Instructor’s Manual and Test Bank For Understanding Human Differences Multicultural Education for a by welldoneassistant

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

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

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

Overview ......................................................................................................................................... xv General Education ........................................................................................................................... xv Multicultural Education ........................................................................................................... xv-xvi Graduate Programs ........................................................................................................................ xvi Corporate & Public Sector Training .............................................................................................. xvi iii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

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

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

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

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

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

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

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

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

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

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

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

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

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

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

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

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

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

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

Supplemental Student Activities .................................................................................................. 47 vi Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

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

Section 3: Contemporary Dilemmas for Intergroup Relations

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

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

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

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

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

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

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

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

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

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

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

Section 4: The Challenge of Diversity to American Institutions

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

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

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

Personal Clarification Exercises: Explanation ............................................................................. 96 Supplemental Student Activities .................................................................................................. 96 viii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

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

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

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

TABLE OF CONTENTS

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

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

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

Appendix D: Original Research Summary: Human Relations Attitude Inventory ....................... 317 Appendix E: Glossary ................................................................................................................... 319 PREFACE x Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Fourteen Questions About Diversity in America The questions below each represent a concept discussed in the corresponding chapter of Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition (2014). Each item represents an important component of the history of majority-minority relations in the United States. As a means of beginning your study of human differences, test yourself. Can you provide appropriate replies?* 1. What is the difference between race and ethnicity? 2. Can discrimination occur if there is no prejudice? 3. How does communication break down? 4. What was required for United States citizenship in 1790? 5. How was the first form of United States government influenced by Native Americans? 6. Where does the word “God” appear in the United States Constitution? 7. What is the difference between diversity and pluralism? 8. Is the United States today more–or less–segregated than it was in 1954? Why? 9. Compared with the wages of men in comparable jobs, what is the estimated financial loss of lifetime wages for women in the United States who have high school or college educations? 10. What has been the result of the “Don’t Ask, Don’t Tell” policy of the United States military? 11. How is middle class defined? 12. When people with mental illness were first institutionalized in Europe, where were they taken? 13. What is the impetus for teachers in America today to be skilled in multicultural education? 14. How is the United States business community today responding to America’s increasing diversity?

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

Introduction for the Instructor

Objective, Purpose and Outcome

Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition, provides instruction about the issues regarding how humans are different from one another, including the history, effects upon American culture, and backgrounds of current majority and minority populations in the United States. The text is meant to be a first in-depth study for students at any level – community or technical college, university, or on-the-job training in a business or non-profit agency – and regardless of any plans to further study issues of human difference by race, class, gender, or economic inequity in the United States. Objective: The objective of this Instructor Manual is to enhance instructional effectiveness. Purpose: Three purposes for developing this Instructor Manual are: 1. to provide chapter-by-chapter explanations of text-based review and discussion activities; 2. to include answer keys to activities in the review and discussion sections at the end of each chapter; and 3. to recommend a broad variety of additional learner-centered activities that can be used to enhance depth and breadth of understanding, as time permits. Outcome: The desired result of a study of human differences is that readers will become more circumspect in their comments, increasingly aware of the sentiments of others, wiser in decisionmaking, and more readily able to recognize the needs and circumstances of others. Instructor Guide to the Text

Comments in the following pages will acquaint instructors with the text, its structure, format, and individual sections. Another section will describe formal, informal, and ongoing means for assessing student progress in discovering, enhancing, and verbalizing their personal values related to human differences. This manual is intended to assist instructor preparation for teaching a course about race, class, gender, and other human differences. The concluding comments will explain how this text can be used in community colleges, universities, and in public and private American institutions to build skills necessary for good communication, for effective interpersonal and intergroup relations, and for other contemporary daily purposes. Recommendations that appear represent practical advice for beginning a study of how humans are different. In addition, occasional items will appear in text or in boxes headed with the term “Suggestion” as a means of making strong recommendations for teaching practice. Structure of Text

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

3. Contemporary Dilemmas for Intergroup Relations ................................. Chapters 8–12 4. The Challenge of Diversity to American Institutions ............................. Chapters 13-14 xii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

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

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

A hallmark of the Understanding Human Differences text is the provision for extensive participant involvement in exercises that involve group dynamics of questioning, team, triad, and group discussion, interviews, role-plays and situational responses. Provide adequate time in class for students to participate in chapter exercises. Classroom discussion activities are presented at the end of chapters in the text itself. Directions for each activity in the text recommend how students can participate and how each activity might best be conducted. This Instructor Manual provides further personal insight concerning the implementation of these activities, explains their relevance to each chapter, and suggests successful implementation strategies. Instructors will profit from using this manual in their course and lesson planning. Suggestion: Encourage interaction among participants; it is the activities and the time provided for interpersonal discussion that create high degrees of interest and participant motivation in studying the ways in which humans are different. Taxonomy for Student Learning Activities The discussion activities provided at the end of every chapter in this text prompt students to formulate, expand, challenge and/or demonstrate their beliefs, attitudes, and values. Each taxonomic category fulfills a developmental function and relates to specific skill-building tasks as described below: 1. Develop Comprehension and Application Skills: Personal Clarification Exercises are designed for individuals to analyze their own beliefs, attitudes, and opinions.

As in the study of any new body of information, individuals profit from examining implications or cases representing chapter concepts in order to improve their personal xiii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

conceptual frameworks. The intent of personal clarification exercises is to help individual participants relate to information presented in the chapter. 2. Develop Application and Analysis Skills: Interpersonal or Intergroup Exercises are designed to reveal and compare personal perspectives on societal issues; these exercises provide readers with opportunity to discuss, question, or react to facts, events, and phenomena. In interpersonal and intergroup activity, participants are encouraged to express themselves and to listen for perspectives and critiques from others. Beyond personal comprehension, greater cognitive understanding and affective appreciation derive from action and reaction in conversation provided by pairs, teams, and groups. Suggestion: Require course or workshop participants to bring their text to class in order to consult references and to have personal access to end-of-chapter exercises. Develop the habit of referencing the text directly to discourage ill-informed comments or misinterpretations. Since discussion exercises are designed to lead to self-discovery and tend to stimulate follow-up learning, instructors are encouraged to utilize as many of these exercises as possible. Summary Exercises

In the Supplemental Activities section for each chapter we suggest that instructors consider providing time to have a chapter focus review and a term and concept review in order to summarize the information from each chapter and to emphasize significant concepts presented. Although this activity is not required, we highly recommend it as a way to ensure that participants fully comprehend the message, terms and concepts. Community Involvement Exercises

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

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

Glossary

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

PowerPoint Presentations – Visual supplements are available for instructor use in lectures or discussions. With adequate preparation, instructors will find that the use of visuals greatly enhances student comprehension. Research Instrument – An assessment instrument appears in this Instructor Manual – a standard split-half inventory with 70 attitude measurement items. Unique to this college-level textbook, the instrument has been designed to survey pre-and post-assessments of student responses toward issues regarding human differences. In addition, an open-ended course and instructor assessment, feedback, and evaluation instrument is provided in this manual. Test Items: My Test Bank – A unique, new, online test bank supplements this Instructor Manual. Instructors are provided an accessible assortment of exam items from which to develop their own assessment programs. For each chapter there are multiple choice, true/false, matching, and essay questions available. The test bank was developed in two categories:

• •

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

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

This Instructor Manual has been designed to support Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition. Each chapter following this Preface explains a related text chapter; within each, entries contain: Overview of Concepts: Generally a brief paragraph describing content presented and the need or purpose for which the chapter was intended in developing an understanding of human differences. Explanation of Exercises: Exercises that appear in the text itself are explained, and, where appropriate, answer keys are provided in the manual; these sections are identified with the bracketed word [TEXT] before the heading. Further, the Instructor Manual includes remarks regarding background, purpose, and recommended means of conducting each exercise along with the anticipated outcome. If answer keys or follow-up information is provided, they are labeled with the boldface [TEXT/KEY] and are located at the end of each manual chapter. xv Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Supplemental Student Activities: Follow-up activities aid in the development of specific understanding; the activities presented in this section serve to provide students with experience in developing that understanding. Answer keys and/or explanations to these exercises will be labeled [KEY] similarly at the end of each manual chapter. Suggestion: Reproduce activity worksheets from the text and/or this manual to distribute to course, workshop, or training participants; all copyright regulations apply. Uses For This Text Overview

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

Faculty of community, two-and four-year colleges and universities regularly require diversity courses; we have come to expect all candidates, in any degree program, to know and behave with considerable knowledge of how human beings are different biologically, economically, ideologically, and geographically. In meeting general education expectations, we recommend our text for students preparing to enter • • • • • • •

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

Multicultural Education

Increasingly, faculty in higher education and corporate trainers have moved beyond the concept of general education alone to provide extensive study of human differences for candidates in industry as well as in teacher preparation, the Liberal Studies, Behavioral Sciences – Sociology, Psychology, the Applied Sciences and Social Services – and other arenas. This text has been employed in pre-service and continuing education programs with much success. At the same time, it must be acknowledged that this text is a first step; if Understanding Human Differences, Fifth Edition, is utilized as a foundational text, other materials and other authors may provide additional information that should be readily understood, allowing readers to establish a deeper understanding of diversity issues.

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

Standard in most graduate programs is the study of diversity and human relations. The information and examples provided in Understanding Human Differences, Fifth Edition, have been presented successfully in several graduate programs. Select graduate students who have completed courses where this text information is employed may, with use of this manual and other guidance, qualify for consideration as discussion leaders under mentor professors of undergraduate courses. Corporate and Public Sector Training

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

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

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

Beginning the Course First Class Meeting

A close reading of the Preface is prerequisite to study of the text. The Preface introduces and explains the element most critical in order to benefit from reading this text: a conceptual framework to understand human differences and the oppression of subordinate groups by a dominant group. This framework is critical to being able to visualize how culture, individuals, and institutions are interdependent and how each represents a component of human interaction. The Preface provides instructors with an opportunity to prepare students for reading, a practice that is recommended for all readings assigned in courses that utilize this text. Suggestion: Introduce sections and chapters to student readers prior to assigning reading; eliminate the expectation that readers delve into material without your advance overview, explanation, and guidelines. In the Preface, instructors help readers focus upon the important building blocks for all fourteen chapters. Instructors make the Preface the basis for an introductory explanation; study the concepts and discuss this section with the class before they read it; explain the interlocking circle design and define the three representative terms: Culture, Individual and Institution. Examine the notes directly below regarding contents of the Preface to the text. Reviewing the Preface

The first section of the Preface–“Why do we need to understand diversity?”–explains how population diversity differs from pluralist behavior. Consider the first sentence; expand on it to help students better comprehend how diverse the United States is. Explain that the purpose of the text is to provide clear definitions of terms, explain the historic/cultural background, and report research findings, and not to present unsupported opinions or personal perspectives. Take time to read the “Inquiry Approach/Organization” section because it explains how each of the four sections has been crafted with careful attention to having chapters create a sequence that develops separate notions: “What are our values and how do we attain them?” is the focus of Section 1: Individual Attitudes and Interpersonal Relations. This section subsequently leads to a historical review of attitudes and consequent behaviors in Section 2: Cultural Foundations of Oppression in the United States. Section 3: Contemporary Dilemmas for Intergroup Relations describes specific difficulties of significant minority groups in the United States and sets the stage for Section 4: The Challenge of Diversity to American Institutions. In introducing the text, and prior to providing the first reading assignment, study Section 1 and then explain it with elaboration so that readers will have an accurate sense of what they will be reading. Emphasize in your instructor explanation the central issue of what people need to know about individual values and how they influence interpersonal relationships. Suggestion: Schedule adequate time to introduce Sections 2, 3, and 4 at the beginnings of the appropriate Chapters: 4, 8, and 13. xviii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

