ___________________ COURSE NAME __________________________________________ COURSE NO. ____________________ Directions: Please write your response to each item A through E. Use the back of this sheet for additional remarks. Thank you!

A. MY RESPONSE REGARDING STRUCTURE FOR THIS COURSE:

B. MY RESPONSE REGARDING USE OF CLASS TIME IN MEETING COURSE OBJECTIVE:

C. MY RESPONSE TO WHAT I HAVE LEARNED THAT I WILL VALUE PROFESSIONALLY:

D. TWO TEACHING PRACTICES I THINK THE INSTRUCTOR USED WELL: 1.

2.

E. I RECOMMEND THE INSTRUCTOR ADD, INCREASE, OR DELETE THE USE OF THIS TEACHING PRACTICE:

CANDIDATE NAME [OPTIONAL] _______________________________________________________

APPENDIX C

ANSWERS TO FOURTEEN QUESTIONS ABOUT DIVERSITY IN AMERICA

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Fourteen Questions about Diversity in America The questions below appeared at the beginning of the Instructor Manual. Each question represents a concept discussed in the corresponding chapter of Understanding Human Differences: Multicultural Education for a Diverse America, Third Edition (2011). Further, each item represents an important component of the history of majority-minority relations in the United States. Compare your answers and those of course or training session participants with the responses below.

1. What is the difference between “Race” and “Ethnicity”?

Answer: “Race” has been identified as a pseudo-scientific concept of biological differences; “ethnicity” is defined as one’s personally chosen identification with a specific cultural background or heritage.

2. Can discrimination occur if there is no prejudice?

Answer: Yes. People and groups discriminate based upon past practice or because of self-interest, even while bearing no prejudice toward another person or group.

3. How does communication “break down”?

Answer: Communication does not break down; human beings continually interpret the nonverbal language of those with whom we differ and we continue to hear information from others.

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

Answer: Being white.

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

Answer: The Articles of Confederation were modeled almost exclusively from the language and concepts of a similar document created hundreds of years earlier by the Iroquois League.

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

Answer: The word “God” does not appear, causing many early critics to denounce it as a “Godless document.”

7. What is the difference between “Diversity” and “Pluralism”?

Answer: The term “diversity” refers to a variety of people occupying a given space, such as that of the United States. The term “pluralism” refers to the actions of people in responding positively to diversity.

8. Is the United States today more – or less – segregated than it was in 1954? Why? Answer: More. Although more students of color attend colleges and K–12 schools, most American neighborhoods and American public elementary, middle, and secondary schools are more racially segregated than they were in 1954 at the time of the United States Supreme Court Ruling, Brown vs. Board of Education.

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9. Compared with the wages of men in comparable jobs, what is the estimated financial loss of lifetime wages for women in the United States who have high school or college educations?

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

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 what is the “middle class”; rather we tend to define “middle class” in terms of a set of attitudes and values.

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

Answer: Institutions for the insane that came to be known as “lunatic hospitals.”

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

Answer: Approximately 40 percent of American public school children today are children of color, while fewer than 20 percent of public school teachers are people of color.

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

Answer: Increasingly, businesses in the United States are responding to diversity with programs to promote pluralism and acceptance of people of all ethnicities, races, and abilities, and of both genders and sexual orientations.

Appendix – Instructor Manual: Understanding Human Differences

APPENDIX D

EXECUTIVE SUMMARY HUMAN RELATIONS ATTITUDE INVENTORY

Appendix D – Executive Summary: Attitude Inventory

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The Human Relations Attitude Inventory Executive Summary and Course Overview The Course Materials contained in Understanding Human Differences: Multicultural Education for a Diverse America have been the basis for a course taught regularly since 1984 to the present, 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 splithalf 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 paper itself is available from the author. Tables and other supporting data are also available upon request.

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.4 Although changing student attitudes toward issues of diversity is a difficult task, education continues to be identified as a significant factor in reducing prejudice

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(Farley, 2000). The results of this study support the idea by demonstrating that the human relations course at UW-La Crosse has affected the attitudes of course participants. Thus, it is possible to increase student sensitivity to issues of gender, class, race, and sexual orientation in a course addressing such issues. Because the results of this study are based on data collected at the conclusion of the course, we cannot address the permanence of the changes in student attitudes. The researchers intend to administer this instrument in the future to students of the human relations course after their graduation from the university in order to create longitudinal data for assessment of issues regarding the permanence of changes in student attitudes.5 Koppelman, K. L., & Goodhart, R. L. (2005, 2008, 2011). Understanding Human Differences: Multicultural Education for a Diverse America. Boston: Allyn & Bacon, Longman.

EDITOR NOTE THERE ARE NO INDICATORS FOR FOOTNOTES 1-3 IN TEXT ABOVE

Endnotes 1. For a detailed study of the evolution of EFN 205, Understanding Human Differences at UW-La Crosse from 1972 to present, see Koppelman and Goodhart, 2001.

2. 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.

3. At the University of Wisconsin – La Crosse, teacher candidates are required to take a separate course, either ERS 100 or SOC 225 to meet the requirement of numbers (1) and (2) of Wisconsin Statute PI 34.15(4). Both ERS 100 and SOC 225 are courses that teach the history of racial/ethnic groups.

4. “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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5. John Farley reviews research related to the effects of education on prejudice on pages 33-35 of Majority–Minority Relations, 2000.

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APPENDIX E

GLOSSARY

175

Appendix E – Glossary

GLOSSARY 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 – A process 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

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arguments that do not address the problem as in “Yes, but you should have seen how bad it was last year” Bait and switch – An illegal strategy whereby a merchant advertises a cheap product and when the customer comes in to purchase the product he or she is persuaded to buy a more expensive product Beliefs – Inferences a person makes about reality that take one of three forms: descriptive, evaluative, and prescriptive Bias – A preference or inclination, favorable or unfavorable, that inhibits impartial judgment Bigotry – Extreme negative attitudes leading to hatred of a group and persons regarded as members of that group Bisexual – A normative category of sexual identity referring to lifelong sexual desires and/or erotic relations with members of both genders Black Cabinet – The Federal Council on Negro Affairs, consisting of thirty black professionals, served as an advisory group to President Franklin Roosevelt Black/White syndrome - A pattern in the English language consisting of negative meanings for phrases using the term “black” and positive meanings for the phrases using the term “white” Boycott - To abstain from using, buying, or associating with a group, organization, or nation to protest an injustice and to force the other to address this injustice Bracero Program – Initiated during World War II, this program continued to import Mexicans into the United States for twenty-two years as manual laborers Brown v. Board of Education – the 1954 Supreme Court decision overturning Plessy v. Ferguson by declaring racial segregation as unconstitutional Chinese Exclusion Act – An 1882 law prohibiting Chinese immigration to the United States, renewed in 1892, making exclusion permanent in 1902 Classism – An attitude, action, or institutional structure that subordinates or limits a person on the basis of his or her low socioeconomic status Color-blind - A response to race based on the belief that one should not notice or consider the skin color of another Coming out – When gay and lesbian youth publicly announce their sexual orientation

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Commitment – Moral reasoning in a relativist context that recognizes the importance of becoming actively committed to certain personal truths to strengthen and deepen the meaningfulness of one’s life experiences Communication competence – Having sufficient knowledge of a subject to communicate accurate information about that subject Communication effectiveness – Having the skills to communicate information so that it can be easily understood Critical pedagogy – Providing opportunities for students to analyze perspectives and use their analysis to understand and act on perceived inconsistencies Cultural ableism – The societal promotion of negative beliefs and images concerning people with disabilities that tend to portray the less able as deviant or incompetent; an assumption of superiority by people or groups based upon physical, mental, and emotional attributes Cultural chauvinism – An attitude that one’s culture is the best, superior to other cultures Cultural classism – The societal promotion of negative beliefs and practices that tend to portray poor, less educated, or socially unacceptable persons as deficient, inferior, and responsible for their own situation; the assumption of superiority by people or groups based upon wealth, employment, education, or social standing Cultural heterosexism – The societal promotion of negative beliefs and practices that reinforce dominant culture traits that define heterosexuality as the norm and anything else as deviant and unacceptable; the assumption of superiority of heterosexuals over those who are not heterosexual Cultural racism – The societal recognition and promotion of activities and contributions of one racial group in preference to others within a multiracial society; the superimposition of history and traditions of one racial group over other racial groups Cultural sexism – The societal promotion of negative beliefs and practices that reinforce rigid gender roles in which men are traditionally accorded a superior role in society while women are assigned to subordinate roles; the artificial superimposition of authority of one gender over that of another Deism – A belief that God created the world and the system of natural laws that governed the world, but was not a presence (and did not play a role) in everyday life Denial rationalization - A response to a social problem – e.g., injustice toward a minority group – that does not acknowledge the existence of a problem – but insists instead that no injustice has occurred, as in “That’s not

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discrimination, men have always been the boss; it’s just the way things are meant to be” Denominations – A perspective on diverse Protestant faiths that views all of them as a singular Protestant church with different names (i.e., denominations) Derisive labels – Names that reflect attitudes of contempt or ridicule for individuals in the group being named Design for Diversity – A Wisconsin program that mandates changes in policies and practices on all thirteen UW System campuses to make them more welcoming places for diverse students Deviant/Deviancy – Someone whose appearance or behavior differs from the norm, from acceptable standards, in society Disability – A restriction of functional ability and activity caused by impairment (e.g., hearing loss, reduced mobility) (Bernell, 2003) Discrimination – Actions or practices carried out by a member or members of dominant groups, or their representatives, who have a differential and negative impact on a member or members of subordinate groups Diversity – The presence of human beings with perceived or actual differences based on a variety of human characteristics Diversity pairing – A diversity training strategy where two people from diverse backgrounds are paired to provide them with opportunities to interact and become better acquainted Diversity training – Programs designed by businesses to promote a positive environment for diverse employees and managers at the worksite Dogmatic – To accept beliefs one has been taught without questioning them Domestic partnership – An intimate, committed relationship between two individuals, of legal age, who are financially and emotionally interdependent, share the same residence, and intend to remain together indefinitely (Badgett, 2001) Dualism – Moral reasoning involving a belief in absolute truths and unambiguous categories of right and wrong behavior; also called “either/or reasoning” Elitism - A belief that the best people ascend to a place of superiority in society and represent a natural aristocracy while those who are not successful are viewed as lacking the necessary qualities to be successful within society Emancipation Proclamation – Issued by President Lincoln to free slaves in Confederate States and permitting free blacks to enlist in the Union Army

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English Only - 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 – When one church is declared as the official faith of a political unit (e.g., a colony or state) and tax revenues are used to fund this church Ethnicity – Identification of an individual according to his or her national origin and/or distinctive cultural patterns Ethnocentrism – The belief that one’s race, nation, or culture is superior to all others; also individual actions or institutional practices based on that belief Eugenics – The study of agencies under social control that may improve or repair the racial qualities of future generations, either physically or mentally Exceptionalistic perspective – Views social problems as private, local, unique, exclusive, and unpredictable, a consequence of individual defect, accident, or unfortunate circumstance, which requires that all proposed remedies be tailored to fit each individual case Feminist - A woman or man committed to the struggle for the social, economic, and personal rights of women and men; an advocate for equality between women and men Gay bashing – Physical assault on an individual who is perceived as being gay motivated by the individual’s sexual orientation Gay rights – The demand that gay men and lesbians be able to openly identify their sexual orientation and not be discriminated against with regard to the civil rights available to all other citizens Gay, Gays – A term in reference to homosexuality in general, but specifically to male homosexuals 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

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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 homosexual persons, acts, and events Homosexual – A normative moral category of sexual identity referring to exclusive lifelong sexual desire and erotic relations with the same gender In the closet – The concealment of sexual orientation from colleagues, heterosexual friends, and/or family Inclusion – Integration of all students with a disability into regular education classrooms Inclusive language – Words or phrases that are not gender specific but inclusive of both genders Indian Sovereignty – Legal rights of Indian nations, confirmed by treaties with the U.S. government, to define themselves and to act as unique cultural and legal entities Indigenous people - A racial or ethnic group that is well established in an area before the arrival of a new group (the group may be but does not have to be native to the area in which it is established) Individual ableism – Prejudiced attitudes and behavior against others based on the assumption that one’s level of ability is deviant from the norm, demonstrated whenever someone responds by saying or doing something degrading or harmful about persons whose ability is looked upon as unacceptable

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Individual classism – Prejudiced attitudes and behavior against others based on the perception of level of income, education, or status as inferior, demonstrated whenever someone responds by saying or doing something degrading or harmful about persons whose income, education, or social standing is looked upon as unacceptable Individual heterosexism – Prejudiced attitudes and behavior against others based on the assumption that sexual orientations other than heterosexual are unnatural, demonstrated whenever someone responds by saying or doing something degrading or harmful about persons who are not heterosexual Individual racism – Prejudiced attitudes and behavior against others based on skin color demonstrated whenever someone responds by saying or doing something degrading or harmful about people of another race Individual sexism – Prejudiced attitudes and behavior demeaning to women, or to men, because of one’s beliefs about gender and gender roles, demonstrated whenever someone responds by saying or doing something degrading or harmful about persons of the other gender Indoctrination – Instruction whose purpose is to force the learner to accept a set of values or beliefs, to adopt a particular ideology or perspective Institutional ableism – Established laws, customs, and practices in a society that allow systematic discrimination against people with disabilities Institutional classism – Established laws, customs, and practices in a society that allow systematic discrimination against low-income individuals or groups to the benefit of middle or upper class individuals or groups Institutional heterosexism – Established laws, customs, and practices in a society that allow systematic discrimination against people or groups who are not heterosexual Institutional racism – Established laws, customs, and practices in a society that allow systematic discrimination between people or groups based on skin color Institutional sexism – Established laws, customs, and practices in a society that allow systematic discrimination against people or groups based on gender Institutional discrimination theory – Institutional policies and practices that have a differential and negative effect on one or more subordinate groups in a society Interest theory – The notion that people engage or acquiesce to discriminatory actions based on a desire to protect their power or privilege

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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 slave ships resulting in the deaths of an estimated 5 to 6 million Africans being transported as slaves 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

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Model minority – The belief that Asian Americans have been successful because they have been willing to work hard, and that all other minorities could be just as successful if they emulated Asian American behavior Multicultural – Any society composed of a number of subordinate groups based upon race, ethnicity, religion, language, nationality, income, gender, sexual orientation, and degree of physical, mental, or emotional ability Multicultural education – A process of comprehensive school reform that rejects forms of discrimination in schools and society and accepts and affirms pluralism Multiethnic education – Integrating issues and information about race and ethnicity into school curricula Multiplicity – Moral reasoning in a dualistic context recognizing that it isn’t possible to know what is the right behavior in certain situations, in which case opinions from multiple perspectives must be examined; one can’t be confident of the final decision since one can’t be certain one has made the right choice National Association for the Advancement of Colored People (NAACP) – An organization opposing racism and advocating for black civil rights Nationality – The nation in which an individual has citizenship status Nativism – An anti-immigrant ideology advocating the protection of “native” inhabitants of a country from new or potential immigrants who are seen as threatening or dangerous Nisei – Japanese term for children of Japanese immigrants who were born in the United States, and therefore possessed U.S. citizenship Nomads - A group of pastoral people with no fixed abode moving from place to place in search of food and water Nonverbal communication – All the messages other than words that people exchange (also called nonverbal behavior or nonverbal messages) Normalization – Policies and practices that help create life conditions and opportunities for disabled people that are at least as good as those of average citizens Operation Bootstrap – An economic plan for Puerto Rico during the 1950s and 1960s to boost its industrial base and create more manufacturing jobs Oppression - Actions of one entity (i.e., society, organization, group, or individual) which intentionally or unintentionally distributes resources inequitably, refuses to share power, imposes ethnocentric culture, and/or maintains

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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 behavioral or anatomical characteristics marked as deviant, which 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

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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 without that individual’s consent Redlining – The practice of banks and other lenders of designating certain areas, especially inner city neighborhoods (i.e., ghettoes or barrios), as “deteriorating,” which means they are viewed as bad risks for mortgage loans Relativism – Moral reasoning that rejects absolute truth and is based on the assumption that all truth is relative and determining the right behavior depends on the individual and the situation Religious freedom/Religious liberty – The right to worship in any church of one’s choice consistent with that church’s beliefs and practices Rent-to-own – Business practice that offers merchandise on a rental basis to customers who cannot afford the purchase price of that merchandise, with the stipulation that at the end of the rental period such items will become the property of the renter Retention – The ability of students to recall knowledge they have been taught Reverse discrimination – The allegation that people of color are receiving preferential treatment with regard to decisions about hiring, promotion, service, participation, and admission to schools Rightness of whiteness – The belief that white people are the human norm against which all persons of color must be judged Risk rule – An army practice of measuring how close certain roles would bring a participant to combat and not assigning women to any role that would bring them too close Scapegoat – An individual or a group of people blamed for another person’s problems or difficulties; identifying a scapegoat is used to justify taking a negative action against that individual or group Sectarian – A perspective on diverse Christian churches or sects in which an individual regards his or her own sect as the “true faith” Secular – Referring to the civic culture of a society, not reflecting a religious perspective Selective perception – Focusing on behaviors of another that reinforce an individual’s expectations for the other person

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Seniority system – Requires employees with least seniority to be laid off work if the employer needs to release a certain number of employees Separatism – The conceptual belief in the notion of establishing entirely separate societies for each distinct racial, ethnic, or other group that exists within a society Set-aside program – Requiring contractors to hire a certain percentage of minority subcontractors if they are awarded a project funded by tax dollars Sexism – An attitude, action, or institutional structure that subordinates or limits a person on the basis of sex (Andrzejewski, 1996) Sexual harassment - Deliberate and repeated behavior that has a sexual basis and is not welcomed, requested, or returned Sexual orientation – The sexual identity of an individual based on lifelong sexual fantasies, desires, and practices Skilled disagreement – Strategies that have been proven effective in achieving a successful resolution to conflicts Steering – The practice of realtors showing homes to prospective buyers in neighborhoods where residents are predominantly or exclusively of the same race Stereotype – A positive or negative trait or traits ascribed to a certain group and to most members of that group Tolerance – Awareness of cultural differences without judging any culture to be superior or inferior Tracking – The process whereby students are divided into categories so that they can be assigned in groups to various kinds of classes Transfer – The ability of students to apply retained knowledge to situations occurring inside and outside the classroom Transgender – A person whose gender identity or gender expression does not conform to concepts conventionally associated with his or her biological gender Treaty - A formal, legal agreement between two (or more) nations involving terms of peace, trade, and other matters as agreed to by the negotiating parties Underground railroad – An organization that established “stations” where runaway slaves could safely get food and rest as they escaped to freedom in the Northern United States

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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 and not a societal problem, as in “If poor people want to escape poverty they just have to be willing to work harder” White flight – The migration of white families from urban to suburban locations, principally to keep white children separate from the broader diversity required because of court rulings to desegregate urban schools White privilege – A set of options, opportunities, and opinions that are gained and maintained at the expense of people of color Word of mouth hiring – Employment of a job applicant based on the recommendation of current employees Xenophobia – Fear of or prejudice against people from nations other than one’s own Yellow peril – Term for the belief that Chinese and Japanese immigrants could never be assimilated into American culture and therefore threatened the unity of American society Zero sum - Refers to an orientation toward power and resources based on assumptions of scarcity, as when struggling to achieve goals, one person gains at another’s expense (e.g., the belief that sharing power means a reduction of power) Zoot suit riots – Several days of mob violence in 1942 Los Angeles that demonstrated anti-American prejudice at the time that U.S. servicemen, later joined by civilians, attacked Mexican American youth, especially targeting those wearing “zoot” suits

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CHAPTER ONE ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) List and describe seven traditional approaches to teaching values. Provide an example or circumstance for each that would seem to justify the approach.

2) Using examples, compare and contrast the terms bias, stereotype, prejudice, and bigotry.

Then, define discrimination and explain how it is different from each of the first four terms listed previously.

3) 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.

4) Define and provide examples that explain and connect the concepts majority group, minority group, and labeling.

5) Characterize two friends, relatives, or fictitious personalities, one of whom views his or her existence as a series of exceptionalistic events; describe how the other person seems to view his or her world as universalistic. Explain how each person meets their day-to-day challenges and how each tends to cope with unexpected events in their daily lives.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) Which of the following does not represent a traditional approach to teaching values?

A) Inspirational activity B) Free choice of values C) Limiting choices D) Setting an example 2) A "minority group" refers to a socially defined group that A) chooses to share certain values.

B) has a different racial or ethnic background from the dominant group.

C) experiences a loss in power relative to a dominant group.

D) is smaller in number compared to the dominant group.

3) "Ethnicity" includes A) the cultural traditions of one's group.

B) the identity one chooses to claim.

C) the country of origin of one's ancestors.

D) All of the above

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4) Early in life, values are often learned through A) situations in which we are convinced to adopt certain values.

B) inspirational events or circumstances.

C) examples that are set by one's family and community.

D) All of the above 5) Which of the following is not correct regarding our beliefs about others?

A) Our beliefs about others are inflexible B) Our beliefs about others are based on our own personal decisions C) Our beliefs about others are influenced by our social groups D) Our beliefs about others are learned at a young age 6) Examples of "consistent inconsistency" are A) present in the Declaration of Independence.

B) Americans being viewed as rugged individualists.

C) present in the American legal system.

D) All of the above 7) Differences in the interpretations of the words "migrant" and "settler" illustrate the power of A) bias.

B) consistent inconsistency.

C) discrimination.

D) language and labeling.

8) A solution to the spread of HIV/AIDS that is ________ would be to ________.

A) universalistic; provide free contraception to all sexually active persons B) exceptionalistic; provide free contraception to all sexually active persons C) exceptionalistic; engage in research to identify exceptional strategies to curb the epidemic D) universalistic; assist all people currently suffering from HIV/AIDS 9) Positive stereotypes A) are not harmful because they cast persons or groups favorably.

B) create inaccurate perceptions of persons or groups.

C) allow for accurate perceptions of persons or groups to be formed.

D) are more accurate than negative stereotypes.

10) Stereotyping A) occurs most often by dominant majority groups.

B) is the process of ascribing traits to all or most of a certain group.

C) occurs most often by majority groups.

D) is the process of "labeling" persons of color.

11) Anthropologist Jamake Highwater believed derisive language A) is like a staunchly guarded Great Wall of China.

B) is not damaging when minority groups target themselves.

C) creates boundaries, therefore damaging minority and majority groups.

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D) damages minority groups being targeted.

12) Race refers to ________ while ethnicity refers to ________.

A) a non-scientific concept; nationality B) skin color; an individual's native language C) a scientific concept; cultural differences D) physical differences; cultural differences 13) The concept of diversity A) is based on real and perceived differences stemming from a wide variety of human characteristics.

B) is based mainly around differences in race.

C) is based on "perceived" differences stemming from a wide variety of human characteristics.

D) is based mainly around differences in race and ethnicity.

14) Socially derisive terms used in bureaucratic contexts A) are less harmful than informal social labels.

B) need to be considered carefully in order to reduce stereotyping.

C) have the sanction of authority therefore promoting powerful negative messages.

D) demonstrate that poor people are culturally flawed.

15) Kniker identifies all of the following approaches to teaching values to children, EXCEPT: A) Approaches that offer students opportunities to evaluate the effects of certain decisions on other persons and themselves B) Approaches that employ activities to stimulate their own beliefs and to hear other perspectives C) Approaches that rely on peer group expectations to form norms and values D) Approaches that allow youth opportunities for discussion and debate 16) ________ is a consistent problem that interferes with making ethical decisions.

A) Being raised a certain way B) Personal bias C) Having a flexible value system D) Using inaccurate or unclear language 17) A distinction between the terms "minority group" and "diversity" is A) "minority group" concedes power to majority groups while "diverse" groups share power equally.

B) there is no distinction between the terms "minority group" and "diversity."

C) the term "minority group" implies an oppressive power differential while "diversity" refers all manner of human differences.

D) "minority group" refers only to race while "diversity" refers to all manner of human differences.

18) Most Americans identify with ________ when describing their ethnic heritage.

A) several ethnic groups B) their language, customs, and culture

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C) being an American D) their race or skin color 19) When an individual harbors bias A) everyone has something to lose.

B) it is possible for that person to not engage in negative or preferential behavior.

C) discrimination is sure to follow.

D) that person's right to do so is guaranteed by the constitution.

20) Although all types of bias inhibit impartial judgment, which two types of bias below occur as a result of the seductive power conformity?

A) Family Bias and Self-Serving Bias B) Attractiveness Bias and In-Group Bias C) Confirmation Bias and Uncertainty Bias D) In-Group Bias and Family Bias MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Selected inference offering best predictive outcome 2) Selected inference making the best logical sense 3) Cluster of related beliefs 4) Selected inference based upon experience 5) Foundation for action 6) Accepting beliefs without question 7) Extreme negative attitudes 8) Predisposition to act negatively towards a certain group 9) Cultural differences 10) Forced acceptance of values A) Prescriptive belief B) Ethnicity C) Evaluative belief D) Values E) Indoctrination F) Bigotry G) Dogmatic H) Descriptive belief I) Attitude J) Prejudice TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) Terms such as settlers and migrants tend to be applied indiscriminately and therefore have little impact on how groups and individuals are defined.

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2) Majority rule is one value that Myrdal reported Americans identify least as a defining cultural value.

3) Being consistently inconsistent is the behavior for which Myrdal criticized citizens of the United States.

4) When a group is classified as being a minority, more can be assumed about that group’s power within a society than about the overall number of people from that group.

5) An exceptionalistic perspective views social problems as consequences resulting from individual behaviors and circumstances while a universalistic perspective views social problems as consequences stemming from conditions common to many.

6) Values agreed upon by most Americans as defining American culture are illustrated by most American behaviors.

7) Raths' (et al) seven traditional approaches for teaching values are all based on an assumption that individuals should accept the specific culturally defined values that are taught to them.

8) The most effective way for teaching values to youth, as identified by Kniker, is to provide a clear moral framework with numerous corresponding scenarios.

9) Negative attitudes towards groups or individuals based on common qualities of group membership leads to destructive behaviors towards those groups or individuals.

10) The terms prejudice, bias and stereotype all have both positive and negative associations.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section One MULTIPLE CHOICE 1) B 2) C 3) D 4) D 5) A 6) D 7) D 8) B 9) B 10) B 11) C 12) D 13) A 14) C 15) C 16) D 17) C 18) A 19) B 20) D

MATCHING 1) A 2) H 3) I 4) C 5) D 6) G 7) F 8) J 9) B 10) E TRUE/FALSE 1) FALSE 2) TRUE 3) TRUE 4) TRUE 5) TRUE 6) FALSE 7) TRUE 8) FALSE 9) FALSE 10) FALSE

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CHAPTER TWO ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) 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.

2) Create an extended definition of prejudice. Include how prejudice may develop and how we may study facts or events to support one's prejudice, the depth of prejudice in America, and how media or language may reflect American cultural prejudices.

3) Explain what you understand to be the major reason(s) that prejudices are perpetuated; include an explanation and an example of how one can "unlearn" prejudice.

4) Create a conversation between two persons in which you illustrate in their dialogue two rationalizations of each kind: Victim Blame, Avoidance, and Denial. Provide a context for each rationalization (setting and motivation) within the script that you create. Identify the kind of rationalization in parentheses at the beginning of each example and underline each rationalization.

5) Why might limiting our interaction and condoning discrimination be as harmful as the other behaviors Allport states as being caused by prejudice?

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) Prejudice predisposes a person to engage in negative confrontations. Which of the following is an example of confrontational behavior?

A) Name-calling B) Segregation C) Associating with your own kind D) White flight to the suburbs 2) Prejudice predisposes a person to engage in avoidance behaviors. Which of the following is an example of avoidance behavior by a prejudiced person?

A) Genocide B) Physical assault C) Verbal abuse D) Housing discrimination 3) Perpetuation of prejudice may exist when one hears such statements as below, EXCEPT: A) "You should have seen how bad it was last year!"

B) "We've signed up to help out at a soup kitchen on Easter Sunday."

C) "Where there's a will there's a way."

D) "That's just the way things are."

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4) Prejudice is A) similar to bigotry in that both are widespread.

B) prejudgment of a person or group of people either positively or negatively without testing one's assumptions.

C) predisposition to behave negatively towards a person or people because of group memberships.

D) an action not an attitude.

5) When attitude becomes action A) bias becomes prejudice.

B) prejudice becomes discrimination.

C) stereotyping becomes prejudice.

D) bias becomes stereotyping.

6) Negative actions caused by prejudice include all of the following, EXCEPT: A) Extreme violence such as murder and genocide B) Physical abuse C) Feeling uncomfortable around people who act or look different than you D) Verbal abuse 7) Prejudice that occurs in language whether intentional or unintentional A) can facilitate the expressions of prejudiced attitudes.

B) can facilitate the expressions of sexist attitudes.

C) can lead to making victim-blame rationalizations.

D) All of the above 8) An English language pattern that often illustrates negative meanings for terms and phrases that use the word "black" and positive meanings for terms and phrases that use the word "white," is called A) non-inclusive language.

B) cultural insensitivity.

C) Black/White syndrome.

D) discrimination.

9) The belief that power can be shared without losing resources or personal gains A) is illustrated by white flight.

B) is an example of elitism.

C) is illustrated by a zero-sum attitude towards resources and personal gain.

D) is the opposite of a zero-sum attitude towards resources and personal gain.

10) The following passage by George W. Hunter, which appeared in numerous biology textbooks during the first half of the 20th century illustrates ________.

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"Those of low-grade intelligence would do little better under the most favorable conditions possible, while those of superior intelligence will make good no matter what handicaps they are given."

A) a zero-sum attitude towards resources and personal gain B) belief in a natural aristocracy C) institutional discrimination D) B and C 11) The rejecting of affirmative action programs by white males illustrates A) overt racism.

B) discrimination, as a function of protecting one's self-interests.

C) institutional discrimination theory.

D) evidence of unintended racial bias.

12) Discriminative business practices A) are often overt, intentional, and direct.

B) are often unintentional, subtle, and complex.

C) have lessened considerably as a result of civil and women's rights movements.

D) affect far more women than members of other minority groups.

13) Prejudice, or negative attitudes towards certain groups or towards anyone perceived to be a member of a certain group, is likely caused by all of the following, EXCEPT: A) Uncertainty because of a lack of knowledge about certain groups or anyone perceived to be a member of a certain group B) A threat to one's self-esteem due to personal frustration with certain groups or anyone perceived to be a member of a certain group C) Competition between individuals at achieving certain goals relative to status, wealth, and power D) Consistently negative experiences with certain groups or with people perceived to be a member of a certain group 14) Research has suggested that using a scapegoat, or finding a person or persons (regardless of causation) to blame for certain consequences and then lay frustrations upon, A) contradicts the frustration-aggression hypothesis.

B) is not likely to help and can, in fact, create stronger feelings of hostility.

C) originated as an ancient Hebrew custom involving transferring sins to and then slaughtering a goat.

D) can, in most cases, alleviate deeply held frustrations.

15) Why is social class prejudice found in the following statement regarding personal achievement, "where there's a will there's a way"?

A) If one can succeed through "will" alone, than lack of success implies lack of motivation B) Throughout time, achievements of minority groups have been consistently marginalized C) A person's "will" depends on that person's cultural definition of achievement D) A person with a lower class status often lacks education and therefore the "will" to succeed

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16) What conclusion can be drawn from the results of Miller and Swift study where middle schoolers were asked to draw pictures of "early people?"

A) Generic language tends to invoke female and male images B) Generic language tends to invoke female images C) Generic language tends to invoke male images D) There were no clear cut results about what types of images were invoked as a result of being presented with generic language 17) Which of the following is not a function of internal colonialism theory?