The “Conceptual Framework for This Book” section of the Preface is important in comprehending chapters of Understanding Human Differences: Multicultural Education for a Diverse America because throughout the book, information is provided pertaining to each of the interlocking circles that is critical to learning how to recognize human differences in terms of individual qualities and perceptions, how cultural traditions and expectations have resulted in mutually shared values, and how both individual and cultural values are reflected in institutional policies and practices. Although readers will comprehend this framework over time, the instructor can assist students by employing personal knowledge to enhance student understanding of human differences. Examine the framework; prepare your own visual for your class or use visuals provided for the Fifth Edition of the text; add your expertise to the framework so that students recognize (a) that although individuals are not born with prejudice, it is something we all learn early; (b) that institutions often do, whether intentionally or unintentionally, maintain unfair policies and practices; and (c) that culture in a multicultural society will reflect biases of the dominant group. Since cultures tend to pass on their patterns and products of learned behavior to their young, and since the notion of culture is the primary vehicle through which individuals and institutions serve one another, instructors may wish to introduce students to a thoughtful definition of culture, as the following: “Culture is defined as the behavioral patterns, ideas, values, attitudes, norms, religious and moral beliefs, customs, laws, language, institutions, art and artifacts, and symbols characteristic of a given people at a given period of time.” “In complex societies such as the United States, individuals will also be members of various subgroups, or microcultures, that are distinguished by their ethnic, racial, religious, geographic, social, economic, or lifestyle traits. Most people are members of a number of a variety of microcultures.” Webb, D., Metha, A., & Jordan, K. F. (2007] Foundations of American Education, (5th ed.), p. 222 Upper Saddle River, NJ: Merrill/Prentice Hall After reading the Discussion Exercises section of the Preface, review the activities of the first three chapters that comprise Section 1 of this text. Explain to students that these activities are included to give them opportunity to think aloud and to test their ideas on others and that others will hopefully do so in return. Recognize that well-managed student involvement in discussion activities is often central to effective learning. Become familiar with the activities in advance of assigning the individual chapters in order to better focus reader attention on chapter content. Notice also that the Intent section explains to readers the notion that the text intends to provide information rather than to advocate a change in their value systems. Overt efforts to change someone’s values are rarely effective and should not be the objective of a course. The objective of this text is to provide individuals with information that either can supplement existing values or can be used by individuals to re-evaluate values that they hold. Expect narratives in this text to provide information that will challenge beliefs and attitudes, not denounce them. The outcome of a well-developed course using Understanding Human Differences, Fifth Edition, should be influenced by having engaging discussions that maintain a respect for the values of those involved in discussions, and that discussions take place in an atmosphere emphasizing cooperation, collaboration, and mutual interpersonal regard.

Recognizing the Inquiry-Based Organization of the Text An important and unique feature of Understanding Human Differences is its inquiry approach to content; major headings identify categories within each chapter. Following major headings, note that secondary headings direct the reader with questions. Throughout the text, headings in the form of questions focus the reader’s attention toward subsequent text information. Behavioral research has demonstrated the question/inquiry approach to be especially effective in attracting and holding reader attention and in obtaining long-term retention of that information. An inquiry approach to presentation of textual content has also proved to extend time on task. Using the Glossary of Terms and Definitions

Point out to students the value of creating a personal glossary in their note-taking journals. Recommend to them that they add to their glossary as they encounter boldfaced words in the text and when they review the glossary terms at the end of each chapter. The entire Glossary appears as at the end of this Instructor Manual. Assessing Processes and Products: Test Item Bank

Test items are available for each chapter of Understanding Human Differences, Fifth Edition. Instructors are encouraged to use the item bank as the basis for establishing their own assessment materials. Exam items may also be employed to create opportunities to motivate participants to read, discuss, and develop their understanding of diversity issues. Remind students that the goal of multicultural education is not to memorize facts but to develop a personal conceptual framework of beliefs, attitudes, and assumptions about diversity and diversity-related issues that evolves as a result of shared and interdisciplinary inquiry. Suggest that students will not be expected to memorize facts or indiscriminately assess separate events. A goal for teaching about human differences is that instructors challenge students to respond without regard to political correctness. Also remind students that a fundamental characteristic of constructivist learning is that the stories of how Americans are different comprise a single picture, not separate events. The task is to weave information about diverse groups into the whole cloth that accurately represents American society. Assessing Outcomes: Human Relations Attitude Inventory

Consider on-site research employing the 70-item Human Relations Attitude Inventory. (See Instructor Manual, Appendix A.) Administer the assessment to a random half of the class or training group. Dismiss those not involved in the pre-assessment; allow time for those remaining to respond to each item. (Note: Be certain to keep the names of those randomly selected, in order that those being pre-assessed can be identified as post-assessment candidates.) At the conclusion of the course, administer the assessment inventory to those who did not participate at the beginning of the course; again, be certain to allow adequate time for individuals to complete the post-treatment assessment component. Arrange computer scoring in advance according to departmental systems, and develop descriptive analyses of the pre-and post-groups to discover significant participant growth.

Assessing Quality: Course Evaluation Instrument

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

Role of Instructor – Teaching from Understanding Human Differences, Fifth Edition, may be almost entirely contained within the text itself. It is possible that the text could be the basis for a series of fourteen or more lectures, whereby each lecture is followed with discussion periods of from one to three hours. Teachers and trainers may elect to facilitate or shape discussions of the text content as well as incorporating the discussion exercises, which are designed to relate course content with individual values and behavior. Suggestions for facilitating discussion exercises and analysis activities appear in this Instructor Manual. Pace of Instruction – Although remarks abound in this manual regarding the need for adequate time to effectively pursue chapter exercises, suggested times for activities are not identified. Each instructor needs to observe students to determine when to bring discussions to an end in order to move on to the next classroom activity. Note-Taking Journal – Engaging in discussion activities based on the text content will require that students create and maintain note-taking journals in which they can make personal responses to text content or to class discussions, and where they develop their own glossaries of individual chapter terms and definitions. Note-taking journals are also useful to participants as reference, with the text, when creating written assignments. Instructors may wish to collect journals to assess the depth of remarks and/or to assess progress of participants. Although actual “grading” of work is discouraged, occasional collection of journals for making remarks about progress or encouragement is helpful. Classroom Configuration – A standard classroom can be modified to better establish team, triad, and group discussion and activity. Ideal classrooms would have comfortable movable chairs so that groups can be formed and re-formed with minimal effort. Seminar rooms with large tables have not been effective in working in the activity mode that requires shifting of group sizes and purposes. Chairs need to be comfortable for extended discussion, and maneuverability of chairs in classrooms is critical to effective group discussion and to team activity. Reading Assignments – Course or training syllabi are easily developed based upon information provided in the Instructor Manual and text. When instructors preview thoroughly, each chapter is a manageable assigned unit of reading. Concluding the Course Plan the Final Course Meeting No learning experience is complete without a time for readers to make a conscious and deliberate synthesis of their study and for instructors to assess participant learning. A summary class xxi Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

meeting (or meetings) could include (a) a retrospective of chapters studied and exercises undertaken; (b) a review and discussion using the activities provided; (c) an evaluation of the course via the open-ended Course and Instructor Assessment, Feedback and Evaluation; and (e) the second split-half administration of the Human Relations Attitude Inventory. Instruments are provided in the appendices to this Instructor Manual. Suggestion: Provide adequate synthesis time for thoughtful reflection; schedule one or more class periods for summary activity and discussion. The object: time for students to review personal values and commit to managing, adding, supplementing, or eliminating specific interpersonal behaviors. Summarize Content of Text Sections 1. Review of Section 1 – Individual Attitudes and Interpersonal Relations Section 1 focuses on individuals and individual behavior. Throughout the section, terms are defined and major components of the interpersonal communication cycle explained. The notion of an attitudinal continuum – from stereotyping to bigotry – is advanced, and the concept that, different from one’s attitude, discrimination is the observable act of responding negatively toward another person or group. Suggest that, using their texts and their notes, groups of three readers review the first three chapters in order to list ten of the major concepts provided in this portion of the text. Constructing a master list from those of each group will serve to further provide summary information for each participant. 2. Review of Section 2 – Cultural Foundations of Oppression in the United States Section 2 focuses on the history of oppression: how it occurred, and what were the outcomes from actions of dominant groups upon minorities in the United States. For a majority of readers, much of this information will be new; history is the basis upon which we strengthen our values, and the objective of the section has been to provide accounts of relevant events that directly shaped dominant aspects of a U.S. culture and its micro-or sub-cultures, individual opinions, and institutional policies and procedures. Suggest that in analysis groups of no more than five, participants summarize Chapters 4, 5, 6, and 7 by employing the course’s conceptual framework for intergroup relations as a semantic map to categorize information of value. Ask each group to explain their analyses as a poster with all relevant concepts entered on a concept or mind map. 3. Review of Section 3 – Contemporary Dilemmas for Intergroup Relations Section 3 devotes study to specific minority groups, including those of race, gender, sexuality, class, and ability. Activities from these chapters likely will have created a significant personal reaction from most readers. As a review activity, ask again: “How are humans different?” An activity in this manual will aid in review of the answer: the original four categories and subcategories. See Chapter 14 of the Instructor Manual for the clarification exercise that provides an excellent listing of the categories and sub-categories. Recommend that as a class, participants in work groups of four identify other legitimate minority groups that fit within the sub-categories. 4. Review of Section 4 – The Challenge of Diversity to American Institutions xxii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

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

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

Two learning outcome measurement instruments are provided for this text: Human Relations Attitude Inventory: The Human Relations Attitude Inventory is provided as Appendix A within this Instructor Manual; it is recommended that the assessment be administered to a random half of participants at the beginning of the course of study. At the end of your course arrange to follow up with the second group of those not assessed at the beginning. If the Human Relations Attitude Inventory was administered at the beginning of the course, those participants who were not initially selected should be scheduled at this time to reply to the 70 items. From records retained from beginning the course, the second group of enrollees can be identified. Expect that data collected from post-study respondents will differ significantly from that collected at the beginning of the course. Instructors are free to develop their research based on single classes or upon a number of sections, depending on the research plan. Course and Instructor Evaluation: A course evaluation instrument titled Course and Instructor Assessment, Feedback and Evaluation is provided in this manual as Appendix B; it is an openended response form useful in acquiring information from participants about course and instructional quality and means of improvement. Instructional Perspectives and Resources Instructor Preparation

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

In the Supplemental Activities section for each chapter we suggest that instructors consider providing time to have a Chapter Focus Review and a Term and Concept Review in order to summarize the information from each chapter and to emphasize significant concepts presented. Although this activity is not required, we highly recommend it as a way to ensure that participants fully comprehend the message, terms and concepts. xxiii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Chapter Focus Review – Clarifying what readers gained from a chapter introduces them to a selfsustaining approach to Understanding Human Differences, Fifth Edition. Each phase, A through E, can be managed within independent groups; phase F provides excellent closure to any review; we recommend that instructors plan to utilize this activity at the end of every chapter. Activity – In assigned triads or groups, create at least five summarizing statements that jointly represent the major ideas of the chapter. Paraphrase and condense rather than debate the merits of the concepts presented. In your groups, follow each step below: A. List major components of the chapter; then combine and edit the list for a total of five statements. B. Agree on the wording of each statement. C. Write the statements in a personal note-taking journal. D. Select the two most salient statements to read to another triad or group. E. Discuss the chapter with that triad or group, basing your discussion upon your summary statements. F. Contribute to a whole-class list of five summarizing statements for the chapter. Term and Concept Review – Terms and definitions are a major component of each chapter of Understanding Human Differences, Fifth Edition. In this activity, participant-derived lists of terms permit self-discovery and a high degree of retention. Follow steps A through F routinely as part of concluding each chapter studied. Suggest that readers identify a separate section of their note-taking journals for listing terms introduced in each chapter. Instructor follow-up with a composite visual list contributed by the whole group will allow each member to share his or her terms with others. A complete Glossary appears at the end of the Manual (Appendix E). Activity – In assigned triads or groups, refer to the terms and definitions presented at the end of this chapter and then locate the term in the text of the chapter. Explain how each term relates to understanding the concept of how values are transmitted through our language. Instructors will be available to consult with any group as needed. In groups, follow each step below: A. B. C. D. E. F.

Place a star (*) next to any term that is unclear to you. Place a hash mark (#) next to those terms that you feel you comprehend. Canvass your group for all terms that are unclear; share your understanding so that each term is discussed (1–3 minutes); record page numbers from the text for reference to each term. As discussion occurs, add remarks in your personal note-taking journal or text. As a group, review the remaining terms and their definitions to be certain of your comprehension. Enter final explanations into your note-taking journal or beside the terms in your text.

Suggestion: Edit, add, or modify the summary activities above and reproduce or print for each participant to follow and to file for future use. xxiv Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Chapter 14: Pluralism in Society: Creating Unity in a Diverse America

Overview of Concepts Considerable effort is being made to instill in the American workforce a more inclusive attitude toward diversity. Chapter 14 will describe changes occurring in major institutions of our society that reflect the growing influence of pluralism as the preferred perspective in response to ongoing and growing diversity of the American people. Although certain states have initiated questions regarding the policy, the U.S. government continues to require affirmative action plans to ensure that opportunities are provided to members of groups that were discriminated against in the past and that continue to be suffer from discrimination. Higher education administrators have embraced the value of affirmative action plans to broaden the diversity of faculty as well as student populations and to argue that such diversity enhances the education of all students. In the corporate world, business leaders recognize a growing workforce and consumer diversity and are increasingly implementing diversity training to take advantage of both. Mass media organizations have promoted diversity by placing more women and people of color in positions that have a high public visibility, and the diversity in this profession is likely to increase given the significantly increasing numbers of women and people of color currently majoring in journalism or mass communication on college campuses. The military has taken aggressive action to promote gender and racial equality in its recruitment, in promotion policies and practices, and in its diversity training programs. Personal Clarification Exercise: Explanation

[TEXT] – Enhancing Unity in America: What Should We Do Next Activity Instructor note: This exercise asks participants to speculate and to exercise some creative problem-solving regarding what might be next steps in resolving current situations in modernday America. Suggestion: Some class members will be more able to contribute than perhaps those with less knowledge of current affairs; nevertheless, everyone should have comments, opinions, and suggestions for each of the six questions posed. Note that only one of the items, #3, allows people to apply a response based on their personal value systems. Tip: Responses might best follow the order of items. Manage discussion so that those few highly verbal and/or opinionated individuals are unable to dominate discussion. Personal Clarification Exercise: Explanation

[TEXT] – Creating a More Just Society for the 99% Activity Instructor note: As with the previous exercise, students are asked to consider contemporary issues related to diversity and recommendations for how to address them. In groups of four or five, students should identify recommendations that most of them like and select someone to represent the group in a classroom discussion where each group identifies the recommendations they think would be effective and why they think so. If groups raised objections to a recommendation in their group that cause them to reject its implementation, they should

challenge a group that is advocating this recommendation to find out if and how they resolved the group’s objection. Supplemental Student Activities The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors. Summary Exercises The summary exercises are: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface with explanation. Personal Clarification Exercise – A Personal Post-Test Self-Check: What Will I Be? Instructor note: The 10 items in this personal profile provide students the first opportunity to reflect on their reading of the entire text. Each of the ten items asks participants to evaluate their own perspective and to make decisions about what they believe to be most important to them personally. Directions: After readers make their individual entries, suggest sharing and discussing entry rationale – with one other person at a time; repeat the process with at least three persons. The activity pyramids from teams to groups and then to the class, where participants are asked to make comparisons between their stated responses and those of others within their group Activity: My Self-Check: What Will I Be? 1. List what you believe personally are three of the most important human differences. 2. Explain one instance where you have witnessed racism as the belief that some human population groups are inherently superior or inferior to others. Tell your personal suggestion of how that situation could have been avoided. 3. Give an example of a situation that illustrates cultural blindness. Explain how it could be remedied. 4. Describe a real or imagined situation in which you might confront “ethnocentrism.” 5. List three terms that you think are acceptable replacements for “handicapped” or “disabled.” 6. Describe your current ability at cultural communication. 7. List four recommendations for how one might better recognize cultural and ethnic heritage when communicating. 8. Suggest two or more ways that you could be an active advocate for diversity.

9. Name several ways that current American culture – workplace and personal – affects women, disabled, or any other minority groups. 10. Tell what one practice you have resolved to adopt to be an active pluralist within our diverse America. Adopted from Evelyn Harden, “Rural Health Care: Cultural Competency Training Workbook”. National Rural Health Association, 2002 Intergroup Activity: Diversity in the Military – Legal and Ethical Issues Directions: The five scenarios described in this exercise could have occurred within a variety of institutional occupations; consider the military to be a typical institution.

Instructor note: Conduct the first situation: Sexual Harassment, with the entire class; then divide into groups to continue analyses of the other situations. Be certain that each situation is clearly summarized and that the issues involved are outlined. With each of four groups independently considering different items, review and reporting might be more efficient. Time permitting; take the additional step of determining how each situation might be avoided in the future and what kinds of future policy could be of benefit. Directions: How is diversity in America a daily and a personal issue? The following case studies are based on actual situations that occurred in the U.S. military services. Imagine that you have been appointed to a mediation panel to analyze each situation and make recommendations to resolve the incidents. Summarize the conflict, list sub-issues at work, and explain how you would recommend resolution of the conflict. 1. Issue: Sexual Harassment • •

Complainant: Chief Master Sergeant (CMS), a white male Offender: Secretary, a Native American female

Complaint: A secretary in my office has lodged a sexual harassment complaint against me with the civilian equal opportunity office (EEO). She claims I sexually harassed her by using endearing terms and derogatory comments. She lodged this complaint yesterday based on a statement I made that she claims was offensive. The statement was made in pure jest. She usually carries a key to the duplication machine tied to a large metal hook. She appeared to be in a good mood, and I was in a good mood, so I said, “Hey, here comes my favorite hooker.” There were two other individuals standing by, and they chimed in saying, “Yeah, ours too.” Everyone laughed, including her, then went on with his or her business. Yesterday I received notice of a complaint being lodged against me. I don’t think this is fair. I had no idea she was offended by what I said, either now or in the past, and I want her to withdraw her complaint. 2. Issue: National Origin [Families of immigrant soldiers] • •

Complainant: Military spouse, Asian female Offender: Military spouse, Black female

Complaint: We bowl every Friday night. I’m on a bowling team with three other women from Korea and Thailand. There is a black woman on one of the other teams who continually talks about us. She calls us names and stares at us the whole time we are bowling. She slapped her husband one night because he was talking to me about Korea. She told me that she didn’t want me anywhere near her husband, although I don’t know him and I didn’t start the conversation that night. I don’t mind the stares so much, but I get embarrassed at the way she talks about us. I reported her to the manager of the bowling alley, but he said there was nothing he could do. My husband is in the Army and has been stationed in Iraq for over five months now, so he can’t help me. The Black woman says my friends and I have no right to bowl here because it’s the Air Force Bowling Alley; the rule only states that we must be military dependents in order to join the league. I want her to stop talking about me and stop staring at me. 3. Issue: Racism • •

Complainant: Army Staff Sergeant (SSgt), a Black male Offender: Marine Staff Sergeant (SSgt), a White male

Complaint: I went into the main enlisted club looking to have a beer and cool off. This Marine sitting at the bar began to stare at me. I ordered a drink and some chips and began to watch TV at the bar. The Marine SSgt made a comment that I should use the Air Force club; that they usually cater to my kind. I tried to ignore him, but he continued to make racial slurs directed at me. The bartender tried to quiet him down without success. Finally, I reported him to the night manager. They appeared to know each other well. Finally, the guy left. The night manager informed me that there might be trouble if I left by the front door, and suggested that I leave by a side door. I decided to have another drink and left by the front door. The SSgt was waiting, and we got into a fight. The police arrested both of us, releasing me to my commander. I want you to get the Marine charged with racial prejudice and get my record wiped clean. 4. Issue: Religious Discrimination • •

Complainant: First Lieutenant, a Black female Offender: Lieutenant Colonel, a White male

Complaint: I have a young female First Lieutenant assigned to my unit who said she is lodging a complaint against me because I will not allow her to participate in various religious activities involving her church. The Lieutenant is an excellent musician, I’m told, and is in charge of her church choir. She claims that I’ve prevented her from attending various functions by changing her shift schedules. The Lieutenant is one of three officers assigned to the unit. We are required to have one officer on call each night, ready to respond at a moment’s notice. The Lieutenant, aside from being the newest member on board, single, and living on base, was recently trained on some delicate equipment for which one other officer is on temporary duty (TDY) to receive training. Prior to her arrival, my two male officers covered duties. With one officer being TDY, I felt the Lieutenant must shoulder a larger role of responsibility. My remaining Captain has long been involved in some off-duty education that is nearing completion. I do not feel I should hinder him in his endeavors at this time. The problem will be resolved within two months with the return of the Captain and the completion of the training by the other officer. Given these circumstances, I feel my actions are correct. 5. Issue: Racist Behavior 98 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

• •

Complainant: Sergeant, a Hispanic male Offender: Technical Sergeant (TSgt), a White male

Complaint: Three days ago I was involved in a name-calling incident with one of the guys in my dorm. He called me a “spic”; I called him a “gook”; we both went into our rooms and that ended it. Last night a TSgt came into the dorm looking for the guy I previously had the name-calling incident with. I came out of my door as he was going by. The TSgt asked me if I knew the room where the other guy lived. I said yeah, down the hall. The TSgt asked me to show him the room. I said I was in a hurry and really didn’t want to have anything to do with the guy. The TSgt insisted by grabbing me by the arm. I jerked my arm back, telling him not to grab me. At that time, the Korean guy who had called me a name in the earlier incident stuck his head outside the door and yelled, “Sarge, that’s the … I was telling you about. He’s always starting trouble.” I yelled back at him, saying he should mind his own business. The TSgt said he’d handle this dumb.… Based on the TSgt’s statement about the incident, I received a letter of reprimand for insubordination; I want the letter of reprimand withdrawn and the TSgt cited for prejudice. P. B. Pedersen, 110 Experiences for Multicultural Learning Intergroup Activity: Difficult Dialogues

Instructor note: This difficult dialogue requires participants to define the term diversity and to verbalize what it may mean in a specific application – when establishing corporate policy. Suggest that participants use their notes and texts to clarify their definition; then establish speaking roles for each of the persons involved. As in other cases, urge actors to be specific in establishing a scenario for their role-play. If time permits, characters stay in character for questions from the audience about their reasons for their positions. Activity: Difficult Dialogues – Corporate Diversity

Directions: In groups of three, develop a dialogue based upon the scenario below. Use the situation as the basis for your 5-minute role-play. Characters: • • •

Asian American 24-year-old engineer with strong ties to her parents Highly enthusiastic white 34-year-old woman active in multiple human rights causes Corporate vice president for human resources; convener of employees across the company for input regarding The Plan (see below)

The Situation: A group of corporate employees is discussing a draft of “The Plan 2015 for Company Diversity” and its impact on the approximately 20,000 staff and workers. The enthusiastic woman points out that the plan calls for ethnic and racial diversity, but that their business unit is also dealing with a broader definition of diversity that includes people’s disabilities, sexual orientation, gender, age, and ideologies. An Asian American engineer questions this, saying that she feels diversity means only race and ethnicity. The human resources director is interested in the committee expediently discussing the issue and economically developing a final draft as soon as possible.