A) White male Europeans were able to exploit subordinate groups B) The dominant group was able to assume control of America's resources C) The framework of America's fledgling democracy arose from colonialist theory D) Control of economic and political resources by a single, dominant group became institutionalized 18) While Muslim median annual incomes and Muslim-owned business have _______ the missperception that the Islamic faith is prone to violence has ______________ A) increased; increased B) decreased; increased C) increased; decreased D) decreased; decreased 19) Which of the following rationalization best fits the statement: all people have the same potential therefore there is no such thing as an achievement gap in public education.

A) Denial B) Victim-blame C) Avoidance D) Common 20) The type of rationalization that commonly occurs in higher education has to do with the belief that requiring students to take a course in human relations will thoroughly address issues of prejudice on campus is called a A) denial rationalization.

B) victim-blame rationalization.

C) avoidance rationalization.

D) common rationalization.

MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Limiting interaction 2) Hate crime 3) Verbal abuse 4) Personal frustration 5) Uncertainty about others

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6) Threat to one's self-esteem 7) Individual competition 8) Genocide 9) Elitism 10) Zero sum A) Attitude of superiority over others B) Can create long-term animosity C) Conscious and deliberate extermination of a people D) Avoidance of certain people or groups E) Belief that sharing power isn't possible F) Name-calling G) Often allows one to feel superior to others H) Extreme bigotry I) Encourages unsubstantiated stereotypes J) May lead to aggressive action TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) Analyzing a society's governance structure reveals assumptions, beliefs, values, and priorities of a culture, as well as examples of prejudice.

2) One may or may not choose to act upon one's prejudices.

3) Being controlled by our prejudices is inevitable.

4) Denial rationalizations suggest that we don't recognize problems that exist.

5) Victim-blame rationalizations often assign problems to another person or group.

6) It is possible to unlearn one's prejudices.

7) Hearing someone begin a reply with "Yes, but..." may be a clue that a rationalization is forthcoming.

8) An avoidance rationalization may mean that the speaker honestly doesn't realize that a problem exists.

9) It was believed that the way to reduce discrimination was to reduce prejudice. Efforts have significantly decreased prejudice therefore decreasing discrimination.

10) Threat to one’s self esteem can cause prejudice when people perceived as being superior achieve legitimate successes and accomplishments.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section One MULTIPLE CHOICE 1) A 2) D 3) B 4) C 5) B 6) C 7) D 8) C 9) D 10) D 11) B 12) B 13) D 14) B 15) A 16) C 17) C 18) A 19) A 20) C

MATCHING. 1) D 2) H 3) F 4) J 5) I 6) G 7) B 8) C 9) A 10) E TRUE/FALSE 1) FALSE 2) TRUE 3) FALSE 4) TRUE 5) TRUE 6) TRUE 7) TRUE 8) FALSE 9) FALSE 10) FALSE

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CHAPTER THREE ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Summarize the five misconceptions about communication as identified by Stone, Singletary, and Richmond.

2) During a meeting for school staff, teachers and officials, participants spoke heatedly about the discontinuation of a 20 year holiday tradition whereby a pianist played Christmas carols in the school cafeteria for several weeks prior the Christmas holiday. Conflict immediately ensued between participants who felt loss as a result of the stopped tradition and those who felt relief as a result of the stopped tradition. Describe how misinterpretation and nonverbal communication may have contributed to the conflict’s escalation?

3) Provide an example where each of the five skills necessary to engage in skilled disagreement is clearly illustrated.

4) Provide an example of an interpersonal interaction between two individuals with different cultural backgrounds then explain what differences may exist due to cultural differences in communication styles. Provide examples to illustrate how cultural differences in communication style might lead to conflict.

5) Provide an example of an interpersonal interaction between a man and a woman then explain what differences may exist due to gender differences in communication styles. Provide examples to illustrate how gender differences in communication style might lead to conflict.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) Which of the following is not a commonly held misperception about communication?

A) Communication is a tool that can be used for good or bad purposes B) Communications often break down C) Communication always solves problems D) Communication is a natural human ability 2) Which one of the following includes elements in the "Circular Process of Communication" model?

A) Having first impressions and making value judgments B) Saying or doing something and later regretting it C) Being prejudiced and acting on it D) having a positive orientation toward people and suspending judgment 3) In Kimmel's levels of cultural awareness, "minimalization" refers to A) minimizing cultural differences to emphasize individual differences.

B) minimizing conflicts between cultural groups to emphasize the need for tolerance.

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C) minimizing the similarities between cultural groups to emphasize the uniqueness of each group.

D) minimizing the differences between cultural groups to emphasize universal human needs and behaviors.

4) Identify the correct sequence of steps that is represented by 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; verbal and nonverbal action conclusions and judgments D) attitudes towards people and groups; observations and assumptions; conclusions and judgments; verbal and nonverbal action 5) In a survey by McCorkle and Mills, people indicated their feelings around conflict to be all of the following, EXCEPT: A) Secure B) Victimized C) Negative D) Helpless 6) According to Deutsch, participants involved in a conflict must share which values in order to approach resolution?

A) accountability, conformity, equality, and nonviolence B) fallibility, equality, reciprocity, and nonviolence C) fallibility, conformity, reciprocity, and nonviolence D) accountability, equality, fairness, and nonviolence 7) Johnsons' and Tjosvold have coined the phrase ________ to refer to a set of effective negotiation strategies for resolving conflict.

A) "skilled disagreement" B) "conflict resolution" C) "steps to disagreeing successfully" D) "skillful resolutions" 8) Perry's theory of moral reasoning is grounded in A) social development.

B) physical development.

C) cognitive development.

D) emotional development.

9) Dualism is to relativism as ________ is to ________.

A) multiplicity; commitment B) absolute truth; infinite truth

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C) commitment; multiplicity D) absolute truth; multiple perspectives 10) An orientation towards valuing multiple perspectives and infinite truths is A) the cornerstone of commitment, according to Perry's continuum of moral reasoning.

B) the opposite of dualism.

C) relativism.

D) All of the above 11) Committed relativists arguing on behalf of their opinions A) believe that those who disagree with their opinions are wrong.

B) respect an individual's right to choose their own opinions.

C) invite others to join them.

D) Both B and C 12) ________ is necessary for successful conflict resolution.

A) Recognizing your obligation to make an informed choice and respecting another's right to choose B) Being confident in your beliefs C) Having examples to back up your opinions D) Being able to calmly and rationally argue against the main points of an opposing opinion 13) Martin Luther King Jr's frustration with the "paralysis of analysis" refers to which of the following statements: A) We must address injustice and reflect upon the effectiveness of our actions B) There are times when additional communication is not necessary and action is required C) It is pointless to continue attempting to communicate about problems that are not solvable D) Break downs in communication will always occur, regardless of the communicator intent 14) A parent's communication style at home can affect how their child learns at school when A) their communication style is different to that of their child's teacher.

B) their communication style is similar to that of their child's teacher.

C) a parent's communication style does not affect how their child learns at school.

D) Both A and B 15) A co-worker in their late teens was recently late to work. Using your co-worker's lateness to reinforce expectations that teenagers have a poor work ethic is an example of A) relativism.

B) minimalization.

C) selective perception.

D) tolerance.

16) Which of the following statements is true about differences in communication styles between blacks and whites?

A) Differences in communication styles between blacks and whites can lead to miscommunication and conflict

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B) There are fewer differences in communication styles between blacks and whites than was once thought C) Differences in communication styles between blacks and whites have been linked to differences in communication styles between residents of urban and rural areas D) Differences in communication styles between blacks and whites can be overcome with a commitment to diversity training 17) Communication style differences relative to gender likely occur as a result of all of the following, EXCEPT: A) Boys are genetically predisposed to be dominant, which is often reflected in the ways boys communicate B) Boys are often encouraged to play aggressively while girls are encouraged to play "nice" C) Boys are encouraged to play in larger often competitive groups while girls are encouraged to play with smaller groups engaged in conversation and collaboration D) Differences in the ways boys and girls are socialized 18) Which of the following statements is FALSE about nonverbal communication?

A) Children tend to find less meaning in nonverbal behavior than adults B) Nonverbal communication can account for well over half of the meaning that comes from interpretation C) Nonverbal communication includes all non-word messages conveyed between communicators D) The effects of nonverbal communication becomes less pronounced as a society becomes more liter 19) Communication competence ________ communication effectiveness.

A) comes after B) equals C) must come before D) does not equal 20) Communication styles between men and women have been identified as differing in which of the following ways?

A) Paying attention to one's conversational partner B) Degree and occasion for eye contact C) Providing concern for the feelings of others D) All of the above MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Fallibility 2) Reciprocity 3) Non-violence 4) Equality 5) Dualism 6) Nonverbal communication

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7) Communication effectiveness 8) Selective perception 9) Communication competence 10) Praxis A) Accepting the possibility of being wrong B) Having accurate information on a subject C) Messages without words D) Do unto others as you would have them do unto you E) A principle concerning genuine solutions F) Interpreting communication to fit personal expectations G) Being skillful in presenting information H) Doing something, then evaluating its on-going effects I) The existence of only one, absolute truth J) Respect for others, regardless of status TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) If we had no language with which to communicate, we would have no conflict.

2) Interpersonal communication will solve all our problems.

3) Being competent with language is not equivalent to delivering it effectively.

4) Communication cannot "break down."

5) The circular model of communication represents the stages one passes through during an interaction and illustrates how positive or negative judgments are formed.

6) Conflict resolution skills taught in schools may support a reduction in cognitive abilities as well as moral ransoming abilities.

7) An individual's complexity of moral reasoning can lead to decreases in cognitive ability.

8) Conflict and conflict resolution are inevitable.

9) From Kimmel’s levels of cultural awareness, tolerance is necessary to avoid or resolve cultural conflicts.

10) Understanding our own and others’ perceptions is necessary to resolve conflict that occurs due to differences in communication styles.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section One MULTIPLE CHOICE 1) A 2) A 3) D 4) D 5) A 6) B 7) A 8) C 9) B 10) D 11) D 12) A 13) B 14) D 15) C 16) A 17) A 18) D 19) D 20) D

MATCHING 1) A 2) D 3) E 4) J 5) I 6) C 7) G 8) F 9) B 10) H TRUE/FALSE 1) FALSE 2) FALSE 3) TRUE 4) TRUE 5) TRUE 6) FALSE 7) FALSE 8) FALSE 9) FALSE 10) TRUE

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CHAPTER FOUR ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Recount how the English colonists accepted the diversity of subsequent immigrants to the colonies. What measures were enacted to accommodate in-coming emigres?

2) What might be a rational way to respond to the person who supports the English Only movement and insists that public schools not introduce children to learning in their native language? What historical information could you supply? What else could you say in reply?

3) Describe three of the five myths regarding immigrants coming to the United States. Explain the reality to contradict each myth.

4) Characterize someone you know who seems to be xenophobic; list at least three instances in which that attitude has revealed itself or how you would anticipate their xenophobic attitudes would be revealed. Explain how that person's insularity reveals his or her prejudice.

5) Describe Tse’s rationale for increasing the number of bilingual or multilingual Americans.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) Xenophobia relates to Nativism as: ________ relates to ________.

A) homophobia to heterosexism B) claustrophobia to classism C) prejudice to pluralism D) Both A and C 2) In 1790, Congress passed a law that said the only people who could become U.S. citizens had to be A) native born.

B) white.

C) residents for 21 years.

D) All of the above 3) The primary difference between being a refugee and an immigrant is that refugees are defined as immigrants who are A) have no means of support, therefore homeless and penniless.

B) escaping from persecution in their homeland.

C) temporary visitors who plan to return to their homeland.

D) sponsored and supported by churches.

4) Which statement sums up the attitude of such early colonial leaders as Benjamin Franklin and George Washington?

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A) "The more heterogeneous our citizens can be made, the greater will be our prospect of a permanent union."

B) "The more homogenous our citizens can be made...the greater will be our prospect of a permanent union."

C) "The more cooperative our citizens can be made...the greater will be our prospect of a permanent union."

D) "The more educated our citizens can be made...the greater will be our prospect of a permanent union."

5) At its birth, the United States was a nation strongly influenced by A) socialist ideology.

B) Protestant Christianity.

C) multiple religious perspectives.

D) Catholicism.

6) Assimilation, or the process of shedding one's ethnic heritage in favor of Anglo-conformity, was A) embraced by most immigrants to the United States.

B) refused by most immigrants to the United States.

C) unfavorable to most colonists.

D) favorable to most British colonists.

7) The "Know-Nothing" party supported A) secretly planned union organizing.

B) ending Nativism by embracing both Protestant and Catholic ideologies.

C) recently arrived, working class immigrants with little knowledge of democracy.

D) an anti-immigrant and anti Catholic position.

8) Nativism refers to A) attitude characterized by keeping ethnic enclaves separate from one another.

B) anti-immigrant ideology directed towards non-British immigrants.

C) anti-colonist sentiment on the part of true Native Americans.

D) embracing Native American culture and tradition.

9) Radicalism among lower-skilled European laborers was often in response to A) not being able to practice ethnic customs and cultures.

B) being exploited by American capitalists.

C) not having the right to vote.

D) not being able to freely practice one's religion.

10) Anti-Catholic prejudice and fears, although rampant in the 1800s, lessened as a result of A) the continued influx of Catholic immigrants .

B) an increase in inter-faith marriages between Catholics and Protestants.

C) the issue of slavery began to take precedence over anti-Catholicism.

D) assimilation by Catholics into colonial and therefore Protestant culture and customs.

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11) The quote "There is no room in this country for hyphenated Americans" by Theodore Roosevelt implied that immigrants A) should drop homeland surnames in favor of surnames that were more American.

B) were expected to renounce ethnic identities in favor of an American identity.

C) quickly abandon their primary languages and learn to read and speak English.

D) should celebrate native customs and cultures but only in the privacy of their own homes.

12) A scientific study published by Massachusetts Institute of Technology Scholar, William Ripley, which categorized three European races, resulted in A) the lessening of Xenophobic fears.

B) an increase in importation of labor from certain Eastern European countries thought to have had strong work ethics.

C) an increase in immigration to the United States.

D) a surge in nativism by suggesting that individuals with blonde-hair and blue-eyes should be given preferential treatment.

13) Between 1900 and 1910, 80% of all immigrants to the U.S. were from southern and eastern Europe, A) which increased nativist fears that the Anglo Saxon race was doomed to disappear in American.

B) which increased nativist fears that Protestants would soon outnumber Catholics.

C) which increased nativist fears that disease prevalent in eastern Europe at the time would be brought to America.

D) which increased nativist fears that the labor unions would be weakened.

14) Myths revealing current nativist attitudes about immigrants and refugees include: A) immigrants arrive to the U.S. jobless and in immediate need of financial assistance.

B) the U.S. absorbs a disproportionate number of immigrants and refugees than any other country in the world.

C) immigrants weaken the economy.

D) all of the above are myths revealing current nativist attitudes about immigrants and refugees.

15) Which of the following is not an accurate finding according to a UC-Davis research study on why the majority of undocumented workers do not enroll in government assistance?

A) lack of fluency in English B) unaware of programs C) fear of deportation D) lack of Spanish speaking government 16) The economic effect of Mexican-American and Latino consumers on the U.S. economy A) is insignificant due to the vast sums of money sent home be these consumers.

B) is shrinking as a result of anti-immigration legislation.

C) is growing as a direct result of the disposable income growth experienced by these consumers.

D) is growing, given increasing numbers of undocumented workers 17) The Bilingual Education Act of 1968 was passed to ensure

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A)Linguistic Diversity B) an English speaking citizenry.

C) a strong wave of immigrant necessary to feed a growing U.S. economy.

D) the integration of schools 18) English-only advocates believe A) the English language should be named as the official language of the United Nations.

B) the use of non-English languages in public schools threatens widespread use of English.

C) bilingual education harms the U.S. economy.

D) English should be considered the primary language of all immigrant households.

19) Which of the following is not true of undocumented immigrants?

A) Undocumented immigrants contribute to the U.S. social security system.

B) Undocumented immigrants are ineligible for most forms of public assistance.

C) Undocumented immigrants contribute billions towards America’s GDP. D) Undocumented workers damage the U.S. economy.