Community Involvement: Action Research

Instructor note: This action research assignment involves on-site investigation, interviews, policy clarification, and study, and subsequent synthesis of data should describe cause-effect results to a major U.S. policy. Time for this project would suggest that it be undertaken near the beginning of the term – as would most community involvement opportunities. Given adequate time and scope, this research might become a sponsored or in-house internship project. Activity: What is an affirmative action plan? Large organizations have implemented policy for how to develop and manage fair, balanced workforces – affirmative action plans. Collect affirmative action plans from a selected group of commercial, governmental, and educational agencies in your area. File and study each plan for major components and map those components such that you can visually demonstrate how institutional policy drives business practices. Community Involvement: Service Learning

Instructor note: Instructors may wish to consult human resources specialists in university or corporate settings to provide input on a means of developing and managing this project. For participants already in a corporate or other human resources position or for those aspiring to enter that profession, this kind of endeavor could be invaluable learning. As with the item above, this task might become a natural internship project. Allocate ample time to develop the concept before giving the go-ahead to embark. Directions: Locate a business, agency, school, or college that has developed a diversity task force – a group charged with developing a multicultural employee or client base, or recruiting diverse persons into one’s profession. Study the mission and anticipated outcome of the task force, then schedule a series of visits with the convener or other significant participant; discuss the progress and achievements of the group. Offer to do research necessary to further the goals of the diversity task force. In concluding, write a report reflecting your understanding of the value of that group and present it to the person visited in order to discuss a comparison of impressions. Enrichment Activities Activity: What is a Good Society?

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

•

Define a society as “a group of persons who share a common culture, government, institutions, land and/or a set of relationships.” Assume that the society you have designed would then be created and you would live in it permanently. Understand that no person in your group will know who he or she will be in that society, nor what place anyone will occupy. In other words, you will not know in advance your gender, race, ethnic background, religion, age, socioeconomic status, sexual orientation, or if you will have a disability. Begin by identifying what ethical principles would guide all members of this society; describe how each principle will determine how your society will function. 100 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

•

With the assumption and condition (above) in mind, create your version of a good society. Based on an activity developed by John Rawls

Activity: Perspectives on Diversity in America

Directions: Each statement below represents in some way a perspective on diversity in America today; consider that the topic of each remark is our federal judiciary, the business community, K–12 education, higher education, and/or American media sources. With a team member, take turns reading the statements aloud. As you progress, mark whether you Approve or Disapprove of the statement. Then, in any order, explain to your teammate why, in your opinion, the statement is appropriate or ill advised. Be certain that your partner clearly understands your explanation. Where needed, suggest a revised remark that might better reflect your judgment of the issue. The goal here is not to persuade, but to be able to express your analysis clearly and concisely. Your instructor may ask you to share your responses with the entire class before concluding the exercise. Diversity Perspectives

1. I don’t have enough time to comprehend all these new ideas and content. Besides, people in their profession who are directly affected can handle diversity issues better by themselves. I prefer not to be involved. Approve ______. Don’t approve ______. Why? __________________ 2. I really don’t plan on working in that sector. Besides, I won’t be in an area with a large ethnic or racial population, so diversity won’t be an issue to my employer or me. Approve ______. Don’t approve ______. Why? __________________ 3. I am concerned with American children and youth becoming pluralistic, but I am more concerned with whether they can qualify for college or do a good job in the work force. Approve ______. Don’t approve ______. Why? __________________ 4. Why make such a big deal out of human differences? We’re all Americans here. We don’t need to emphasize diversity and pluralism. We just need to learn to contribute to the U.S. economy and not be supported by it. Approve ______. Don’t approve ______. Why? __________________

5. The more time we spend studying multiculturalism, the more we will really be promoting separatism rather than uniting all of our citizenry. I went though the system when there was no multicultural focus and I don’t think I was limited by it. Approve ______. Don’t approve ______. Why? __________________ 101 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

6. America is a melting pot. Everyone has an equal chance. If you want to make it in this country, all you need is a little desire and initiative. Approve ______. Don’t approve ______. Why? __________________ 7. Why focus on diversity and how everyone in America is different? Besides, more than 90% of all human characteristics are alike, not different. Approve ______. Don’t approve ______. Why? __________________ 8. I recognize that America is a diverse country. Aren’t we doing a good enough job getting along as it is? Why do we need to go the next step and expect to be a pluralistic society? Approve ______. Don’t approve ______. Why? __________________ Adapted from Fred Rodriguez, Education in a Multicultural Society Activity: Assessing Diversity and Pluralism in America

Instructor note: This exercise is based on the question: “How are humans different?” We are diverse in four categorically separate ways, as indicated on the accompanying table in the text. Assign each of four groups one of the four categories: Biology, Ideology, Geography, or Economy. Major categories and their sub-categories are listed as a worksheet within the exercise. In this case, readers are asked to explain how we are diverse and how we might be able to establish a pluralistic society. Directions: for this exercise include an example of one possible response. Directions: American society today is indeed diverse, yet are we a pluralistic nation? A. Select one of the following four categories with its sub-categories listed below: Biology, Ideology, Geography, or Economy. Identify within its sub-categories some ways in which the United States is diverse. Create a table of results. B. List ways within that category in which the current U.S. population meets – or could meet – its diversity goals with what could be termed pluralist behavior or policy. Examples: Races are well represented in the U.S. today, yet we must rid ourselves of job discrimination based on race. Interracial marriage is breaking racial barricades, yet we need to be more accepting of groups of people of other races. Biology • • • • • •

Race Gender Age Sexual Orientation Health Physical attributes

Ideology

• • •

Religion Politics Education

Geography • • •

Ethnicity Nationality Language and dialect

Economy

• • •

Wages Occupations Wealth Suggested Closure Activities This section of the Instructor Manual presents for your use comprehensive and summary activities that can be successful in providing closure to a course using Understanding Human Differences. Each activity is presented below and can be reproduced in whole or in part as needed. Instructor notes for activities appear immediately below. Personal Clarification Exercise Activity: How Tolerant Are You?

• •

•

Instructor note: How Tolerant Are You? This thumbnail tolerance assessment may cause readers to pause; suggest that each item might seem obvious enough, yet when asked to choose only one, a single option may be more difficult. Accuracy of the instrument is probably secondary to the effect of asking students – of any age – to put their values to the test. Whole group discussion of results can be lively; ask such questions as: “Are you satisfied with your score?” “How would you rate yourself on the scale?” and “Is your self-concept tolerance score similar to that which resulted from the actual result of this particular assessment?” Follow up with other commitment kinds of questions: “Do you wish to improve your tolerance score?” Or: “What will you do to improve your tolerance score?” Or: “How can knowledge of this score prompt you to change particular interpersonal behaviors?” (See complete reproducible activity at the end of this section.) In the interests of time and control, this appraisal might best be administered by reading items aloud to the group. See complete reproducible activity at the end of this section: Complete Student Activities for Summary Closure.

Intergroup Exercise: Difficult Dialogues •

• •

•

Instructor note: Instead of providing the class with a specific dialogue, use this activity following parts one and/or two of the Change the World exercise. Ask class members to re-assemble into groups that were effective during previous role-play events.

Activity: Difficult Dialogues – The Melting Pot Directions: What kind of human differences role-play can you develop? From the course and from your class activities, discuss within teams of three a message that you would like to convey to others. Develop a 5-minute skit to illustrate a scenario that sends a message about dealing with differences in today’s society. With little notice and without rehearsal time, your role-play may not be as polished as you would like; however, others need to see and hear your message. Conduct the live event as you jointly determine; remain in character for questions; or provide other guidance to the class before you begin your performance. Explain what you did this semester that you will continue to do into the future, after the course and after college. Keep the list concise; rank order items if need be. Explain how you can assure your instructor and others that you will fulfill the commitment.

Intergroup Exercise: Personal Values Statements

Activity: What You Can Do to Change the World Instructor note: This activity is in two parts. Directions are particularly important here, and the method recommended is unusual, but has been effective. The instructor sets the tone. The impact tends to come from a cumulatively reading the items. See complete reproducible activity for both parts one and two at the end of this section: Complete Student Activities for Summary Closure. Re: Part One: The question of: What can be changed – and by whom – is especially interesting when one reads the passage aloud to another person. Having different listeners and readers provides a wide range of responses in a brief time; having readers and listeners stand tends to create a sense of focused attention not always accomplished while sitting. Re: Part Two: This activity is powerful when each member of the group reads the same item aloud, and it becomes even more powerful as we hear the inflections of other readers. This activity takes time; don’t hurry. If discussion is possible, ask questions such as “Which behaviors do you think you can adopt most immediately?” Or: “What four from the list can you agree to observe – both consciously and deliberately – each day for the next, say, four weeks.” Discussion should follow, but only with volunteer responses. On an index card you provide, ask each person to anonymously write down the four behaviors they’ve chosen; if time permits, collect the cards and perform a weighted listing of behaviors recognized from the group. Suggestion: Consult the Preface to this Instructor Manual, Part Four: Concluding the Course for valuable content summary, assessment, and classroom management recommendations. Directions: [Part One] 1. While standing, read aloud the comment (below) to the person on your right. 2. Then listen to the same selection read by the person on your left. 3. After reading, and again after listening, take 3–5 minutes to discuss the question: What do you feel is the most important purpose one can fulfill in life? 104 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

“When I was a young person, I wanted to change the world. I found it was difficult to change the world, so I tried to change my nation. When I found I couldn’t change my nation, I began to focus on my town. I couldn’t change the town and as an older person, I tried to change my family. Now as an elderly person, I realize the only thing I can change is myself, and suddenly I realize that if long ago I had changed myself, I could have made an impact on my family. My family and I could have made an impact on our town. Their impact could have changed the nation and I could indeed have changed the world.” Unknown, 1100 A.D. Directions: [Part Two] 1. With the entire group standing, take turns reading each item aloud; continue re-reading the list aloud until it has been read four times 2. As you read and listen, place an x next to the number of those actions that you could perform. Then, still standing 3. Exchange an additional action you suggest with one from a neighbor 4. List your suggestion on the board or on paper provided so that each class member has written an additional action that can be taken by those in the class and take a seat 5. Read aloud your item to the entire class Items for what you can do: 1. Listen to other people’s stories to understand their understanding. 2. Tell jokes only when they don’t make fun of people because of their ethnicity, gender, sexual orientation, health condition, or religion. 3. Walk away rather than listen to others tell jokes that make fun of people. Laughing or remaining silent is a sign of acceptance. 4. Speak up when you see someone being discriminated against. 5. Spend time with people who are different from you. 6. Read books by authors who have a different perspective from yours. 7. Spend time talking with people about discrimination; in order to have best results, make your friends as diverse as possible. 8. Recognize how institutionalized oppression permeates our society and therefore influences your understanding when reading newspapers or magazines or when listening or watching news reports. 9. Understand the privilege that you have as a result of the group of which you are a member, such as your gender, ethnicity, sexual orientation, class, religion, or disability. 10. Write letters to the editor that point out discrimination in your community. 11. 11. Support groups that fight discrimination. 12. Don’t support businesses or other organizations that discriminate. 105 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

13. Be aware that prejudice and discrimination come in many forms and accepting one is in effect promoting all. 14. Become aware of your own prejudices. 15. Make sure that your children and other children within the community have an education that appreciates the contributions of all people in our society. 16. Write letters or e-mails to your congressional representatives advocating legislation that is nondiscriminatory. 17. Become aware of the language that you use and try to use language that is inclusive and nondiscriminatory.