20) While Mandarin Chinese, English, Spanish and Arabic are the most spoken languages of the global population there are judged to be as many as _____________ total world languages and _______ world languages are spoken by a million or more people.

A) 6500; 200 B) 1000; 50 C) 20,000 ; 500 D) 5000; 375 MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Americanization 2) Anti-Semitism 3) Assimilation 4) English Only 5) Oppression 6) Know-nothings 7) Anglo Saxon 8) Nativism 9) Xenophobia 10) Linguistic Diversity A) variation exhibited by human language B) radical attitude against those of other countries or ethnicities C) demand that immigrants to the U.S. reject ethnic heritage and adopt dominant group culture D) concerned about growing Catholic influence E) anti-Jewish prejudice F) movement by various state legislatures to make English an official language of state and nation

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G) process of identifying with dominant cultural traits in order to integrate into society H) fears of earlier immigrants concerning new immigrants I) term to describe acceptable white European immigrants J) intentional or unintentional distribution of wealth or resources that is unequal TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) Those people living in the United States who cannot speak English represent less than 6% of the total population.

2) Early American colonialists were part of a rich cultural and linguistic diversity.

3) The United States accepts more immigrants than any other country in the world.

4) Immigrants do not take away jobs from Americans; in fact, immigration tends to create more jobs.

5) Benjamin Franklin took educational action to ensure that school children would accept the diversity that was occurring in the early United States.

6) "Nativism" was a term adopted to mean something similar to the term "assimilation."

7) A scientific study published out of the Massachusetts's Institute of Technology in 1899 laid the groundwork for establishing U.S. immigration quotas based on country of origin.

8) Immigrants tend to cling to their culture, language and traditions, even after they arrive.

9) English-only supporters have a desire to name English as the official language of the United States.

10) While undocumented workers bolster the U.S. economy, tax-free wages counteract much of the economic gains their labor provides.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Two MULTIPLE CHOICE 1) A 2) B 3) B 4) B 5) B 6) D 7) D 8) B 9) B 10) C 11) B 12) D 13) A 14) D 15) D 16) C 17) B 18) B 19) D 20) A MATCHING 1) C 2) E 3) G 4) F 5) J 6) D 7) I 8) B 9) H 10) A TRUE/FALSE 1) TRUE 2) TRUE 3) FALSE 4) TRUE 5) FALSE 6) FALSE 7) TRUE 8) FALSE 9) TRUE 10) FALSE

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CHAPTER FIVE ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) White ethnocentrism has consistently played a role in shaping attitudes and beliefs about persons of color in America. For two of the following four groups, Native Americans, African Americans, Asian Americans, Hispanic Americans (Latino/as), explain how white ethnocentrism affected attitudes towards and beliefs about those persons of color.

2) Summarize two contemporary issues facing Native Americans.

3) Contrast the gains made by African Americans during World War II with the challenges faced

by African Americans after the war as well as colonized people of color throughout the world at that time.

4) How did California’s Alien Land Laws undermine the potential for Asian immigrants and their children to thrive in the United States?

5) Differentiate why certain specific Hispanic and Latino/a groups began to immigrate to the U.S. MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) When describing persons who inhabited America prior to the arrival of European immigrants, it is considered most respectful to A) ask what the person's preference is and use that term.

B) use the term Indigenous People."

C) use the term "Native American."

D) use the person's tribal affiliation.

2) Medical practices of indigenous peoples A) were well-respected by early European immigrants.

B) were scorned by early European immigrants.

C) are based almost entirely on shamanist practices unrelated to more modern medicine.

D) provide a foundation for much of what modern medicine has become.

3) Treaties between Europeans and Indians were not A) legal documents involving terms of peace and trade.

B) in many cases, fairly executed or adequately defended.

C) forcefully negotiated.

D) agreements between sovereign nations.

4) Use of Native American depictions or references as school mascots

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A) is appropriate when proper Indian delegates have seen and agree with the depiction or reference.

B) can be construed as racist and offensive and therefore should be judged carefully when considering its place as representing honor and respect.

C) is objectionable to most sports fans .

D) is reasonable when used to "honor" and show respect for Native American Culture.

5) 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.

6) Which of the following was NOT characteristic of the middle passage?

A) One out of three slaves died during middle passage B) Disease such as typhoid, small pox, and yellow fever were rampant C) Corpses of dead slaves were routinely thrown overboard D) Suicide was a major cause of death 7) What happened as a result of Article II, section 9 of the Constitution stating "importation of such (unfree) persons as any of the States now-existing shall think proper to admit, shall not be prohibited by Congress prior to 1808?"

A) Congress effectively ignored the trade of slaves for 20 additional years B) Congress demonstrated deference to southern plantation owners C) Southern states and northern abolitionists, alike, continued to profit from the sale of slaves D) All of the above 8) 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 a labor shortages.

9) Which of the following is inaccurate regarding blacks who served in either the revolutionary or civil war?

A) Blacks were initially refused the right to enlist B) Blacks received emancipation as a result of service C) Bravery among black soldiers refuted pervasive stereotypes D) Blacks often received limited or no compensation as a result of service 10) Which of the following is NOT true about Booker T. Washington's approach to educating blacks in the south?

A) Washington's approach appealed to blacks and whites B) Washington's approach attracted funding from Northern whites C) Washington's approach spoke for black America

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D) Washington's approach was founded on the premise that blacks would forgo social equality in favor of economic opportunity 11) An investigation led by the Kerner Commission to determine causes of violent urban rioting reported A) poor quality urban housing.

B) the persistence of white racism as a major cause of the riots.

C) unequal access to education.

D) white flight from many urban areas around the U.S. 12) The ruling in Brown vs. Board of Education A) was more of a moral than practical victory as segregation throughout America's system of education has persisted.

B) was a major victory 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.

13) The Chinese Exclusion Act A) excluded Chinese immigrants from participation in governance.

B) prohibited Chinese immigration for ten years.

C) was passed at a time when Chinese immigrants accounted for less than 1% of the U.S. population.

D) Both B and C 14) In the early 1900s, Yellow Peril was reported by California newspapers as A) 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) a belief that Japanese immigrants would not Americanize.

D) challenges faced by Asian immigrants as a result of crossing the Pacific.

15) The Alien Land Law prohibiting non-U.S. citizens from owning or leasing land A) preceded a new Alien Land Law prohibiting the use of children's names to buy or lease land.

B) further isolated and alienated Japanese immigrant form participating in the U.S. C) prompted Japanese immigrants to lease land through the Nisei, their American-born children.

D) All of the above 16) 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

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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 17) What events resulted in the transformation of Mexican territory into an established society of white land owners and a pool of Mexican laborers when gold was discovered in California?

A) Mexicans often had to sell off court-confirmed land grants to pay legal fees B) White settlers "squatted" on parcels of land and were not forced to move C) Mexicans forced into an American court-system to defend their land rights were consistently denied claims D) All of the above 18) American attitudes towards Mexican Americans during WWII A) remained strained as most Mexican-Americans refused to support the war effort.

B) were reconsidered as a result of large 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.

19) 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 of improved health care 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 20) Immigrants arriving from Central America 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.

MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Vacuum Domicilium 2) Occupation Bellica 3) Anglos 4) Ethnocentrism 5) Indigenous people 6) Nomads 7) Treaty 8) Indian sovereignty 9) Middle passage 10) Model minority

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A) peaceful seizure of "underutilized" land B) legal rights confirmed by U.S. treaties defining Indian nations on their own terms C) term identifying white people who settled in Mexican territory D) belief that all minority groups could achieve success by copying Asian American behavior E) ocean crossings resulting in deaths of 5-6 million enslaved Africans F) principle of claiming uninhabited land G) persons without singular geographic home H) well-established racial or ethnic group, which precedes incoming group I) legally binding agreement between nations involving terms of coexistence J) behavior demonstrating that one's race, culture, or nation is superior to others TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) Race is a scientific concept related to genetics.

2) The governance structure of the Iroquois League provided the basis for U.S. governance structure.

3) Treaties and resolutions between Colonists and Native Americans involved both men and women.

4) Over 15 million Africans were exported to America as slaves with as many as 5 million deaths during the middle passage.

5) The annual slave owner profit provided by a single slave was nearly five times the annual cost of keeping a single slave.

6) Although the Civil Rights Movement was characterized by non-violent protest blacks and black sympathizers were victimized by scores of violent acts.

7) Chinese immigrants who had prior laundry experience in their homeland started business ventures in America.

8) During WWII, Japanese-Americans were kept in internment camps and were not allowed to participate in the war effort.

9) During WWII there was a successful effort to provide transportation and agricultural jobs at the prevailing wage to Mexican laborers called the Bracero Program.

10) European immigrants differ from Hispanic and Latino/a immigrants in that Europeans immigrants share visions of freedom while Hispanic and Latino/a immigrants share visions of economic opportunity.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Two MULTIPLE CHOICE 1) A 2) D 3) B 4) B 5) D 6) D 7) D 8) D 9) B 10) C 11) B 12) A 13) D 14) C 15) D 16) D 17) D 18) B 19) C 20) B MATCHING 1) F 2) A 3) C 4) J 5) H 6) G 7) I 8) B 9) E 10) D TRUE/FALSE 1) FALSE 2) TRUE 3) FALSE 4) TRUE 5) FALSE 6) TRUE 7) FALSE 8) FALSE 9) FALSE 10) FALSE

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CHAPTER SIX ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Explain at least four ways in which deism differs from Christianity; describe who were the supporters of each and how policies of their leadership affected a young United States.

2) 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 ant-Catholic behavior into the 20th century.

3) Using the Civil War as the peak experience, describe your understanding of at least three events prior to and three events following that served to alter the ideal of religious freedom in the United States.

4) Religious freedom requires understanding of different faiths. What types of interfaith dialogue does your school or institution support, who attends and what are the outcomes?

5) The Great Awakening ushered in new ways of thinking about religious diversity in Colonial America. Explain what the Great Awakening was and describe attitudes towards religious diversity before and after this event.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) Which of the following was contributed least to anti-Catholic attitudes in 19th century America?

A) The Know Nothings B) The Philadelphia Bible Riots C) The Civil War D) The Native American Party 2) 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 3) Which denominational group literally left the United States because of religious persecution?

A) Church of England B) Latter Day Saints (Mormons) C) Calvinist D) Unitarian

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4) Blasphemy laws throughout the 1600 and 1700s A) could be directed at anyone not belonging to a colony's majority faith.

B) resulted in punishments including exile and severe physical abuse.

C) required ministers to register dissenters.

D) All of the above 5) Pennsylvania's "Holy Experiment" A) involved a pluralistic effort of bringing to Pennsylvania people from diverse faiths.

B) attempted to abolish an established church in favor of open style meetings.

C) involved a colonially established church that could be attended voluntarily.

D) involved a shared community between Newport Jews and Rhode Island Quakers.

6) Which of the following statements is NOT true of the Great Awakening?

A) The Great Awakening was about being a Christian first and foremost B) The Great Awakening has been attributed largely to the ideas on writings of Jonathan Edwards and George Whitefield C) The Great Awakening promoted religious freedom D) The Great Awakening affirmed significant differences between Protestant sects 7) Which of the following statements is TRUE about Mormonism?

A) Mormons eventually relocated to Utah as a result of anti-Mormon sentiment B) Mormons were dissatisfied with Protestant teachings and open to new spiritual pathways to salvation C) Mormonism relied heavily on benefits resulting from religious freedom D) Mormons began following the teachings from Joseph Smith's first church in Ohio 8) Anti-Catholicism was largely a result of A) fear and distrust among Protestants combined with a large influx of Catholic immigrants.

B) Catholic schools that lobbied for tax dollars to offset the costs of Catholic education materials.

C) the Philadelphia Bible riots.

D) rumors of convents kidnapping and torturing Protestant women.

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) was written with the intention of including religions whose origins were firmly rooted in Christianity.

C) provided the foundation for what has become widely accepted religious pluralism in America.

D) was supported by only a narrow majority of the original architects of the document.

10) Which of the following DID NOT occur as a result of mandating Sunday mail service in 1810?

A) Sunday mail service was promptly discontinued

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B) The outcome of the controversy illustrated that the line between church and state was important to uphold C) Christian leaders lobbied aggressively against Sunday mail service D) The controversy was brought to a Senate committee to decide the constitutionality of the federal government making policy based on religious practices 11) Catholic and Protestant churches faced the following similar challenge 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.

12) Given Catholics immigrating to America had experienced varying degrees of oppression A) it was not surprising that Catholics openly supported Jewish immigrants when facing similar persecution.

B) it was surprising that Catholics remained neutral when Protestants vilified Jewish immigrants.

C) it was not surprising that Catholics secretly sheltered Jewish immigrants from the hostile persecution imposed by Protestants.

D) it was surprising that Catholics joined with Protestants in vilifying Jewish immigrants.

13) Which of the following is UNTRUE about The Protocols of the Elders of Zion?

A) The text was published and distributed by the American Industrialist and Statesmen, Henry Ford.

B) The text continues to be published and distributed around the world.

C) After learning the text was a hoax shortly after it's initial distribution, contents from The Protocols were largely ignored.

D) The text, about a conspiracy by Jews to undermine Christian civilization and establish world supremacy was proved to be a forgery.

14) Following World War II, A) polls began to report that negative attitudes towards Jews began to worsen.

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.

15) Interfaith dialogues promoted by some colleges and universities A) demonstrate the importance of engaging students in religious discussions so as to foster understanding of faiths different than one's own.

B) have resulted in reduced numbers of Anglo-Protestant undergraduate applications.

C) demonstrate the importance of providing opportunities for students to sample faiths so that they might make more committed decisions about their own faiths.

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D) have come under scrutiny for not promoting dialogues between all faiths.

16) Religious expressions such as prayer, by students in public schools A) are acceptable in public schools when state constitutions are in place to ratify the U.S. constitution.

B) are not intended to be prevented, as long as the expression is not a disruption.

C) are strictly forbidden as a result of laws requiring separation of church and state.

D) often lead to disruptions between believers and secularists.

17) Which of the following was not a key court ruling during the later 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) Creationism was found to be based on science and therefore could be taught alongside the theory of evolution.

C) Posting of the Ten Commandments in schools was found to be unconstitutional.

D) Children can not be required to recite the Pledge of Allegiance.

18) The Philadelphia Bible Riots A) actually took place in Baltimore B) occurred as a result of a large bible shortage.

C) resulted in several Protestant churches being burned by angry mobs.

D) involved a school board decision to adopt a substitute bible version.

19) 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 Klu 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.

20) While Muslim Americans constitute the second largest religion in the U.S., A) ¾ of this population reports experiencing or knows someone who has experienced antiMuslim behavior.

B) the majority of this population is foreign born.

C) there are numerous fractions to the Islamic faith therefore decreasing the over-all visibility of the religion.

D) the population is rapidly shrinking due to negative media portrayals.

MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Agnostic 2) Atheism 3) Deism 4) Established church

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5) Religious liberty 6) Sectarian 7) Secular 8) Jonathan Edwards 9) Quakers 10) Unitarians A) church runs on tax revenues B) belief that God created the world but is not present in everyday life C) allowed women to be church leaders D) right to worship E) belief that God does not exist F) belief that humans cannot prove or disprove existence of God G) asked to see faith through daily lives and tasks H) regarding one's faith as "true" faith I) when society does not reflect religious perspective J) focused principally on ethical behavior TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) Separation of church and state was a principle European immigrants understood because of their Puritan cultural heritage or that of most European nations.

2) Early Northern colonists expected that many Old World practices would be reestablished, including that their faith would be designated as established church for their colony supported of local tax dollars.

3) According to a 1699 Maryland law, blasphemers would be pardoned if they publicly asked for forgiveness.

4) Deists attended churches of many denominations.

5) Supporting a minority faith could affect one's political rights.

6) Despite anti-Semitism throughout the colonies Jews made gains through voting and holding public office.

7) Religious diversity increased after the Civil War. 8) The Protocols of Zion, which documented the activities of a Jewish conspiracy to establish worldwide Jewish Supremacy, was soundly proved to be a concocted forgery.