18. Don’t use racist, sexist, or other language that identifies your sentiments as prejudiced. 19. Ask questions, but don’t make assumptions about people. 20. Take next steps even though there have been major strides in fighting discrimination. Not everyone is treated fairly and equitably. 21. Be forgiving. 22. Let people know when they do or say things that are offensive to you. If you do not, it becomes your problem rather than theirs. 23. Be respectful and be honest with yourself about what you do, say, and think. Remember: Behavior is caused. Every action and reaction starts with our own behavior. We cannot dictate how others must behave; we don’t usually know what were the causes. Intergroup and Interpersonal Exercises

Activity: Personal Assessment: How Tolerant Are You? Instructor note: It is possible to sample a person’s attitudes to assess tolerance levels. If participants respond honestly to each item, this exercise may suggest areas of which to be aware. Directions: For each of the following questions, circle the response that best describes you. When you have completed the exercise, add up your converted scores using the converting chard provided and total the converted scores to obtain a final figure. Compare that figure with the scale at the end of this exercise. As time permits, analyze each item, comparing your own score for each item with the answer having the lowest numerical weight. 1. Most of your friends are: A. Similar to you B. Very different from you and from each other C. Like you in some respects, but different in others 106 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

2. When someone does something of which you disapprove, you: A. Break off the relationship B. Tell how you feel but keep in touch C. Tell yourself it matters little and behave as you always have 3. Which virtue is most important to you: A. Kindness B. Objectivity C. Obedience 4. When it comes to beliefs, you: A. Do all you can to make others see things the same way you do B. Actively advance your point of view but stop short of argument C. Keep your feelings to yourself 5. Would you hire a person who has had emotional problems? A. No B. Yes, provided there is evidence of complete recovery C. Yes, if the person is suitable for the job 6. Do you voluntarily read material that supports views different from your own? A. Never B. Sometimes C. Often 7. You react to old people with A. Patience B. Annoyance C. Sometimes A, sometimes B 8. Do you agree with the statement, “What is right and wrong depends on the time, place and circumstance?” A. Strongly agree B. Agree to a point C. Strongly disagree 9. Would (or did) you marry someone from a different race? A. Yes B. No C. Probably not 10. If someone in your family were gay, you would likely: 107 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

A. View this as a problem and try to change the person to a heterosexual orientation B. Accept the person as a gay person with no change in feelings or treatment C. Avoid and/or reject that person 11. You react to little children with: A. Patience B. Annoyance C. Sometimes A, sometimes B 12. Other people’s personal habits annoy you A. Often B. Not at all C. Only if extreme 13. If you stay in a household run differently from yours (e.g.: cleanliness, manners, meals, and other customs) you: A. Adapt readily B. Quickly become uncomfortable and irritated C. Adjust for a while, but not for long 14. With which statement do you most agree? A. We should avoid judging others because no one can fully understand the motives of another person B. People are responsible for their actions and have to accept the consequences C. Both motives and actions are important when considering questions of right and wrong Quiz Score: Circle your score for each of the answers and total your score: 1. A=4; B= 0; C=2 8. A=0; B= 2; C=4 2. A=4; B = 2; C=0 9. A=0; B= 4; C=2 3. A=0; B= 2; C=4 10.A=2; B= 2; C=4 4. A=4; B= 2; C=0 11.A=0; B= 4; C=2 5. A=4; B= 2; C=0 12.A=4; B= 0; C=2 6. A=4; B= 2; C=0 13.A=0; B= 4; C=2 7. A=0; B= 4; C=2 14.A=0; B= 4; C=2 Total score:

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0 – 14: If you score 14 or below, you are a very tolerant person and dealing with diversity comes easily for you. 15 – 28: You are basically a tolerant person and others think of you as tolerant. In general, diversity presents few problems for you, but you may be broadminded in some areas and have less tolerant ideas in other areas of life, such as attitudes toward older people or malefemale social roles. 29 – 42: You are less tolerant than most people and should work on developing greater tolerance of people different from you. Your low tolerance level could affect your business or personal relationships. 43 – 56: You have a low tolerance for diversity. The only people you are likely to respect are those with beliefs similar to your own. You reflect a level of intolerance that could cause difficulties in today’s multicultural environment. Adapted from “The Tolerance Scale” Maria Heiselman, Naomi Miller, & Bob Schlorman in Building Community: the Human Side of Work, 1966

Afterword Reading about the past and discussing the present reality of human differences in America represent the beginning of a new and vital awareness of interactions between people. But it is only a beginning. Knowing how interpersonal communication occurs and how to avoid or resolve conflicts between people and groups is of little value to the bigot because bigots are constrained from action only when the consequences appear to be more severe to themselves than to those they hate. Knowing the causes of prejudice is of little value to the worker who allows prejudice to corrode an appreciation for the worth of other individuals or groups. Recognizing historical precedents for our current actions does little for the neighbor who ignores this knowledge and denounces those who complain of continuing discrimination. Being able to recognize racism, sexism, homophobia, and other forms of oppression toward minority persons or groups is of no use to any person who gives a blind eye to harassment, contempt, and oppression. Positive attitudes about diversity must be demonstrated, and when positive behaviors are demonstrated, positive attitudes are strengthened. Follow the rules for respect of others and respect will accrue in return. Apply the lessons in this study of how humans are different and discover the scientific truth reported in genome research that human beings are 96% alike, no matter where we live, no matter what we’ve done. So why spend so much time studying differences that comprise fewer than 4% of us? Because that 4% has been allowed to overpower us, to divide, separate, anger, segregate, offend, and hurt. Our emphasis on the 4% has permitted us to classify, rank, categorize, and demean others. It has allowed us to watch as others grow weary, become discouraged, starve, suffocate, and die. Practice and repetition are important. Discussion and debate are vital. Proposition and negotiation are necessary. Nothing we have written in this text has any value unless you agree to follow a positive and constructive philosophy based on optimism about diversity and then demonstrate that optimism in word and deed. We know that it is possible, and we believe that it is necessary. If enough Americans believe this is the right thing to do, then together we can sustain this novel experiment with a democracy that promotes freedom and opportunity for all its citizens. No experience is complete without reflecting on one’s learning and without opportunity to aggregate thoughts, values, opinions, and beliefs into a coherent personal statement. These exercises allow for summarizing and for drawing conclusions about how humans are different in America today. Lee Goodhart, 2013, The University of Wisconsin-La Crosse

TEST BANK AND ANSWER KEY Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language

CHAPTER OUTLINE THE ROLE OF VALUES IN HUMAN DIFFERENCES What is the relationship between a person’s values and behaviors? What inconsistencies exist between American values and American behaviors? Are values individually chosen or are we taught to accept certain values? How does the way values are taught explain the inconsistency between values and behavior? Why should anyone be concerned about inconsistencies between values and behavior? Should parents rather than schools teach values to children? What problems can interfere with making ethical decisions? DEFINING TERMS RELATED TO HUMAN DIFFERENCES

RELEVANT TEST ITEMS Multiple choice 1-12 Essay 28-30

Multiple Choice 13-23 Essay 31 - 32

How do negative attitudes develop? How does confirmation bias influence people, and can it be overcome? What are the differences among race, ethnicity, and nationality? What are minority groups and why are they called minority groups? How have minority groups been perceived by the majority? How have labels been used to define and control subordinate groups? What is the impact of labels on individuals who are labeled? How are negative bureaucratic terms as harmful as social derisive terms? How has our society responded to social problems experienced by minority groups?

Multiple Choice Questions 1. What is a belief? a. A combination of attitudes b. Instruction that forces someone to accept an ideology c. An inference a person makes about reality d. An inclination that inhibits impartial judgment 2. What is an inference about reality? a. A value b. An attitude c. A belief d. A bias 3. People decide to take action or avoid an action based on their a. Values b. Beliefs c. Attitudes d. Universalistic perspective 4. Danny has worked hard all his life to send his children to college. He went to a parent teacher meeting and participated in his sons’ school activities. He was frugal with his money, missing vacations and expensive activities, to save for a college fund. To Danny education is a(n) a. Belief b. Value c. Attitude d. Universalistic perspective 5. Qwashma is a 16 year old girl. She does not want to dress in styles her parents like because she insists that she wants to show her own individual style; however, she and her friends dress exactly alike, even sharing clothing, jewelry, makeup and hair coloring. What is Qwashma demonstrating? a. Indoctrination b. Consistent inconsistency c. Values d. Majority rule 6. Which of the following is not a listed as a top nine core values of American society? a. Right to bear arms b. Equality c. Rule of law d. Community and National Welfare 7. Six year old Jhante insists he can dress himself for school alone but he often ends up wearing strange combinations of superhero costumes and cowboy boots. His mom wants him to dress nicely so in the morning she lays out 2 shirts and 2 pants for him to pick from. What approach is Jhante’s mother using to get him to dress nicely? a. Setting an example b. Appealing to his conscience c. Limited choices 111 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

d. Persuading or convincing 8. Dr. Cartaina assigns his students in an introductory education class to watch a movie about a great teacher and discuss the difficulties and triumphs the teacher faced during class. In what way is Dr. Cartaina teaching the value of perseverance to his students? a. Reinforcing dogma b. Enforcing rules and regulations c. Offering limited choices d. By providing inspirational materials 9. Courtney’s parents tell her that she should never smoke, giving her many reasons why it is a bad habit, however they smoke. What are Courtney’s parents illustrating? a. Values b. Indoctrination c. Commitment d. Hypocrisy 10. As a teenager, Je questions his parents’ values and wants to make up his own mind about his life. His parents insist that to question them goes against the family and they expect him to accept their values without question. What does this way of teaching values illustrate? a. Indoctrination b. Hypocrisy c. Limiting choices d. Persuasion to accept values 11. According to Kniker (1977) which of the following is not an effective method to approach teaching values? a. Tell children what to do and expect them to do it without question b. Listen to the perspectives of others c. Offer opportunities for discussion and debate d. Ask them to consider how their actions will affect others 12. Joe is an accountant who believes that women are not good in mathematical professions. He is in charge of hiring someone to help out in his business part time. After interviewing two candidates, he hires the male over the female although she was better qualified for the job. This is an example of what concept? a. Bias b. Discrimination c. Stereotype d. Prejudice 13. Put the following terms in order from least intensity to strongest intensity. a. Stereotype, bias, prejudice, bigotry b. Bias, stereotype, prejudice, bigotry c. Bigotry, prejudice, stereotype, bias d. Bias, stereotype, bigotry, prejudice 14. Stereotypes that are considered positive a. Are not harmful because they cast persons or groups favorably. 112 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

b. Are more accurate than negative stereotypes. c. Allow for more accurate perceptions of persons or groups to be formed. d. Create inaccurate perceptions of persons or groups. 15. Which of the following statements is not accurate about stereotypes? a. Stereotypes can be positive or negative. b. Positive stereotypes can be as harmful as negative stereotypes. c. Stereotypes allow accurate perceptions about others to be formed. d. Stereotypes assume a person has a particular trait based on their group membership. 16. How can teachers encourage students to overcome confirmation bias? a. By asking them to take a stance and stick to it b. By teaching students to be open minded when faced with contradictory or ambiguous information c. By telling them to accept the word of the teacher as fact d. By realizing that it is not the job of schools to teach values and following the beliefs of the parents 17. Terry believes that teenagers are lazy troublemakers even though he has experienced many teenagers who work hard at their jobs and in school. When he sees a teenager not working or reads a newspaper story about a teenager who gets in trouble, he complains loudly about the lack of work ethic in teenagers today. What is Terry exhibiting? a. Discrimination b. Bigotry c. Confirmation bias d. Values 18. Calvin, a Caucasian man from South Africa, moved to the United States at the age of 20 to go to school for physical therapy. He stayed in the United States and became a U.S. citizen. During a session his client, Nanci, noticed his unusual accent and asked him where he was from. When he replied South Africa, the client smiled and said, “Well, you are the first white African American I have ever met.” This made Calvin uncomfortable and he quickly changed the subject. Was Nanci correct in saying Calvin was a white African American? a. Yes, Calvin’s race was white and his ethnicity was African and his nationality was American. b. Yes, Calvin’s ethnicity was white and his nationality was African and his race was American. c. No, Calvin was white and African Americans are black. d. No, Calvin nationality will always be South Africa even if he changes his citizenship. 19. Race refers to ________ while ethnicity refers to ________. a. A scientific concept; cultural differences b. Physical differences; cultural differences c. A non-scientific concept; nationality d. Skin color; an individual’s native language 113 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

20. You are at a meeting. In the meeting are 12 white males, 14 black males, 2 Latino males, 29 White females, 36 black females and 4 Latina females. Which group would be considered the majority or dominant group by American standards? a. White females b. White males c. Black males d. Black females 21. A distinction between the terms ʺminority groupʺ and ʺdiversityʺ is that a. They can be used interchangeably. b. ʺMinority groupsʺ concede power to majority groups while ʺdiverseʺ groups share power equally. c. ʺMinority groupʺ refers only to race while ʺdiversityʺ refers to all manner of human differences. d. ʺMinority groupʺ implies an oppressive power differential while ʺdiversityʺ refers to all manner of human differences. 22. How are group labels and human behavior related? a. There is no correlation has been found between group labels and human behavior. b. A person’s sense of identity is not affected by labels. c. Prejudice is often based upon those labels. d. Labels cannot be used to control group behavior. 23. Differences in the interpretations of the words ʺmigrantʺ and ʺsettlerʺ illustrate the power of a. Language and labeling. b. Consistent inconsistency. c. Discrimination. d. Values. 24. At what age does true racial awareness, or the understanding that skin color can carry negative connotations, become an issue for children? a. Four to five b. Six to seven c. Eight to nine d. Nine to ten 25. Why is name calling as damaging to the dominant group members as to the minority group members? a. it makes the name callers feel inferior. b. It creates boundaries that cannot be crossed without difficulty. c. It does not allow minority groups to claim certain words as their own. d. It negatively affects the dominant group by putting them in a superior position. 26. Socially derisive terms used in bureaucratic contexts a. Are less harmful than informal social labels. b. Demonstrate that poor people are culturally flawed. c. Need to be considered carefully in order to reduce stereotyping. 114 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

d. Have the sanction of authority therefore promoting powerful negative messages. 27. When addressing social problems, what does the exceptionalistic perspective focus on? a. Problems are caused by individual defects. b. Problems can be solved by individuals. c. Problems are a result of social structures. d. Problems are both predictable and preventable. Essay Questions 28. List the seven traditional approaches to teaching values. Provide an example for each. 29. Research has demonstrated a consistent inconsistency between a person’s reported values and their observable behaviors. Describe a current issue occurring on your campus or at your institution where people’s beliefs and values seem to be at odds with their behaviors. Provide an explanation as to why such an inconsistency might be occurring. 30. Explain the steps and give an example of how a personal belief may lead to a behavior. 31. Define and provide examples of bias, stereotype, prejudice, and bigotry. Then, define discrimination and explain how it is different from each of the first four terms listed previously. 32. Define and provide examples that explain and connect the concepts majority group, minority group, and labeling.

CHAPTER 1 ANSWER KEY Multiple Choice Questions 1. C Correct Answer: An inference a person makes about reality Feedback for Correct Answer: Kniker (1977) suggests that beliefs are inferences about reality that take one of three forms: descriptive, evaluative, or prescriptive. Text Reference: What is the difference between beliefs and values? 2. C Correct Answer: A belief Feedback for Correct Answer: Beliefs are inferences a person makes about their reality. Text Reference: What is the difference between beliefs and values? 3. A Correct Answer: Values Feedback for Correct Answer: Values determine our choices: Values are the foundation for actions we choose to take—or to avoid. Text Reference: The Role of Values in Human Differences 4. B Correct Answer: Value Feedback for Correct Answer: Values lead us to take action or avoid actions based on our beliefs and attitudes. Text Reference: The Role of Values in Human Differences 5. B Correct Answer: Consistent inconsistency Feedback for Correct Answer: The tendency for people to say we believe in a certain value and then engage in contradictory behavior is consistent inconsistency. Text Reference: What is the relationship between a person’s values and behaviors? 6. A Correct Answer: Right to bear arms Feedback for Correct Answer: Although this is in the Constitution of the United States it was not listed as one of the top nine core values of Americans. Text Reference: What is the relationship between a person’s values and behaviors? 7. C Correct Answer: Limited choices Feedback for Correct Answer: By giving him two choices, her value of dressing nicely and his need to make his own choices are being met. Text Reference: Are values individually chosen or are we taught to accept certain values? 8. D Correct Answer: By providing inspirational materials Feedback for Correct Answer: Dr. Cartaina provides inspirational teaching movies to his students to teach the value of perseverance to his students. Text Reference: Are values individually chosen or are we taught to accept certain values? 9. D Correct Answer: Hypocrisy Feedback for Correct Answer: When values and rules are taught but not 116 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

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lived in everyday life, this is hypocrisy. Text Reference: How does the way values are taught explain the inconsistency between values and behavior? Correct Answer: Indoctrination Feedback for Correct Answer: Indoctrination is the intent to dictate cultural values that must be accepted rather than assist people in deciding what is right and wrong. Text Reference: How does the way values are taught explain the inconsistency between values and behavior? Correct Answer: Tell children what to do and expect them to do it without question Feedback for Correct Answer: This is not an effective way to teach children values according to Kniker. Text Reference: Should parents rather than schools teach values to children? Correct Answer: Discrimination Feedback for Correct Answer: Discrimination is an action taken based on negative attitudes. Text Reference: Defining Terms Related to Human Differences Correct Answer: Bias, stereotype, prejudice, bigotry Feedback for Correct Answer: These attitudes are in order of intensity from least to greatest. Text Reference: Defining Terms Related to Human Differences Correct Answer: Create inaccurate perceptions of persons or groups. Feedback for Correct Answer: Positive stereotypes can have its drawbacks because it creates inaccurate perceptions of people perceived to belong to a certain group. Text Reference: How do negative attitudes develop? Correct Answer: Stereotypes allow accurate perceptions about others to be formed. Feedback for Correct Answer: Stereotypes keep accurate perceptions about a person from being formed because it assumes traits about a person based on group membership. Text Reference: How do negative attitudes develop? Correct Answer: By teaching students to be open minded when faced with contradictory or ambiguous information Feedback for Correct Answer: If schools engage students in learning activities to promote being “open-minded,” students could be taught to be aware of and take into account the influence of confirmation bias. Text Reference: How does confirmation bias influence people and can it be overcome? Correct Answer: Confirmation bias Feedback for Correct Answer: Newberg and Waldman (2006) describe confirmation bias as the tendency to accept information reinforcing one’s beliefs while ignoring information contradicting those beliefs. Text Reference: How does confirmation bias influence people and can it 117 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

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be overcome? Correct Answer: Yes, Calvin’s race was white and his ethnicity was African and his nationality was American. Feedback for Correct Answer: Although the assumption is that all African American’s are black is often made, people from Africa come from many racial backgrounds. His nationality changed once he changed his citizenship, although his ethnic background did not. Text Reference: What is the difference between race, ethnicity, and nationality? Correct Answer: Physical differences; cultural differences Feedback for Correct Answer: Race is based on perceptions of physical differences; ethnicity is based on cultural differences (Jones, 1997). Text Reference: What is the difference between race, ethnicity, and nationality? Correct Answer: White males Feedback for Correct Answer: By American standards, white males are the dominant group and others are considered to be minorities based on power structure. Text Reference: What are minority groups and why are they called minority groups? Correct Answer: ʺMinority groupʺ implies an oppressive power differential while ʺdiversityʺ refers all manner of human differences. Feedback for Correct Answer: Minority group members possess limited power compared to members of a dominant group. Diversity refers to the presence of human beings with perceived or actual differences based on a variety of human characteristics. Text Reference: What are minority groups and why are they called minority groups? Correct Answer: Prejudice is often based upon those labels. Feedback for Correct Answer: The existence of derisive labels and their variety suggest the extent to which prejudices exist. Stephan (1999) insists that reducing prejudice requires that teachers help children become aware of the tendency to attach negative labels to others. Text Reference: How have labels been used to define and control subordinate groups? Correct Answer: Language and labeling. Feedback for Correct Answer: Reactions to the two terms are significantly different, even though both terms describe people engaged in a similar quest. Text Reference: How have minority groups been perceived by the majority? Correct Answer: Eight to nine Feedback for Correct Answer: True racial awareness does not tend to become a significant issue until children are eight or nine years old. Text Reference: What is the impact of labels on individuals who are labeled? 118 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

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Correct Answer: It creates boundaries that cannot be crossed without difficulty. Feedback for Correct Answer: Highwater believes that derisives, derogatory terms, damage individuals in the dominant group as well as those in minority groups because derisive language creates boundaries. Text Reference: What is the impact of labels on individuals who are labeled? Correct Answer: Have the sanction of authority therefore promoting powerful negative messages. Feedback for Correct Answer: Derisive bureaucratic terms are powerful purveyors of negative images primarily because they have the sanction of authority behind them. Text Reference: How are negative bureaucratic terms as harmful as social derisive terms? Correct Answer: Problems are caused by individual defects. Feedback for Correct Answer: The exceptionalistic perspective views problems as a consequence of individual defect, accident, or unfortunate circumstance. Text Reference: How has our society responded to social problems experienced by minority groups?