9) A thriving economy between 1960 and 1990 paved the way for 15 million U.S. immigrants.

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10) As recently as 2006, 30% of the undergraduates surveyed from the field of teacher education associated Islam with such negative words as “terrorist” and “enemy.”

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Two MULTIPLE CHOICE 1) C 2) A 3) B 4) D 5) A 6) D 7) D 8) A 9) A 10) A 11) A 12) D 13) C 14) D 15) A 16) B 17) B 18) D 19) C 20) A MATCHING 1) F 2) E 3) B 4) A 5) D 6) H 7) I 8) G 9) C 10) J TRUE/FALSE 1) FALSE 2) TRUE 3) TRUE 4) TRUE 5) TRUE 6) FALSE 7) TRUE 8) TRUE 9) FALSE 10) TRUE

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CHAPTER SEVEN ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Explain the five arguments described in chapter 7 that provide a rationale for promoting cultural pluralism in our diverse society.

2) Summarize the Robert Terry "up / down" metaphor. Use clear examples to describe instances when you are "up" and when you are "down."

3) Using Terry's prejudice / pluralist matrix, create examples that illustrate the attitudes, beliefs, and behaviors of persons who would be described by each of the four categories in the matrix.

Additionally, incorporate attitudes, beliefs, and behaviors has they would relate to certain specific prejudices such as those regarding race, ability, gender, and economic status.

4) Compare and contrast the terms "Anglo-conformity," "melting pot," "separatism," and "pluralism." Explain how these concepts are evident either on your campus or in your life.

5) What are the roles and responsibilities of individual members of the majority in a diverse society? What types of activities create social change?

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) What prerequisite is necessary to employ nonviolent strategies successfully in order to bring about social change?

A) Frustration and anger B) Adequate education C) Charismatic leaders D) Sufficient numbers of people 2) An attitude about diversity that is most pessimistic about society being strengthened as a result of its differences is A) anglo-conformity.

B) pluralist.

C) separatist.

D) melting pot.

3) The concept of "diversity" includes A) contributions by racial and ethnic groups.

B) race, gender, ability, and sexual orientation.

C) wage, occupation and wealth variation.

D) All of the above 4) Cultural pluralism is

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A) collecting unique aspects of many cultures to create one dominant and inclusive culture.

B) attempt to ignore cultural differences.

C) a separate but equal philosophy.

D) equal coexistence of cultures enhanced by mutual support.

5) Given demographic forecasts that illustrate the U.S. population will continue to become even more diverse, A) it is important to plan for and evaluate how the white majority will respond to these changes.

B) the trend of smaller cities and smaller states becoming more diverse will likely continue.

C) it is imperative that Americans understand how we benefit from diversity.

D) All of the above are factors to bear in mind when considering U.S. demographic forecasts 6) When Terry describes situations as "ups" are "dumb-ups" he is explaining how A) members of dominant groups are unclear about why they are considered "up."

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) Both B and C 7) Among the following historic and contemporary perspectives towards ethnic diversity, which remains the dominant perspective of most Americans?

A) Melting pot B) Anglo conformity C) Separatism D) Pluralism 8) Anglo conformity is illustrated when A) immigrants are expected to adopt American ways of thinking and doing.

B) immigrants are expected to stop speaking native languages and begin speaking English as soon as possible.

C) immigrants are expected to abandon the customs, ceremonies, and traditions of their ethnic heritage.

D) All of the above illustrate Anglo conformity 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) after much struggle, there was perceived to be little value in educating Indian children.

B) the values were abandoned in favor of curricular goals such as arithmetic and literature.

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C) the values couldn't be articulated between Indian students and white teachers due to language barriers .

D) the values conformity, uniformity, and individual achievement, were contrary to intrinsic Indian values.

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 a Caucasian.

12) 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 20th century playwright, Israel Zangwill.

B) was a rhetorical way of inviting 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.

13) The separatist perspective towards ethnic diversity suggests which of the following?

A) Different racial and ethnic groups should remain separate B) A goal of peaceful coexistence based on tolerant attitudes towards one another C) Intractable differences between racial and ethnic groups will always result in hostility D) All of the above statements are aspects of the separatist perspective 14) Cultural pluralism is NOT supported by which of the following statements?

A) No single pattern of living is good for everyone B) People should have right to preserve their cultural heritage C) Tolerance of others regardless of race, gender, class, or orientation is essential for a healthy society D) Diversity is a positive attitude of society 15) One of the five reasons that an American society should become more Pluralistic is described by which of the following statements?

A) Individuals should be allowed to determine the traditions and customs they practice B) If people constantly feel doubted, it is harder to set and reach goals C) The primary purpose of a democracy is to allow individuals the opportunity to decide who and what they will become D) Both B and C 16) One of the five reasons that an American society should become more Pluralistic is supported by which of the following statements?

A) The U.S. is a complex society and a requirement of complex societies is for its members to rely on and support one another B) Human interdependence requires a shared vision, which is the foundation of Pluralism

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C) If people feel proud of their abilities and capabilities, they are more likely to set and reach goals D) People who feel proud of their cultural heritage are more likely to contribute positively to larger society 17) 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 benefits received by dominant groups, whether intentional or not, as a result and existence of on going prejudice.

D) the trappings of Anglo-conformity.

18) Promoting social justice requires people to do all of the following, EXCEPT: A) Ignore the individual differences between ourselves and others B) Commit to engaging in activities to change social injustices C) Consciously develop a positive attitude towards individual differences D) Articulate pluralistic attitudes 19) ________ was indicated as the groundwork for implementing the first five activities Terry identified as activities that promote social change.

A) Education B) Nonviolence C) Conformity D) Pluralism 20) 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 patriotic.

MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Anglo Conformity 2) Melting Pot 3) Separatism 4) Pluralism 5) Bigot 6) Conformist 7) Pluralist

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8) Americanization 9) Mutual Interdependence 10) Conformist A) actively asserts prejudice B) racial and ethnic groups should be apart from each other C) coexistence of diverse cultures, characterized by mutual support D) work for Social justice E) blend all racial and ethnic differences into one American identity F) passive oppressor G) maintain values, norms, and standards of English colonists H) situations where individuals are need and are needed by one another in order to accomplish a common goal I) passively accepting the status quo J) process of assimilation applied to indigenous people and their children TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) At the beginning of the 21st century, it was estimated that one in ten persons in the United States was born in another country.

2) At the beginning of the 21st century, it was estimated that one in five children in school was a child of recent immigrants.

3) Until the 21st century, immigrants to the United States tended to settle in rural areas of a few states in the nation.

4) If individuals or groups don't have the power to enact social change, violent tactics become necessary.

5) Social critics sometimes complain that the Anglo-conformity philosophy has failed.

6) Promoting social justice can be done actively or passively.

7) One means of remedying conflicts that can arise within diverse populations is education.

8) Pluralism exists, but first we must learn to accept diversity.

9) An imperative of the Bureau of Indian Affairs school movement was to promote the realization among Native Americans that “the accumulation of personal wealth is a moral obligation.”

10) The first step to becoming a cultural pluralist is to ignore skin color.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Two MULTIPLE CHOICE 1) B 2) C 3) D 4) D 5) D 6) D 7) B 8) D 9) C 10) D 11) D 12) C 13) D 14) C 15) D 16) A 17) C 18) A 19) A 20) C MATCHING 1) G 2) E 3) B 4) C 5) A 6) F 7) D 8) J 9) H 10) I TRUE/FALSE 1) TRUE 2) TRUE 3) FALSE 4) FALSE 5) TRUE 6) FALSE 7) TRUE 8) FALSE 9) TRUE 10) FALSE

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CHAPTER EIGHT ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Explain how segregation and tracking in schools are examples of institutional racism.

2) Explain at least three ways in which ethnocentrism operates in places central to your life (i.e. where you group up, in school, at work, at university).

3) Compare and contrast the concepts of denial, victim-blame, and avoidance rationalizations.

Then, create a dialogue that might occur between at least two people that illustrates each rationalization. Make a specific reference to each rationalization as it occurs in your dialogue.

4) Provide examples to support your explanation of the concept of privilege relative to nationality, gender, ability, social class, and race.

5) Describe three distinct aspects relating to employment that address the role of institutional racism in employment disparities between whites and persons of color.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) Why is the trend of factories being relocated from metropolitan areas to the suburbs described as an example of institutional racism?

A) Suburbs are more racist than metropolitan areas B) Building a factory in an all-white suburb guarantees a predominantly white work force C) Discrimination is more subtle in metropolitan areas but more overt in the suburbs D) All of the above 2) Which of the following is not cultural racism?

A) Belief that Biblical prophets resembled white Anglo Saxons B) The practice of white families moving from urban areas into the suburbs C) Erroneously defining common terms, such as who were the "settlers" D) Textbooks that overlook indigenous peoples 3) White privilege is not A) being consistently and positively portrayed by print and media.

B) hidden benefits such as positive self-esteem or an attitude of superiority.

C) available to persons of color.

D) playing a substantial role in shaping societal norms.

4) Rejecting an individual or group on the basis of group membership is considered A) cultural racism.

B) individual racism.

C) bigotry.

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D) institutional racism.

5) According to McIntosh, an invisible knapsack of privilege does not include A) seeing your race positively and consistently represented in cultural images.

B) being able to purchase hair care products that suit your needs at most if not all drug stores.

C) having most academic subjects come easy to you.

D) never having to speak for other members of your race.

6) Receiving messages from peers, family members and the media that persons of middle eastern decent could harbor resentment towards Christians is an example of A) stereotyping.

B) institutional racism.

C) cultural racism.

D) individual racism.

7) Which of the following is NOT true about word-of-mouth hiring practices?

A) Word-of-mouth hiring constitutes a form of institutional racism B) Word-of-mouth hiring, whether intentional or not, is a form of discrimination C) Word-of-mouth hiring is discriminatory when it is used to limit opportunities of applicants of color D) Word-of-mouth hiring has been shown to be a significant hiring method 8) Requiring that friends and colleagues practice your cultural traditions is an example of A) cultural racism.

B) ethnocentrism.

C) white privilege.

D) ethnicity.

9) Choices such as where to live and feelings about personal safety are generally not taken for granted A) by most ethnic minorities.

B) by most whites in comparison to persons of color.

C) by most immigrants.

D) by persons of color in comparison to whites.

10) Claiming the election of President Obama in 2008 marked the end of racism in America is an example of what type of rationalization?

A) victim-blame rationalization B) avoidance rationalization C) anticipation rationalization D) denial rationalization 11) When a white asks a person of color "where are you from?" the questioner is likely asking A) about the person's nationality.

B) what state the person was born in.

C) what city the person lives in.

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D) about the person's ethnicity.

12) If 50% of the applicants interviewed for a local job were black while only 12% of the general U.S. population is black A) this would be a case of reverse description.

B) affirmative action will have served its purpose C) it is still unlikely that a black applicant will be awarded the position.

D) this could reflect a local population with 50% or more black residents.

13) In the 1970s scholars began to explain that institutional racism A) was a deliberate attempt at segregating and marginalizing persons of color.

B) would be greatly reduced by affirmative action plans at all levels of government.

C) in the form of institutional policies benefiting whites, did not require intentionality.

D) was a result of rampant individual and cultural racism of the 1960s.

14) The effect of a 1980s Supreme Court ruling on the issue of whether institutional policies created advantages for white people and disadvantages for persons of color A) demonstrated the overwhelming need for affirmative action programs.

B) indicated that for institutional policies to be discriminative required proof of consistent inequities.

C) demonstrated broad support for scholars assuming that discrimination did not necessitate intent.

D) indicated that for institutional policies to be discriminative required proof of evil intent.

15) According to many scholars, ending institutional racism requires all of the following, EXCEPT: A) improving the education of lower-income students.

B) assessing large fines to institutions engaged in discriminatory practices.

C) monitoring real estate practices.

D) revitalizing inner cities.

16) Examples of institutionally racist practices in education include all of the following, EXCEPT: A) Supplementary instructional materials B) Tracking C) Textbook bias D) Homogeneous work force 17) The last significant effort to de-segregate U.S. schools resulted in A) large numbers of teachers leaving the work force.

B) minimal gains in test scores and graduation rates among minority students.

C) decreases in achievement gaps and increases in high school graduation rates among minority students.

D) escalating transportation costs that were not met with taxpayer support.

18) Tracking, or grouping students by ability and assigning them to ability-related classes

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A) has been shown to minimally benefit students in remedial tracks and largely benefit students in accelerated tracks.

B) has been shown to benefit students in remedial tracks but harm students in accelerated tracks.

C) has been shown to harm students in remedial tracks and minimally benefit students in accelerated tracks.

D) has been shown to benefit learners of all tracks.

19) Survey data has shown that the percentage of whites who would move should black families move into their neighborhoods A) is similar to the actual percentage of whites who move when black families move into their neighborhoods.

B) has remained consistent since the 1950s.

C) is less than the actual percentage of whites who move when black families move into their neighborhoods.

D) has grown steadily in recent years after several decades of consistency.

20) Discounting affirmative action even after encountering information about, the prevalence of racially segregated neighborhoods, segregated schooling and consistent salary and benefit disparities between whites and persons of color, is an example of a A) victim-blame rationalization B) avoidance rationalization C) anticipation rationalization D) denial rationalization MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Institutional racism 2) Cultural racism 3) Individual racism 4) Racism 5) Ethnocentrism 6) White privilege 7) Ethnicity 8) Steering 9) Redlining 10) Tracking A) policy of denying mortgage/home improvement loans based upon residential location B) choices or behaviors people of color cannot take for granted C) national origin and culture of a person or group D) bias, prejudice learned from standard environmental mores E) personal decision to accept or reject individuals or groups F) imposition of one's cultural values on others G) discriminatory policies, practices whether deliberate or not H) notion of one racial group being superior to others

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I) practice of showing minority clients homes in minority neighborhoods J) dividing and instructing students based on ability TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) Some lessons one learns come from the culture closest to us.

2) Never having to think about an alternative route a classroom building (ramp, elevator, etc.) is an example of white privilege.

3) Although some Europeans perceived Africans in the 17th and 18th centuries to be primitive and inferior, those who dealt with Africans found them to be sophisticated and intelligent with well-organized sociopolitical systems.

5) Americans are more racially segregated today in neighborhoods and schools than they were in 1954 when the Supreme Court declared segregation unconstitutional.

6) Using at-large candidates is a tactic used by racial minorities to get better representation in election for city councils and county boards.

7) The use of tracking systems in public schools has proven to be equally effective for both minority students and white students.

8) Affirmative Action laws have been so effective that today the percentage of black police officers and fire fighters in urban areas matches their percentage of the urban population.

9) Hiring employees based on the recommendations of current employees does not discriminate against minorities.

10) Institutional racism can occur either intentionally or unintentionally.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Three MULTIPLE CHOICE 1) B 2) B 3) C 4) B 5) C 6) C 7) C 8) B 9) D 10) B 11) A 12) D 13) C 14) D 15) B 16) A 17) C 18) C 19) C 20) D MATCHING 1) G 2) D 3) E 4) H 5) F 6) B 7) C 8) I 9) A 10) J TRUE/FALSE 1) TRUE 2) FALSE 3) TRUE 4) TRUE 5) TRUE 6) FALSE 7) FALSE 8) FALSE 9) FALSE 10) TRUE

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CHAPTER NINE ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Illustrate the issues of inclusiveness and condescending language by providing two examples of sexist language and a nonsexist alternative for each.

2) Identify and explain two of the four major reasons why women don't tend to report a rape.

3) Compare circumstances of the roles of women during and following the Civil War and WWII. How did each of those events alter the participation of women in American culture?

4) Name four ways in which sexist messages are transmitted today in the United States.

Recommend action to remove sexism from (a) American institutions, (b) our culture, and (c) the behaviors of individual children, youth, and adults.

5) Discuss three of the four reasons MacKinnon provides as to why women might not report sexual violence to appropriate authorities.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) In comparing salaries between male and female workers A) salary discrepancies between male and female workers continue largely as a result of ongoing discriminatory practices in rural areas.

B) salary discrepancies between male and female workers is largely due to higher education levels among males relative to females.

C) salary discrepancies between male and female workers have diminished because salaries of male workers have not been increasing.

D) salary discrepancies between male and female workers is largely a result of younger women entering non-traditional occupations.

2) Percent of the divorcing fathers who agree or are ordered by the courts to pay child support actually making full payments for the first year and percent of divorced fathers still making full or partial payments one year later is A) 10-40%, one year later less than 30%.

B) 40%, one year later less than 20%.

C) 75-80%, one year later more than 50%.

D) 45-55%, one year later more than 25%.

3) A male chauvinist is A) a man who believes in the superiority of males.

B) a woman who believes in sex role differences.

C) a person who believes in the superiority of males.

D) a person who believes in sex role differences.

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4) Two of the most common complaints at work concerning sexual harassment are A) sexist jokes and posters featuring nude or partially clothed women.

B) leering glances and inappropriate touching.

C) not being promoted or being fired.

D) sexually suggestive remarks and persistent requests for a date.

5) In the early 1800s, a movement to gain more rights for women began with efforts to change what British common law stipulated about a married woman's right to A) vote and use birth control.

B) work outside of the home.

C) own property and keep their earnings.

D) file for divorce.

6) A feminist is A) a woman who displays and advocates feminine qualities.

B) a woman who advocates and promotes legal social equality for women.

C) a man who displays effeminate behavior.

D) a person who advocates and promotes legal and social equality for men and women.

7) The pattern of several past research studies on women reveal that researchers A) sometimes harbored gender bias.

B) gave contradictory conclusions if changing conditions warranted.

C) tended to draw conclusions reinforcing current beliefs.

D) All of the above represent a pattern in past research on women 8) Which condition does NOT meet the definition of "sexism?"

A) Oppression by media that transmit both direct indirect gender expectations B) Oppression stemming from separation between dominant and subordinate groups C) Oppression stemming from cultural norms for femininity and masculinity D) Oppression involving words, phrases, implication, and innuendo that women can be dominated 9) Which sentence represents the correct use of the term "androgyny"?

A) Androgynous people respond to situations as needed, without being limited by gender B) Androgynous people conform to rigid stereotypes about being male or female C) Androgynous people contribute to a serious problem for women D) Androgynous people address situations gender-specifically 10) Which statement is at the root of workforce salary inequity between men and women?

A) Women's salaries are advancing more slowly than are those of men B) Men tend to be awarded more promotions than women C) Women earn college degrees and perform job duties equivalently to men D) Women may tend to choose careers with lower salary bases 11) Sexual harassment in the workplace is NOT A) flirting if it is identified as offensive.

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B) maintaining social or physical distance uncomfortable to another person.

C) unwelcome sexually suggestive remarks.

D) All of the above illustrate workplace sexual harassment 12) What adverse reaction to the women's movement occurred early in the 20th century?

A) Women who were attending college in increasingly large numbers were unable to participate B) The role of women in teaching professions decreased C) Feminists were considered as being hateful towards men D) The first Miss American pageant was held 13) Towards the middle of 20th century, what effect did media have on women securing work?

A) When media outlets reported WWII as coming to a close, women began to leave their industrial jobs B) Print media, a major source of work opportunities for women, was more widely circulated C) Popular television shows began casting women in diverse work roles D) Media outlets consistently reported that women should stay at home "where they belonged" 14) How did research adversely affect women's rights?

A) Research reported that women were less physically capable than men at many work related duties B) Research reported that women were too emotional to perform many work related duties C) Research reported that women who attended college and entered the workforce were less likely to get married D) Research reported that women were less cognitively capable than men at many work related duties 15) Which of the following is an inaccurate statement about rape?

A) Rape can often occur in places or situations where women normally feel safe such as at home or with a family member B) A majority of rape victims are personally acquainted with the perpetrator C) Women who read sexually graphic novels secretly fantasize about being raped D) Experts agree that rape statistics are likely to be largely understated due to lack of reporting 16) ________ contributes to the perception that there are certain jobs for men and certain jobs for women.

A) Male chauvinism B) Feminism C) Sexist language D) Androgyny 17) Which of the following is NOT an economic consequence of institutional sexism?

A) Women receive less promotions and occupy fewer positions of formalized leadership B) Persons working less than 40 hours per week, which include a large portion of women, are ineligible for fringe benefits C) Woman receive lower lifetime salaries than equivalent males D) Women who receive child support payments are ineligible to receive public assistance

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18) Sexual harassment in schools is illustrated by A) teachers have more frequent verbal interactions with boys than girls.

B) girls being more consistently diagnosed with learning disabilities than boys.

C) teachers providing more consistently challenging work for girls.

D) fewer girls pursuing advanced post secondary degrees.

19) Which of the following is a common argument against changing language to be more inclusive and nonsexist?

A) Changing language to be inclusive is a trivial and ineffective way to change sexist attitudes.

B) Changing language to be inclusive reduces gender stereotypes.

C) Changing language to be inclusive often distorts realties.

D) Changing language to be inclusive is costly and time consuming.

20) The central issue in the debate over boys’ academic achievement in schools relative to girls, should be focused on A) equal opportunities for boys and girls to participate in sports.

B) whether both groups are provided with appropriate opportunities to learn.

C) the extent to which teachers are trained in the brain science of gender differences.

D) providing a gender balanced picture of school teachers and administrators.

MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Lesbian 2) Male chauvinist 3) Sexism 4) Cultural sexism 5) Individual sexism 6) Institutional sexism 7) Feminism 8) Glass ceiling 9) Sexual harassment 10) Reasonable person A) most likely to result in charges of discrimination B) oppression and exploitation on the basis of gender C) advocating equal rights for men and women D) failure to promote to highest level of authority E) early colonial concepts of men in a superior role F) criteria for determining tolerable length of discomfort G) personal attitude regarding superiority of the male H) men or women claiming male superiority I) early derogatory term meaning "hateful of men" J) persistently asking for dates

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TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) Of all fundamental human differences, gender may be the category in which people experience the greatest exposure.

2) In the United States, men appear generally to be more comfortable discussing racial issues than gender issues.

3) At one time, contraception in the United States was outlawed.

4) Following WWII, having proved their worth during the war, women workers in the United States were in greater demand than in any previous time in history.

5) Women constitute roughly less than 15% of the U.S. congress, a figure equivalent to most developed countries.

6) The natural argument for male superiority is based upon incidences throughout the natural world for males in a species to be larger, more dominant, and better protectors than females of a species.

7) In the U.S., most women are offered paid parental leave and are guaranteed to have their job back when their leave is finished.

8) Sexism is a unique form of oppression because people who belong to the dominant and subordinate groups live together.

9) In the United States today, the dominant cultural expectation for women is [still] to perform housekeeping duties as well as raise children and/or support ambitions of a husband or partner.

10) Courts assess sexual harassment claims on the bases of a "reasonable person" standard, which means how long should a reasonable person tolerate unwanted behavior before it becomes interoperable?

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Three MULTIPLE CHOICE 1) C 2) B 3) C 4) D 5) C 6) D 7) D 8) B 9) A 10) C 11) D 12) C 13) D 14) C 15) C 16) C 17) D 18) A 19) A 20) B MATCHING 1) I 2) H 3) B 4) E 5) G 6) A 7) C 8) D 9) J 10) F TRUE/FALSE 1) TRUE 2) FALSE 3) TRUE 4) FALSE 5) FALSE 6) FALSE 7) FALSE 8) TRUE 9) TRUE 10) TRUE

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CHAPTER TEN ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Citing three specific reasons, explain why the Kinsey Report made such an impact on attitudes and understanding about the gay-lesbian community?

2) Why do you think homosexuality became such a taboo subject that people in the United States wished to discredit it? Explain as much as you can about how the topic became so unpleasant to Americans?

3) Describe the major focus of each of the following: Cultural Heterosexism, Institutional Heterosexism, and Individual Heterosexism. Develop a matrix that shows the premise for each.

4) How can homosexuals be discriminated against if they don't reveal their identities? Name and explain at least two existing means.

5) Describe the financial and economic losses potentially faced by domestic partners without legal rights.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) According to research on human sexuality studies, which of the following statements is true?

A) There are several different factors that influence our sexual orientation B) Most people are naturally heterosexual or homosexual with only a few people capable of either sexual orientation C) Homosexuality is caused by certain genetic factors associated with brain development D) Environmental factors are the most significant factor in determining sexual orientation 2) The "Band of Thebes" is a historic example of the appropriateness of A) preparing homosexuals to be national leaders.

B) recruiting homosexuals for active duty military service.

C) lesbian contributions to the arts.

D) placing young boys in single sex boarding schools.

3) The term "gay rights" refers to A) protecting the civil rights of homosexuals in areas such as those of housing, employment, medical care.

B) accepting homosexuality as an alternative to heterosexuality.

C) condoning homosexual behavior.

D) All of the above 4) Both the American Medical Association (A.M.A.) and the American Psychiatric Association (A.P.A.) have concluded that homosexuality is A) the consequence of a genetic sexual predisposition.

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B) an unnatural sexual feeling/behavior.

C) one of many varieties of sexual expression/experience.

D) a mental disease.

5) "Greek love" was a euphemism used by British boarding school boys to refer to what activity?

A) Abstaining from sexual activity B) Engaging in sexual activity with adults C) Engaging in gang rape D) Engaging in sexual activity with each other 6) San Francisco became the site of the first major urban gay community in the United States because A) California courts had upheld the constitutionality of having a business designed exclusively for gay and lesbian customers.

B) the people of San Francisco were very accepting of gays and lesbians.

C) many gay and lesbian soldiers returning from World War II came through San Francisco and elected to remain there.

D) Both A and C 7) That people are born with an innate attraction to opposite-sex partners A) has been documented throughout much of history.

B) has been documented by several empirical research studies.

C) is the primary perspective of most Western and non-Western cultures.

D) is primarily a Western cultural attitude.

8) Which of the following was considered an "approach" to eliminating various forms of sexual desire, including homosexuality?

A) Sterilization B) Castration C) Electric shock D) All of the above 9) The 1948 Kinsey Report publicized the concept of "sexual orientation" as A) a dynamic sexual attraction that varied along a continuum depending on life stages.

B) a flexible sexual attraction based primarily on characteristics of sexual experiences.

C) a fixed sexual attraction towards either members of the same-sex or members of the oppositesex.

D) a continuum of sexual possibilities ranging from exclusively homosexual to exclusively heterosexual with a variety of bisexual orientations in-between.

10) While the psychological community in the second half of the 20th century continued to regard homosexuals as having "mental defects" a plausible alternative to many was A) homosexuals were often psychologically maladjusted as a result of condemnation and not orientation.

B) homosexuals were often vilified by Western-religion.

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C) the majority of homosexual relationships required discreetness and therefore intense selfsuppression.

D) All of the above 11) Homosexuality was removed from the American Psychological Association's list of mental illnesses in 1 A) 2003.

B) 1983.

C) 1973.

D) 1993.

12) Cultural heterosexism, or the dominant culture's belief that heterosexuality is normal and that orientations other than heterosexuality are deviant is A) medically and historically disputable.

B) supported by an overwhelming majority of U.S. voters.

C) belief that is supported by most Western societies.

D) supported by a majority of faith-based churches.

13) The term "faggot" as derived from "fagot" or bundle of sticks, was applied to homosexuals as slur to represent A) homosexuals tending to form closely knit groups for safety and security.

B) persecuted homosexuals were sometimes piled together and burned like a bundle of sticks.

C) there is no historical connection between "a bundle of sticks" and homosexuality.

D) homosexuals need to be discrete about their relationships.

14) The Catholic church accepts that individuals are pre-disposed to homosexuality while A) most Protestants remain neutral about the issue of homosexuality.

B) biblical passages demonstrate that homosexuality is a sin.

C) still seeking to "cure" homosexual Catholics of their "illness."

D) still continuing to denounce homosexuality.

15) Controversies over how the bible depicts homosexuality include all of the following, EXCEPT: A) heterosexist biblical authors assumed homosexuality betrayed human nature.

B) other biblical injunctions (eating pork, working on the Sabbath) have become re-interpreted, therefore standing to reason that injunctions against homosexual acts deserve reinterpretation.

C) certain bible passages have been mistranslated to denounce homosexuality.

D) All of the above are controversies that arise when considering how the bible depicts homosexuality.

16) Which of the following statements about homosexuality is accurate?

A) Homosexual relationships can be monogamous and lifelong B) Anyone who has engaged in a homosexual act is a homosexual C) Homosexual have refused a heterosexual lifestyle as a result of negative heterosexual experiences D) Homosexuals have a greater tendency to become pedophiles

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17) Rights and privileges sought by domestic partnership legislation include all but which of the following A) eligibility to share in partner's employment benefits.

B) provides domestic partners the right to be married in a church of their choosing.

C) right to make decisions about one's domestic partner should that partner become incapacitated.

D) legal rights of inheriting domestic partner's property.

18) Domestic partner legislation is A) well-established in numerous countries throughout the world.

B) an attempt to provide rights and privileges to domestic partners that is equal or greater to those enjoyed by legally married partners.

C) unique to the United States and therefore requires charting new territory.

D) a wedge issue that struggles to find common ground between most U.S. political parties.

19) Which of the following is UNTRUE about the "don't ask, don't tell" policy of recruiting and retaining homosexuals in the U.S. military?

A) The policy requires homosexuals to "keep quiet" or "lie" about their sexual orientation to avoid being discharged from the military B) The policy has resulted in an increase in the numbers of homosexuals discharged from the military based on sexual orientation C) The policy has increased the retention and advancement of homosexuals in the military D) The policy was intended to discourage attempts to discharge homosexuals from the military on the basis of sexual orientation 20) Which of the following national organizations support the right of gays as parents?

A) American Academy of Pediatrics B) American Bar Association C) American Psychological Association D) All of the above MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Homophobia 2) Sexual orientation 3) LGBT 4) Sexual preference 5) Pedophile 6) Heterosexual assumption 7) Institutional heterosexism 8) Individual heterosexism 9) Cultural heterosexism 10) Religious heterosexism

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A) societal reinforcement of heterosexual assumption B) discriminatory laws, customs, and practices C) erroneous notion that sexual orientation is self-selected D) attitude or action demonstrating one's aversion to homosexuality E) long, uneven history denouncing homosexuality F) belief that humans are born heterosexual G) support group for gays and lesbians H) desires sexual contact with children I) sexual identity based on desires and behaviors J) negative attitudes that homosexuality is unnatural TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) In prison studies, the overwhelming majority of those incarcerated for child molestation are not homosexuals but heterosexual men.

2) Because homosexuals are focused upon sex and not love, gay men and lesbians tend to be sexually promiscuous.

3) Anyone who has ever engaged in a homosexual act is not necessarily a homosexual.

4) There has been an increase in discharges of gay men and lesbians in the military since the "don't ask, don't tell." policy was implemented.

5) The United States Supreme Court has ruled that businesses must recognize domestic partnership.

6) Culture often determines societal attitudes toward homosexuality.

7) Medieval churchmen were extremely tolerant to homosexual behavior and welcomed them into their churches as sanctuary.

8) Gay Straight Alliance support groups for high school-aged youth create more confusion around sexual orientation than clarity and support.

9) Sexual activity between animals of the same sex has been documented in every group studied.

10) American Christian churches are unanimous today in the denouncement of homosexuality.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Three MULTIPLE CHOICE 1) A 2) B 3) A 4) C 5) D 6) D 7) D 8) D 9) D 10) D 11) C 12) A 13) B 14) D 15) D 16) A 17) B 18) A 19) C 20) D MATCHING 1) D 2) I 3) G 4) C 5) H 6) F 7) B 8) J 9) A 10) E TRUE/FALSE 1) TRUE 2) FALSE 3) TRUE 4) TRUE 5) FALSE 6) TRUE 7) FALSE 8) FALSE 9) TRUE 10) FALSE

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CHAPTER ELEVEN ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Provide a narrative history of how the poor were treated in the U.S. prior to the 20th century.