Essay Questions 28 Suggested Response: 1) Setting an example – We set an example for our children by eating healthy food and getting daily exercise. 2) Enforcing rules and regulations - When students are late to class they lose 5 points from their participation grade. 3) Persuading or convincing – We debate rules with our children and try to convince them of why they are correct. They also try to persuade the parent to take their side. 4) Appealing to one’s conscience – When one child takes the toy of another child, we ask, “How would you feel if he took your toy?” 5) Offering limited choices – “You can wear the red shirt or the green shirt.” 6) Providing inspirational materials / experiences – In history class, students learn about the great achievements of famous people. 7) Reinforcing religious or cultural dogma – All the great religions of the world have some version of the “Golden Rule.” Text Reference: See Are values individually chosen or are we taught to accept certain values? 29 Suggested Response: On campus recycling and responsibility to the future is a value. The institution provides recycling bins in the hallways of the classroom building and in the library and dorm entryways. Students participate in recycling projects and poster contests. However, if you look in any trashcan, you can see plastic drink bottles filling them up instead of being in the bin just 20 feet away. This may occur because students don’t think about the recycling bins. They may believe that one bottle won’t make a difference or they feel 119 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

walking 20 feet is to out of the way for them. They also may have a habit of throwing things out as they leave a classroom instead of waiting. Also students are so focused on the here and now that recycling for the future has no meaning for them. Text Reference: See How does the way values are taught explain the inconsistency between values and behavior? Suggested Response: • Beliefs are inferences about reality. A person may believe that women should not work. They should be taking care of children at home. He may also believe that women should be subservient to men. • A cluster of beliefs creates an attitude. The person who has the previous beliefs may have the attitude that a woman’s voice is not worthy of being heard and her opinion does not matter. He may also believe she is a second class citizen. • From these attitudes, a value is formed and this value generates an action or deliberate choice to avoid an action. A person who has the previous beliefs may value a man’s opinion over a woman’s opinion and may value spending money on his needs rather than her needs. An action that can occur with these beliefs is spending money on a new set of gold clubs or a boat that he wants rather than a new car for her or new clothing. He may feel that his wants are more important and deserving of the family money than her needs. Text Reference: See The role of beliefs and values in human differences. Suggested Response: • Bias is a mild inclination towards or against someone or something. It can be positive or negative. For example, a person can prefer to date someone who is dark haired and brown eyed but is okay with dating someone with blue eyes and blond hair. • A stereotype is a positive or negative trait or traits ascribed to a certain group and to most members of that group. For example, a stereotype about 13-year-old girls is that they are giggly and self-centered. This may or may not be true of all 13-year-old girls. • A prejudice is a negative attitude toward a group and persons perceived to be members of that group; being predisposed to behave negatively toward members of a group. An example of a prejudice is believing African American young males are dangerous to others and like to fight and rob people. A person who believes this may avoid areas where they hang out or cross the street when they see a group of them walking toward them. • Bigotry is an extreme negative attitudes leading to hatred of a group and persons regarded as members of the group. An example of bigotry is a person who takes every chance they get to talk negatively about a certain group of people and tries to get everyone to listen to his or her opinion. The next step up from bigotry is discrimination. • Discrimination is defined as actions or practices carried out by a member or members of dominant groups, or their representatives, that 120 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

have a differential and negative impact on a member or members of subordinate groups. Discrimination is not only a dislike or stereotype but it is actively making a negative impact on a group or someone believed to be in the group. An example of discrimination is not hiring people of a certain ethnicity or not going to a store or restraint that has people of a certain ethnicity working there. Text Reference: See Defining Terms Related to Human Differences Suggested Response: • A majority group is the group that has the power no matter the numbers of people in that group. In the United States the upper middle class, white, heterosexual, Christian male is considered the majority even though their numbers do not represent 51% of the US population. • The minority group does not refer to numbers but to their limited power in society. Majority groups label minority groups. Minority groups can be identified according to differences based on age, marital status, parental status, educational status, geographic location, physical characteristics, and other factors that influence individual personality and behavior. • This sets up artificial boundaries between the groups and allows the majority group to keep others in check through labeling. • Labels are not only informal social labels that we call each other but sanctioned bureaucratic names that bring up powerful images. These have power because they are used by those in authority. The use of labels can change how we view certain groups. African American males may be referred to as “thugs,” ‘gangstas,” or “inner city youth.” All of these bring up negative connotations. Text Reference: See Defining Terms Related to Human Differences

Chapter 2: Understanding Prejudice and Its Causes CHAPTER OUTLINE CONCEPTIONS AND MISCONCEPTIONS OF PREJUDICE What are examples of misconceptions about prejudice? How widespread is prejudice? How are prejudices reflected in American media? What examples of prejudice exist in our language? How does gender prejudice in our language promote sexist attitudes? What sexist terms for men could be considered derisive? Aren’t some prejudices positive? THE PERPETUATION OF PREJUDICE How are prejudices perpetuated? Denial rationalizations Victim-blaming rationalizations Avoidance rationalizations CAUSES AND CONSEQUENCES OF PREJUDICE What are the major causes promoting the development of prejudice? How does frustration cause prejudice? What do stereotypes have to do with uncertainty, and how do they cause prejudice? How does threat to self-esteem cause prejudice? How does competition for status, wealth, and power cause prejudice? What is racial profiling? What other forms of discrimination are a consequence of prejudice? Is prejudice the main cause of discrimination in society? How does the interest theory explain discrimination? How is discrimination explained by the institutionalized discrimination theory? What can schools do to reduce prejudice?

CHAPTER OUTLINE Multiple choice 1-8 Essay 31-32

Multiple choice 917 Essay 33

Multiple choice 1830 Essay 34-35

Multiple Choice Questions 1. What can be said about the relationship between rational thinking and prejudice? a. The great rational minds of the world have had no prejudices. b. It is possible to be rational and prejudiced at the same time. c. Holding prejudices keeps rational thinkers for being able to achieve greatness. d. It is not possible to be rational and prejudiced at the same time. 2. What does it become when prejudice develops into hatred? a. Bigotry b. Discrimination c. Denial rationalization d. Elitism 3. Which of the following has not been a factor in leading nations around the world to confront historic prejudices? a. Economic globalization b. Immigration c. Laws limiting immigration d. Population migration 4. How do media encourage prejudice? a. By realistically portraying minorities b. By challenging stereotypical characteristics of minorities c. By showing minorities in stereotypical ways d. By reflecting the true attitudes of Americans 5. Which of the following sentences does not contain an example of the black/white syndrome in the English language? a. I was blacklisted from joining the club. b. You are my white knight in shining armor! c. He was only convicted of a white-collar crime. d. I am planning to wear a little black dress to the party. 6. Which of the following is not an example of how gender prejudice in our language promotes sexist attitudes? a. “I will meet Dr. Johnson tomorrow and I hope he is friendly.” b. “When I grow up I want to be a firefighter.” c. “Janet may be blonde but she is pretty smart.” d. “You only scraped your knee. Man up and walk it off.” 7. When a negative attitude is acted upon it becomes a. Prejudice. b. Bias. c. Discrimination. d. Bigotry. 8. Which of the following statements is an example of the misuse of the term prejudice? a. “I am prejudiced against the Fighting Bears’ football term. Their fans are always so nasty.” b. “Of course I am prejudiced. Teenagers are so lazy.” 123 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

c. “I don’t want to sound prejudiced but if we let that group home open in the neighborhood we will not be safe anymore.” d. “I am prejudiced for my football team. I always support them.” 9. Which of the following is not an example of how prejudices are rationalized? a. Denial b. Victim-blaming c. Avoidance d. Fact seeking 10. Refusing to recognize that there are problems in society as a result of prejudice and discrimination is an example of a. Victim-blaming rationalization b. Denial rationalization c. Avoidance rationalization d. Scapegoat rationalization 11. Which of the following statements is an example of denial rationalization? a. “She would not have been raped if she had not worn such a skimpy outfit.” b. “Yes, women have had to struggle for equality but look how far they have come in the political arena.” c. “African-Americans cannot claim discrimination in hiring since affirmative action was instituted.” d. “She might be a popular cheerleader but I am smarter.” 12. Which is the best definition for victim-blaming rationalizations for prejudice? a. It is the flaws and deficiencies of minorities that cause their problems, so society does not need to change. b. Prejudice and discrimination do not cause problems in society. c. The best people ascend to a place of superiority in society and represent a natural aristocracy. d. One person gains at the expense of others and sharing power means a reduction of power. 13. All of the following are examples of victim blaming rationalizations except which one? a. If women don’t want to be targets of crime, they need to take selfdefense classes. b. The poor should get jobs if they don’t want to live in poverty. c. He was just at the wrong place at the wrong time. d. It is the natural order of things that a woman should stay at home and take care of the kids. 14. How is an avoidance rationalization different from denial and victim-blaming rationalizations? a. Avoidance rationalizations deny that societal problems stem from prejudice and discrimination. b. Avoidance rationalizations address prejudice and discrimination as a problem for individuals rather than the entire society. c. Avoidance rationalizations do not perpetuate prejudice and discrimination. 124 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

d. Avoidance rationalizations acknowledge societal problems stem from prejudice and discrimination. 15. Which of the following arguments uses an avoidance rationalization to perpetuate prejudice? a. If those women didn’t have so many babies, they could come off welfare. b. Instead of studying why we are so different in this diversity class, why don’t we study how we are alike. c. Now that an African-American president has been elected, there is no more racism in the United States. d. Gay people should keep their sexual preferences to themselves if they don’t want to be bothered. 16. You are in a teacher’s meeting when the principal expresses her frustration over so many African American male students being suspended. One of the teachers states, “I know it’s a problem, but we have had fewer suspensions this year than we had at this time last year.” What type of prejudice rationalization is this? a. Denial rationalization b. Victim blaming rationalization c. Avoidance rationalization d. Personal denial rationalizations 17. Two boys were severely beaten at a high school football game. When the attackers were questioned by the police, they rationalized their attacks by saying, “Those two were fags and they deserved it.” What type of prejudice rationalization is this? a. Victim blaming b. Denial rationalization c. Avoidance rationalization d. Scapegoating rationalization 18. One of your neighbors on the cul-de-sac must move because their house was foreclosed on because both parents lost their jobs. At a good-bye get together one of the other neighbors whispers to you, “Well, they were never our type of people anyway. He can’t keep a decent job, and the kids are dirty all the time. Can you believe what color they painted their living room? Good riddance!” What type of attitude is demonstrated in this conversation? a. Zero-sum b. Elitist c. Denial rationalization d. Interest theory 19. The president of the PTA is always complaining about the amount of work she has to do but when you ask her why she doesn’t delegate some of the work to others she replies, “I can’t do that. The principal relies on me. And if I let one of those other mothers take over, next thing you know, they will be running the school and I won’t have any say so in how things are run around here.” What type of attitude is this? a. Zero-sum 125 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