Select three historical events, conditions, or situations that highlight the evolution of American attitudes toward low-income individuals or groups. Illustrate with detail why each is significant to you in demonstrating changes in how poor people have been accommodated.

2) Identify and explain ways that financial institutions (i.e. banks, check cashing stores, rent-toown stores) exploit the poor.

3) Examine the myths and corresponding realities about welfare recipients. For three of the six myths explain in detail why you think someone would believe the myth and what it would take (if anything) for that person to be convinced of the corresponding realities.

4) The text proposed nine possible means of assisting people in poverty or helping families stay out of poverty. Select three of those suggestions then explain how each would serve low-income families with long-term results.

5) 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.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) The relationship between family income and scores on scholastic aptitude tests is A) the higher the income the higher the scores.

B) middle income students have the highest scores.

C) the higher the income the lower the scores.

D) there is no relationship between family income and scholastic aptitude test scores.

2) Which of the following is not an accurate statement concerning distribution of wealth in the United States?

A) The top 4% of families in the United States have as much wealth as the bottom 51% B) The top 10% control more than 70% of the wealth in the United States C) The distribution of wealth in the United States is a bell shaped curve with most of the money in the middle-class D) The salaries of Chief Executive Officers (CEOs) for American Corporations is approximately 30 times the salary of the average worker 3) In the late 1800's, adoption of children of poor families became a means of A) allowing poor fathers and mothers unencumbered opportunity to seek work.

B) middle- and upper-class Americans helping to snap the cycle of poverty.

C) punishing families for being poor.

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D) reducing populations in orphanages.

4) Which of the following is an accurate statement about children living in poverty in the United States?

A) 15% to 20% of all children live in poverty B) Children with low birth weights are more likely to earn approximately 15% less than their normal birth weight peers C) One out of five children born in the United States today lives in poverty D) All of the above are accurate statements 5) Which of the following is not an example of a historic attempt in the United States to respond to the problems of those people living in poverty?

A) Poorhouses B) Outdoor relief C) The New Deal D) All of the above were U.S. responses to poverty 6) Outdoor relief included all the following accommodations for poor and homeless people, EXCEPT: A) Providing care when no family were available B) Requiring new villagers to provide proof of their ability to care for themselves C) Distributing food and funds to people as needed D) Sharing one's home and meals 7) Reasons for increases in poverty in 19th century America include all EXCEPT for which of the following?

A) Genetic predisposition to avoid work B) Wages were barely adequate to support a family C) Hazardous work led to on-the-job injuries without compensation D) Consistent immigration contributed to labor surplus 8) Why were children removed from poorhouses?

A) Children from poorhouses were sent to state-run boarding schools B) Unsanitary conditions and prevalence of illness were more hazardous to the health of children C) Children in poor houses were often victims of sexual assault D) Belief that although poverty was a genetic defect, children could be saved if removed from their parents 9) What allowed employers to keep wages low, and in some cases, even reduce wages?

A) The continuing flow of immigrants resulted in an increase in competition for jobs among the poor B) The industrial revolution created a labor surplus C) Low-skilled laborers were often injured as a result of poor working conditions and had to take pay cuts in order to keep their jobs D) Many immigrants who were just learning English were taken advantage of during wage negotiations

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10) As a result of the New Deal, the Economic Security Act of 1935 created all of the following to provide basic protection and support for those in need EXCEPT for A) college loan forgiveness.

B) welfare assistance.

C) unemployment insurance.

D) social security.

11) Correlations between poverty and poor achievement in school are related to all EXCEPT which of the following?

A) Children living in poverty are more likely to suffer from illness and less likely to receive consistent medical care B) Children living in poverty lack parents who are able to provide academic support C) Children living in poverty are less likely to live in homes that promote financially and personal security D) Children living in poverty are less likely to have daily nutritional needs met 12) Schools that remain on the "in need of improvement" list for four or five years have what option?

A) Extending their school day or year B) Replacing all or most of their staff C) Contracting with an outside entity or with the state to operate the school D) All of the above 13) More than by any other classification, U.S. schools are segregated by A) religion.

B) social class.

C) race.

D) gender.

14) Which of the following is UNTRUE of welfare?

A) Many welfare recipients accept aid for less than a year, and most accept aid for less than five years B) The size of most families receiving welfare is about the same as the typical American family C) The number of persons on welfare is increasing at a greater rate than the U.S. population D) The concept of welfare in the form of federally financial support extends from individuals and families to businesses and corporations 15) Redlining, a process used by financial institutions to exploit poor people, refers to A) exorbitant fees assessed by banks for cashing payroll checks.

B) refusal to lend money for mortgages or home improvements based on home's location in an undesirable neighborhood.

C) requiring higher minimum checking account balances of banking clients considered to be "high-risk."

D) refusal of loans based on bad credit ratings.

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16) All of the following are examples of how merchants exploit poor people EXCEPT: A) Omitting the price on a tag, forcing the customer to ask for the price B) Advertising a high quality product at a low price C) Using collateral for a loan with an extremely large interest rate D) Renting a product with the intent to own by making weekly payments 17) Federal and state governments can assist families living in poverty in of the following ways EXCEPT: A) Provide Tax relief for low-income families B) Increase support for education opportunities such as Head Start, summer school, and preschool for low-income children C) Keep minimum wage at the current rate D) Subsidize child-care services for low-income women enrolled in education or training programs 18) A profound contrast between ageism and other forms of discrimination is that ageism A) is not marked by stereotyping and implicit prejudice B) operates without conscious awareness, control or intent.

C) calls forth no social sanctions resulting from negative attitudes and beliefs corresponding to age.

D) is a product of social perception more than deep seated biases towards individuals or group of individuals.

19) Problems related to ageism should be important to everyone due to A) each generation becoming the elderly population for the next.

B) significantly decreasing life spans.

C) the trend that more elderly are moving in with their adult children.

D) the significant economic contributions of both young and old.

20) The difference between having positive as opposed to negative perceptions of aging A)is relatively insignificant B) is that negative portrayals of aging result in stereotyping.

C) is that positive portrayals of aging have are of little significance while negative portrayals of aging have numerous negative effects.

D) is that positive of aging relative to negative portrayals represent substantial longevity increases.

MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Classism 2) Institutional classism 3) Individual classism 4) Cultural classism 5) Heredity pauperism 6) Lodger

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7) Failure of character 8) Welfare abuse 9) Rent-to-own 10) Middle class A) weekly payments to purchase goods at high cost B) theory that being poor was a genetic defect C) attitudes and discriminatory action because of socioeconomic status D) attitudes and discriminatory action stemming from prejudice against poor people E) negative messages about people living in poverty being deficient and inferior F) policies and practices that favor wealthier and discriminate against lower-income G) economic status determined by combination of income and societal attitudes H) male or female worker paying to live in one's home I) conclusion about those who ask for assistance J) belief that anyone who wants a job can find one TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) Colonists to the New World came from a culture where it was a well-established tradition that caring for the poor was both a local and religious obligation.

2) Colonial America knew of European attempts to cope with poor people by punishment, banishment, auction, execution, and forced labor.

3) As the number of poor in Europe increased during the 14th and 15th centuries, personal obligation to care for the poor became greater.

4) In the late 1700s and into the 1800's, outdoor relief became an alternative to poorhouses.

5) The Christian faith in America was a major contributor to increasingly accepting attitudes toward the poor.

6) The legacy from President Roosevelt's New Deal is the involvement of U.S. federal government in poverty issues.

7) Comparing the number of children, adults, and elderly people on welfare, the majority of welfare recipients are elderly.

8) Seventy-five percent of families on AFDC did not stay on welfare for more than five years.

9) Differences in socio-economic privilege are insignificant factors in enhancing cognitive development of children and youth.

10) While the gap between the nation’s richest and poorest continues to grow, many Americans continue to believe in the promise of social mobility in the United States.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Three MULTIPLE CHOICE 1) A 2) D 3) B 4) D 5) D 6) B 7) A 8) D 9) A 10) A 11) B 12) D 13) B 14) C 15) B 16) B 17) C 18) C 19) A 20) D MATCHING 1) C 2) F 3) D 4) E 5) B 6) H 7) I 8) J 9) A 10) G TRUE/FALSE 1) TRUE 2) TRUE 3) FALSE 4) FALSE 5) FALSE 6) TRUE 7) FALSE 8) TRUE 9) FALSE 10) TRUE

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CHAPTER TWELVE ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Some people think that disability and handicap are the same and can be used synonymously.

Define each term and provide examples of each to explain how they are different.

2) Identify and explain three of the seven historical perceptions of non-disabled people toward people with disabilities.

3) Why should persons with disabilities be considered an oppressed minority group? List at least three reasons for your conclusion. If they should not, use material from your text to justify your response.

4) Use examples to contrast how the U.S. supports its citizens with disabilities with how other countries support their citizens with disabilities. In your own words, explain why disparities like these would exist between developed counties. State why you believe the disparity is acceptable or not.

5) Explain Reagan’s reasoning as to how the culture of the deaf community illustrates the need for scholarship on the topic of disability culture?

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) Historic cultural perspectives of people with disabilities include all of the following except that they may be A) a societal menace.

B) accessible for medical experimentation.

C) forever childlike.

D) psychologically unstable.

2) Individual ableism includes consideration of all but which of these A) established laws, customs, and daily practices.

B) methods of living, working, leisure, and sex.

C) selection of language.

D) predisposition against too broad a span of abilities.

3) Institutional ableism does not include consideration of our A) notion of public responsibility.

B) personal attitudes towards disabilities.

C) concept of nursing and assisted living facilities.

D) religious beliefs regarding people who are different.

4) A harmful outcome resulting from labels used in schools is that A) school personnel incorrectly perceive that students are receiving the support they need.

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B) parents of children with special needs do not support school recommendations.

C) negative attitudes fostered by labels are unfairly projected on overrepresented groups.

D) school administrators are over-using labels in order to garnish greater financial support from their districts.

5) The passage of what act was considered as the first public acknowledgment that people with disabilities could be considered a minority group in need of civil rights protections?

A) Disability Act B) Rehabilitation Act C) Cultural Ableism Act D) Americans with Disabilities Act (ADA) 6) Until the 16th century, persons with disabilities were A) were left to fend for themselves as vagrants and beggars.

B) received relief from monasteries and often times, their corresponding hospices.

C) were cared for by a locally provided "outdoor relief."

D) often cared for by relatives.

7) Literature and films, including Captain Hook, Long John Silver, The Hunchback of Notre Dame, The Phantom of the Opera and others, portray disabled people as evil. This is an example of what historical perception of people with disabilities?

A) Holy Innocent/Eternal Child B) Object of Ridicule C) Menace to Society D) Object of Pity 8) Which of the following is UNTRUE regarding persons with disabilities?

A) Until the 19th century, it was common in the U.S. to expect families to care for their disabled relatives at home B) A person with a disability is a incapable of living a normal life C) A barrier experienced by those with mental retardation regarding their ability to live independently is that of being encouraged to continue childish behaviors instead of learning more adult behaviors D) 20% of Americans have some form of disability 9) Although 1 in 5 Americans have some form of disability, there is a common assumption that disability means ____________ as opposed to __________.

A) handicap; deficit B) deficit; difference C) difference; ability D) handicap; non-able 10) Disability is to handicap as A) functional barrier is to environmental barrier.

B) environmental barrier is to functional barrier.

C) environmental barrier is to attitude.

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D) functional barrier is to impairment.

11) Eugenics, or forced sterilization, was not placed on a list of Nazi war crimes because A) allied authorities determined that similar laws had recently been upheld in the U.S. B) Nazi war crimes did not include Eugenics.

C) the global community at that time determined that nation-states had a right to eradicate those classified as burdens to society.

D) involuntary sterilization was acceptable in instances were persons with disabilities were unable to communicate in their own defense.

12) Following the reformation, A) additional monasteries were constructed, many of which cared for persons with disabilities.

B) the Catholic church recast its image as being more tolerant and accepting of persons with disabilities.

C) various plagues infected disproportionate numbers of persons with disabilities.

D) attitudes towards persons with disabilities became increasingly hostile as those persons had fewer places to go.

13) Institutional care ratings in the U.S. for persons with disabilities are A) seriously deficient in quality of care and residential safety.

B) among the most respectable in the world.

C) radically shifting as a result of the American Disabilities Act and Section 504.

D) varied depending on type of institution, public or private.

14) State "deinstitutionalization" laws A) have provided much needed tax relief for privatized caregivers.

B) have provided substantial relief for persons with disabilities.

C) have failed to positively curb the poor quality of care provided to many people with disabilities.

D) require that certain standards of care be upheld by institutions serving persons with disabilities.

15) Providing community-centered home-based care to persons with disabilities provides A) lower cost care without a reduction in quality.

B) lower cost and higher quality of care overall.

C) mixed outcomes regarding both cost and level of care.

D) higher cost but higher quality care.

16) Results of community-based care for persons with disabilities includes all of the following EXCEPT: A) Decrease in safety B) Greater fulfillment C) Less expensive D) Increase normalization 17) Relative to several European countries, the U.S.

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A) provides equal or greater care to persons with disabilities.

B) spends less on long-term disability benefits.

C) spends more per capita on direct support for persons with disabilities.

D) provides higher quality care over-all, but at a higher cost to tax payers.

18) Supplemental Security Income for persons with disabilities provides A) supplemental financial support in times of crisis.

B) monthly financial support up to one half a person's monthly salary.

C) supplemental financial support in times of transition.

D) financial support to persons with disabilities as long as they remain without other means of financial support.

19) In addition to being subject to housing discrimination, persons with disabilities are subject to discrimination in all of the following areas EXCEPT: A) Politics B) Education C) Health care D) Jobs 20) Workplace discrimination towards persons with disabilities includes A) fewer opportunities for advancement.

B) being paid less than persons with similar responsibilities.

C) less likelihood of being able to receive time off.

D) Both A and B MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Disability 2) Handicap 3) Mainstreaming 4) Cultural ableism 5) Menace to society 6) Object of ridicule 7) Deviant 8) Inclusion 9) Normalization 10) Ableism A) the education of all students in a least restrictive environment B) appearance or behavior different from the norm C) notion that people with disabilities are inferior D) society's promotion of negative beliefs and images regarding persons with disabilities E) interference with function caused by any physical, mental, or emotional impairment F) carnival or sideshow participant G) creating life conditions as good as those of average citizens

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H) including all learners into regular school classrooms I) environmental or attitudinal barrier that limits opportunity for participation J) evil, unrepentant, and destructive person TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) The first secular institutions that people with a disability were placed in were hospitals for the insane called "lunatic hospitals."

2) Fewer taxpayer dollars are needed to support people with a disability in their own home than to place them in institutions.

3) Martin Luther believed that all children were "children of God" regardless of ability.

4) Early American history suggests that deviants included mental "defectives" in addition to a wide variety of societal wrongdoers.

5) Calvinists historically believed that Satan possessed people with mental retardation.

6) Disability advocates cite inclusion as one of the greatest challenges faced by persons with disabilities.

7) Institutionalization of individuals is a recent and growing trend in the United States.

8) Federal laws exist in the United States that protect against discrimination of disabled workers.

9) Although some persons with disabilities are unable to work, most persons can learn to overcome many of their handicaps.

10) While there is agreement regarding the offensiveness of certain terms relating to disabilities, the term disabled embodies a historic practice of keeping disabled people apart from society.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Three MULTIPLE CHOICE 1) B 2) A 3) B 4) C 5) B 6) B 7) C 8) B 9) B 10) A 11) A 12) D 13) A 14) C 15) B 16) A 17) B 18) D 19) A 20) D MATCHING 1) E 2) I 3) A 4) D 5) J 6) F 7) B 8) H 9) G 10) C TRUE/FALSE 1) TRUE 2) TRUE 3) FALSE 4) TRUE 5) TRUE 6) FALSE 7) FALSE 8) TRUE 9) FALSE 10) TRUE

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CHAPTER THIRTEEN ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Explain traditional assumptions about education regarding A. Purpose of schools B. How students learn C. Role of the teacher 2) Explain the shifts multicultural education represents to each of the following assumptions A. Purpose of schools B. How students learn C. Role of the teacher 3) List then describe at least four changes that would need to occur for schools in the United States to make progress toward a Multicultural Education model.

4) Provide a summary of what it means to approach education in ways that are multicultural. In your opinion, are such approaches too idealistic? What barriers do you foresee to such approaches, and how might you convince a school, school district, or community to overcome them?

5) Describe characteristics necessary of culturally responsive teachers. Examine the extent to which you posses each characteristic.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) 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.

2) Traditional education and multicultural education A) challenge students to adjust assumptions about curriculum, content, learning, teaching, and the purpose of schools.

B) are based on the following four essential disciplines: social studies, science, math, and English.

C) both seek to transmit significant knowledge from past to future generations.

D) are philosophically and critically different.

3) The order of Banks' categorization of approaches to educational reform is A) social action approach, transformative approach, additive approach, contributions approach.

B) contributions approach, additive approach, transformative approach, social action approach.

C) additive approach, transformative approach, social action approach, contributions approach.

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D) contributions approach, additive approach, social action approach, transformative approach.

4) Of the four approaches to Multicultural curriculum reform, which two are satisfactory according to Banks and Nieto?

A) Contributions and transformative approaches B) Contributions and additive approaches C) Additive and transformative approaches D) Transformative and social action approaches 5) A "social reconstructionist approach" to education includes all but which of the following A) a focus on continuing struggles by diverse groups against oppression.

B) use of an activist curriculum addressing problems in schools and communities.

C) primarily focused on cultural diversity.

D) an emphasis on democratic classroom practices to develop student decision-making skills.

6) The term "multicultural" is defined as a society made up of cultural groups based upon A) sexual orientation, occupation, age.

B) race, ethnicity, religion, income.

C) language, nationality, gender, ability.

D) All of the above 7) The term "essentialism" emphasizes each of the following, EXCEPT: A) The knowledge explosion B) Acquisition of skills and appreciations C) Retention of information D) Core American values 8) The concept of multicultural education is concerned with all of the following, EXCEPT: A) Developing life-long learning skills B) Influences of diverse groups on American history C) Representation of contributions of minority groups D) A core of knowledge identified as critical for every child and youth 9) While both multicultural education and education that is multicultural/social reconstructionist promote cultural pluralism, what is different between the two?

A) Multicultural education emphasizes respect for human differences - social reconstructionist education emphasizes structural inequities and prepares students to be active participants in democracy B) Multicultural education advocates are in favor of limiting tracking while social reconstructionists are in favor or tracking 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 10) Significant obstacles to learning in essentialist schools include

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A) students learn at different rates.

B) students misunderstanding of conceptual frameworks.

C) students abilities at retaining and applying knowledge.

D) students lack of prior multicultural education experiences.

11) A hidden curriculum can be described as A) an intentional yet deceptive way to get students to learn without them knowing they are actually learning.

B) curriculum that has been approved by districts or school boards but that remains "on the shelves" of most schools.

C) an instructor's attempt at weaving a multicultural education into existing course content.

D) subtle cultural messages learned from course curriculum, school policies, and school procedures that validate societal norm and values.

12) Howard Gardner's theory of multiple intelligences suggests that A) self-confidence is necessary for learning.

B) individuals posses one or two of many different learning preferences.

C) students of color have distinct learning preferences.

D) individuals have the capacity to engage in each of seven distinct learning preferences.

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) specific content modules need to be combined into a fixed number of core concepts.

C) it is developmentally inappropriate for elementary students and some middle school students.

D) students are involved in a dynamic search for knowledge that is never finished.

14) Which does not describe cognitive developmental theory as understood by multicultural education advocates?

A) Knowledge is constructed through a combination of thought and experience B) Learning is a process of mean-making C) Learners categorize, organize, and simplify beliefs in order to achieve understanding D) Identification of a child's distinct learning styles provides that learner with a foundation for critical thinking 15) Which of the following is inaccurate about employing democratic practices in schools?

A) Democratizing classrooms means turning power over to students B) Students have a right to have their questions, interests, issues, and aspirations play a role in their learning C) Students and teachers are able to work together to create successful learning environments D) All of the above 16) Institutional factors contributing to the achievement gap do not include A) uneven distribution of advanced level course between schools B) some schools have fewer qualified teachers than others.

C) uneven distribution of standardized test scores between districts.

D) some schools receive far fewer resources than other schools.

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17) Which of the following are ways in which curriculum can be reshaped to be more culturally responsive?

A) Have students relate aspects of their communities to classroom content.

B) Allow students to set project goals and timelines.

C) Use resources other than text books.

D) All of the above 18) The following could be considered a reasonable contradiction to culturally responsive teaching.

A) A teacher understands they have both particular and limited viewpoints.

B) A teacher understands that high expectations must be communicated for all students.

C) A teacher is realizes that using text book supplements limits the extent to which student perspectives are infused into the curriculum.

D) None of the above 19) Requesting that students take minority perspectives on issues involving race, social class or gender is an example of A) Critical pedagogy B) Progressivism C) Essentialism D) Global education 20) Teaching conflict resolution skills in schools and classrooms can result in all but which of the following gains.

A) Increases in students’ abilities to successfully manage and navigate their own conflicts B) Increases in student’s social support from other students.

C) Decreases in the numbers of conflicts experienced by school-age youth overall.

D) Decreases in victimization by others MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Multicultural education 2) Global education 3) Diversity education 4) Essentialism 5) Multiculturalism 6) Retention 7) Transformation approach 8) Hidden curriculum 9) Reconstructionist curriculum 10) Social action approach A) take action based on beliefs and conclusions B) emphasis on understanding what could be rather than past events

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C) heed to contributions of all races, ethnicities, and Nationalities D) emphasizes concepts and themes E) learned through social and attitudinal fabric of the school itself F) ability to recall knowledge that has been taught G) learn about world cultures H) central facts necessary for every child and youth to learn I) study racial and ethnic groups in the US today J) prepare children for positive role in diverse society TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) Hidden curriculum is a term to describe what teachers really wish to teach separate from a prescribed curriculum.

2) Gardner suggests a series of seven or more different learning styles or ways in which learning may occur.

3) A multicultural education recommends integrating issues and information about race and ethnicity into school curricula.

4) An essentialist teacher is first and foremost a transmitter of information.

5) Multicultural education starts with having tolerance towards diversity 6) Cooperative education strategies have not proved any more effective than have strategies that encourage real-life competition.

7) Multicultural education advocates emphasize tracking so that learners have the opportunity to learn at levels that are developmentally appropriate.

8) Once teachers learn how to be culturally responsive, they can begin creating assessments that better reflect the various needs and backgrounds of their students.

9) Culturally responsive teaching is similar to other strategies which promote successful classroom practices and increase student learning.

10) Knowing about human differences and desiring to learn more, examining attitudes and biases and understanding the need to look at issues from more than one perspective are all part of becoming a multicultural person.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Four MULTIPLE CHOICE 1) D 2) D 3) B 4) D 5) C 6) D 7) A 8) D 9) A 10) C 11) D 12) D 13) D 14) D 15) A 16) B 17) D 18) C 19) A 20) C MATCHING 1) J 2) G 3) I 4) H 5) C 6) F 7) D 8) E 9) B 10) A TRUE/FALSE 1) FALSE 2) TRUE 3) FALSE 4) TRUE 5) FALSE 6) TRUE 7) FALSE 8) FALSE 9) TRUE 10) TRUE

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CHAPTER FOURTEEN ESSAY. Write your answer in the space provided or on a separate sheet of paper.

1) Select THREE of the following institutional areas and explain efforts occurring to promote change toward a more pluralistic perspective. What obstacles to such efforts still exist?

A. Federal government B. Higher education C. Business D. Mass media E. Military 2) Describe how each institution from above is working to confront oppression created by at least one of the following. In your response, use each institution and each "ism" at least once A. Heterosexism B. Racism C. Sexism D. Classism 3) Explain the controversy over Affirmative Action, as provided in Title VII of the 1964 Civil Rights Act. Provide an opinion as to when, where, and why affirmative action is or is not acceptable. In your opinion, refer specifically to how affirmative action occurs in business and education and either validate or oppose past court rulings.

4) Explain whether diversity has been a strengthening or a segregating agent in your past experiences relative to school, work, and your social life. Describe how and why you think your experiences either support content from the chapter or discount it.

5) Describe the mainstream media’s overall lack of diversity in its workforce and explain why this issue presents a potentially greater harm than differences in diverse workforce representation in other industries.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1) American diversity can be best described as A) legislation allowing same sex civil unions in a number of American states.

B) the combination of ethnicity, religion, social class, ability, gender, sexual orientation, age, region, and dialect represented by U.S. citizens.

C) the widening income disparity between individuals in the highest income brackets and families below the poverty line.

D) the balance between men and women represented in business and politics.

2) Although affirmative action plans intend to strengthen communities by creating racial and gender equity, they do NOT

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A) satisfy affirmative action opponents who call affirmative action practices a form of "reverse discrimination."

B) eliminate the stigma connected to individuals positively affected by affirmative action programs.

C) mandate that government agencies, colleges, and corporations meet certain racial quotas.

D) All of the above 3) Which is an inaccurate description of the current undergraduate population?

A) Almost half of the current undergraduate population is over 34 years old B) A large majority of current undergraduates are positively affected by affirmative action plans C) Over half of the current undergraduate population is the first member of their immediate family to attend college D) Undergraduates with learning disabilities are currently the fastest growing group of classifiable undergraduates 4) The U.S. Supreme Court has found all but which of the following?

A) Laying off employees based on seniority is legitimate B) Companies may not engage in hiring practices to fulfill "racial quotas" C) Hiring practices involving hiring the most qualified candidates are legitimate D) The U.S. Supreme Court has consistently upheld all of the above 5) Following a string of bizarre racist incidents occurring at Denny's restaurants, the chain A) reinvented itself by substantially increasing minority representation throughout all facets of the organization.

B) provided intense and mandatory diversity training for all restaurant employees.

C) was boycotted by supporters of an NAACP sponsored initiative.

D) relinquished a significant share of the restaurant market and fired its CEO. 6) Recognition of the importance of diversity in the workplace A) is a characteristic of most successful business because they understand and appreciate 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.

7) Historically, diversity training was often poorly received because A) diversity trainings were confrontational and therefore antagonizing.

B) diversity trainings emphasized "sensitivity training" which proved largely ineffective.

C) diversity training lacked appropriate pre(-) and post(-) measures for evaluating their effectiveness D) Both A and B 8) Although the "glass ceiling effect" is known to prevent women from rising in management as high as their abilities might permit - Jones and George reported that male managers outperformed female managers at A) listening and motivating others.

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B) producing high-quality work.

C) communicating effectively.

D) None of the above 9) The outcome of a WWII study regarding desegregation in a military unit resulted in which of the following?

A) A continuation of follow-up studies involving desegregating police units and fire houses B) All soldiers in the study functioned effectively 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 10) A valid reason that corporations have been successful at promoting diversity in the work place is that A) larger numbers of minorities who are college-educated are entering the workforce.

B) court rulings have applied pressure to corporations to promote diversity.

C) corporations understand the purchasing power of diverse consumers.

D) affirmative action programs have proved successful in business models.

11) The core of the debate surrounding U.S. affirmative action policies can be described by which of the following questions?

A) Are schools and businesses entitled to hire/recruit the best available candidates?

B) Do unequal numbers of women and minorities in business and education warrant a more just distribution?

C) Are victims of past discrimination entitled to compensation?

D) Both B and C 12) Which of the following statements accurately summarizes the city of Richmond, Virginia's set-aside program: A) It was narrowly approved by a racially divided Richmond city council.

B) It was a model affirmative action program created with empirical data to provide support for minority-owned businesses.

C) It was determined by the U.S. supreme court to have not been an effective, race-neutral strategy for remedying past discrimination.

D) The program set aside plots of land to be used for urban parks and playgrounds.

13) Which of the following is not a reason why women and persons of color would challenge the lack of relevance and inclusiveness in college curricula?

A) Existence of subtle and sometimes obvious racist or sexist themes B) Women and persons of color are consistently underrepresented on most college campuses C) Women and persons of color consistently encounter minimal information about their groups D) What is included in and excluded from an education is an indication of what a culture deems as important 14) 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.

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C) the skills that are lacking among those who are advantaged by affirmative action programs.

D) the preparedness of white male students for virtually every element of the society in which we live.

15) 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) race and racial quotas cannot play a role in admissions decisions.

C) for race to be used in college admissions, in any form, violates the civil rights of white students.

D) while race can be used as a factor in admissions it cannot be linked to the existence of racial quotas.

16) A majority of female military personnel desire combat assignments because A) being placed in combat assignments increases educational opportunities.

B) only combat veterans are eligible to receive military honors.

C) there are greater pay-outs for active duty military personnel.

D) major promotions are available only to those who prove their worth on the battlefield.

17) The positive portrayal of a person with a disability in prominent advertisement A) can spawn a trend resulting in larger numbers of similar advertisements B) can be seen as an insensitive way to market or promote a product.

C) has very little to do with market segment.

D) All of the above 18) Films like To Kill a Mockingbird, Time to Kill and Mississippi Burning A) were heralded for denouncing racism B) present blacks as being powerless and therefore incapable of saving themselves C) depict portrayals of oppression D) All of the above.

19) 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) women held almost exclusively medical or administrative assignments.

D) All of the above 20) The U.S. Military’s policy on Gays and Lesbians in uniform is A) “Don’t ask, don’t tell” implying it is acceptable for Gays and Lesbians to serve but that they do so at their own peril.

B) that non-heterosexual men and women are not permitted to serve in the U.S. Armed Forces.

C) that only during wartime are Gays and Lesbians permitted to service in the U.S. Armed Forces.

D) All of the above

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MATCHING. Choose the item in column 2 that best matches each item in column 1. Match the group, concept, or term with the most appropriate related item.

1) Pluralism 2) Workplace diversity 3) Affirmative action 4) Glass ceiling 5) Mass media 6) Seniority system 7) Reverse discrimination 8) Set-aside program 9) Risk rule 10) Sexual harassment A) claim of providing unfair advantage to minority job applicants B) prevents women and minorities from reaching their potential C) repeated and unwelcome sexual remarks or gestures D) reinforces societal norms and values E) institutional ideal toward creating diverse workforces F) employment insurance, often not extended to women or minorities G) limits opportunities for women in the military H) percent of tax-supported projects reserved for minority-owned firms I) general acceptance of a diverse population and/or culture J) written plan to reduce discrimination TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.

1) California Proposition 209 is notable in that it gained statewide support for affirmative action as allowed by Title VII of the Civil Rights Act of 1964.

2) Courts have rejected racial quotas as a means of meeting the 1964 Civil Rights Act. 3) One recent study found that 59% of minority managers believed there was a "racially motivated double standard in the delegation of assignments."

4) Sexual harassment has been mostly eliminated.

5) Affirmative action programs are begun only when courts mandate them to be enacted.

6) The American military now has procedures for accommodating religious differences.

7) Diversity training is an activity often provided for employees of large institutions, particularly retail businesses, military units, and public service companies.

8) The marked increase of black on-screen characters within the entertainment industry has been followed by a significant increase of black writers for shows with prominent characters of color.

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9) Multiculturalists often challenge the lack of relevance and inclusiveness of college curricula.

10) Diversity in higher education refers to primarily to differences in race, gender and ethnicity.

Koppelman, Understanding Human Differences, 3/e Test Bank – Section Four MULTIPLE CHOICE 1) B 2) D 3) B 4) D 5) A 6) A 7) D 8) D 9) B 10) C 11) D 12) C 13) B 14) D 15) D 16) D 17) B 18) D 19) C 20) B MATCHING 1) I 2) E 3) J 4) B 5) D 6) F 7) A 8) H 9) G 10) C TRUE/FALSE 1) FALSE 2) TRUE 3) TRUE 4) FALSE 5) FALSE 6) TRUE 7) TRUE 8) FALSE 9) TRUE 10) FALSE

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