b. Elitist c. Denial rationalization d. Institutionalized discrimination 20. Of the four primary causes of prejudice which one focuses on blaming others for your problems and finding a scapegoat? a. Resorting to stereotypes b. Threat to self esteem c. Competition for status, wealth, and power d. Frustration-aggression 21. What do people tend to do when they are forced to deal with unfamiliar groups of people that reinforce prejudice? a. Become frustrated and aggressive b. Feel a threat to self esteem c. Resort to stereotypes d. Start competing for wealth, power and status 22. Maria is a new girl at the high school who tries out for the cheerleading team. She is so good that she is made head of the squad. Maxie, the cocheerleader who thought she was a shoo-in for head this year, starts spreading rumors about Maria and accuses her of sleeping with the quarterback of the team, whose mother happens to be the cheerleading squad advisor. Soon the rest of the class starts whispering about Maria behind her back and excluding her from activities in and out of the classroom. What cause of prejudice is Maxie illustrating? a. Scapegoating b. Uncertainty leading to stereotypes c. Frustration leading to aggression d. Threat to self-esteem 23. How does competition in the classroom encourage prejudice? a. The uncertainty of who the other group is builds up stereotyping. b. Competition builds an “us versus them” mentality. c. Losers in the classroom activity will lose their self-esteem. d. Students who are frustrated become aggressive with others. 24. Which of the following is not an example of racial profiling? a. Stopping a car full of black teenagers while they are driving in an upper middle class neighborhood b. A Middle Eastern looking man being pulled out of the line and being searched at the airport c. Everyone having to present a driver’s license or voter’s registration card before voting. d. Requiring people of presumed Hispanic descent to present their proof of citizenship when asked. 25. Which of the following is a passive negative response to prejudice? a. Verbal abuse towards others b. Physical assaults c. Genocide 126 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

d. Avoiding interactions with people who are not members of our own group 26. Although studies have shown that prejudice has been reduced in recent years, there has not been a reduction in discrimination. Which of the following theories is not a given reason for continuing discrimination? a. Prejudicial theory b. Internal colonialism theory c. Interest theory d. Institutionalized discrimination theory 27. How does the interest theory explain discrimination? a. People discriminate in order to protect their own power and privilege. b. Dominant groups exploit subordinate groups to control resources. c. Institutional policies and practices have negative effects on subordinate groups. d. Racial profiling keeps immigrants from being able to advance in their careers. 28. The homeowner’s association in Snowhill meets every third Tuesday at 10:00 am over brunch to discuss matters of the neighborhood. This group is mostly run by nonworking mothers who are available at this time of day. They decide that the neighborhood will once again participate in the annual Christmas parade, not taking into account the religious practices of newer members of the community. When some people complain, they are called unneighborly and accused of not supporting the children. What discrimination theory explains the perpetuation of prejudice towards those who chose not to participate in the parade? a. Internal colonialism theory b. Institutionalized discrimination theory c. Interest theory d. Zero-sum theory 29. Which of the following is not a way to reduce prejudice? a. Providing accurate information b. Establishing equitable workplace policies and practices c. Encouraging competition d. Challenging negative attitudes 30. Which of the following classroom activities can be used to reduce prejudice? a. Writing and sharing stories about each other’s families b. Giving prizes to students for the best dressed and smartest c. Ignoring students when they make prejudicial remarks d. Having teacher’s pets in the classroom

Essay Questions

31. Think about the television you watch and the commercials you have seen. What prejudices and stereotypes are reinforced? Why do the media continue to reinforce these prejudices and stereotypes? 32. The old saying is “Sticks and stones may break my bones, but words will never hurt me” can give permission for children to call each other names. When you have listened to a group of children or teenagers on the playground or in the mall or even when you are with your group of friends, what types of sexist and derisive terms are used in the conversations? Although these are often seen as funny or “just picking” what messages do these words send? 33. Prejudice is perpetuated through three types of rationalizations: denial, victim blaming, and avoidance. Explain what each rationalization is and give an example of each that occurs on a college campus. 34. Two of the four major causes of prejudice involve (a) finding a scapegoat for one's problems and (b) having little knowledge of or experience with groups other than one's own. Explain how these two factors may cause prejudice. 35. Explain the three theories of discrimination and give examples of each.

CHAPTER 2 ANSWER KEY Multiple Choice Questions 1. B Correct Answer: It is possible to be rational and prejudiced at the same time. Feedback for Correct Answer: Rational people can hold prejudices. Text Reference: What are examples of misconceptions about prejudice? 2. A Correct Answer: Bigotry Feedback for Correct Answer: When prejudice reaches the intensity of hatred, it becomes bigotry. Text Reference: Conceptions and Misconceptions of Prejudice 3. C Correct Answer: Laws limiting immigration Feedback for Correct Answer: Laws limiting immigration reinforce historic prejudices. Text Reference: How widespread is prejudice? 4. C Correct Answer: By showing minorities in stereotypical ways Feedback for Correct Answer: Media portrays minorities in stereotypical ways thereby reinforcing prejudicial attitudes. Text Reference: How are prejudices reflected in American media? 5. D Correct Answer: I am planning to wear a little black dress to the party. Feedback for Correct Answer: Little black dress is describing a color of a clothing item and not an example of the black/white syndrome in the English language. Text Reference: What examples of prejudice exist in our language? 6. B Correct Answer: “When I grow up I want to be a firefighter.” Feedback for Correct Answer: In reading the sentence you do not know if it was said by a male or a female because the firefighter is used instead of fireman. The use of man as a generic term usually brings up the image of men only. Text Reference: How does gender prejudice in our language promote sexist attitudes? 7. C Correct Answer: Discrimination Feedback for Correct Answer: Negative behavior is discrimination: We no longer merely hold a negative attitude—we have acted on that attitude. Text Reference: Aren’t some prejudices positive? 8. D Correct Answer: “I am prejudiced for my football team. I always support them.” Feedback for Correct Answer: Some people misuse the term prejudice by saying they are prejudiced for something, but a prejudice is always a negative attitude. Text Reference: Aren’t some prejudices positive? 9. D Correct Answer: Fact seeking Feedback for Correct Answer: Rationalizations seek to justify prejudices and perpetuate them. If facts were sought, prejudices would be reduced. Text Reference: How are prejudices perpetuated? 10. B Correct Answer: Denial rationalization 129 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

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Feedback for Correct Answer: In making denial rationalizations, we refuse to recognize that there are problems in our society resulting from prejudice and discrimination. Text Reference: Denial rationalizations Correct Answer: “African-Americans cannot claim discrimination in hiring since affirmative action was instituted.” Feedback for Correct Answer: This is a denial rationalization because the speaker is denying that discrimination is an issue today in the hiring of African Americans. Text Reference: Denial rationalizations Correct Answer: It is the flaws and deficiencies of minorities that cause their problems, so society does not need to change. Feedback for Correct Answer: Victim-blamers focus on the group being harmed by societal prejudices and insist that society doesn’t need to change: The group needs to change. Text Reference: Victim-blaming rationalizations Correct Answer: It is the natural order of things that a woman should stay at home and take care of the kids. Feedback for Correct Answer: This is a denial rationalization that asserts that there are no problems and things are as they should be. Text Reference: Victim-blaming rationalizations Correct Answer: Avoidance rationalizations acknowledge societal problems stem from prejudice and discrimination. Feedback for Correct Answer: Unlike people who employ denial and victim-blaming, those who promote avoidance rationalizations recognize the problems in society as stemming from prejudice and discrimination. Text Reference: Avoidance rationalizations Correct Answer: Instead of studying why we are so different in this diversity class, why don’t we study how we are alike. Feedback for Correct Answer: This argument avoids the issue of understanding the uniqueness that makes people diverse and how these differences can lead to prejudice and discrimination as well as an appreciation for what makes people unique. Text Reference: Avoidance rationalizations Correct Answer: Avoidance rationalization Feedback for Correct Answer: They are avoiding the principal’s implied concern over disproportionate suspensions by rationalizing that “things are getting better” without suggesting any kind of solution. Text Reference: The Perpetuation of Prejudice Correct Answer: Victim blaming Feedback for Correct Answer: The attackers blamed their behavior on the perceived sexual orientation of the boys they beat, rather than accept responsibility for their actions. Text Reference: The Perpetuation of Prejudice Correct Answer: Elitist Feedback for Correct Answer: This condescending attitude promotes the 130 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

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belief that those in the lower levels of society deserve to be where they are and that successful people have earned their place in society. Text Reference: Causes and Consequences of Prejudice Correct Answer: Zero-sum Feedback for Correct Answer: People with zero-sum attitudes do not share power because the assumption is that the personal gains of one individual mean a loss for someone else. Text Reference: Causes and Consequences of Prejudice and Discrimination Correct Answer: Frustration-aggression Feedback for Correct Answer: The frustration-aggression hypothesis maintains that as frustration builds, it leads to aggressive action and fining a scapegoat. Text Reference: How does frustration cause prejudice? Correct Answer: Resort to stereotypes Feedback for Correct Answer: Because of our lack of accurate information, we may believe in stereotypes as a way to convince ourselves that we know about certain groups. Text Reference: What do stereotypes have to do with uncertainty, and how do they cause prejudice? Correct Answer: Threat to self-esteem Feedback for Correct Answer: If members of an inferior group become successful, their achievements threaten those whose self-esteem are based on feelings of group superiority and unconsciously transform a condescending attitude into prejudice. Text Reference: How does threat to self-esteem cause prejudice? Correct Answer: Competition builds an us versus them mentality. Feedback for Correct Answer: There is evidence that competition fosters prejudicial attitudes. Text Reference: How does competition for status, wealth, and power cause prejudice? Correct Answer: Everyone having to present a driver’s license or voter’s registration card before voting. Feedback for Correct Answer: If everyone is required to present proof of eligibility before voting, it cannot be considered racial profiling. Text Reference: What is racial profiling? Correct Answer: Avoiding interactions with people who are not members of our own group Feedback for Correct Answer: In contrast to confrontational negative behavior stemming from prejudice and bigotry, a more passive negative response to prejudice is to avoid members of other groups. Text Reference: What other forms of discrimination are a consequence of prejudice? Correct Answer: Prejudicial theory Feedback for Correct Answer: Prejudicial theory is not a reason for continuing discrimination even though prejudice has decreased. 131 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

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Text Reference: Is prejudice the main cause of discrimination in society? Correct Answer: People discriminate in order to protect their own power and privilege. Feedback for Correct Answer: Instead of being motivated by prejudice, people discriminate against individuals from subordinate groups because of self-interest and to protect their power and privilege. Text Reference: How does the interest theory explain discrimination? Correct Answer: Institutionalized discrimination theory Feedback for Correct Answer: This theory describes institutional policies and practices that have different and negative effects on subordinate groups. Since the homeowner’s association is controlled by non-working neighbors, they make the decisions for the entire neighborhood and do not offer a voice to those who cannot be at home for the meetings. Text Reference: How is discrimination explained by the institutionalized discrimination theory? Correct Answer: Encouraging competition Feedback for Correct Answer: Competition for resources can increase prejudice and discrimination when people try to protect their own interests and gain power and status. Text Reference: How is discrimination explained by the institutionalized discrimination theory? Correct Answer: Writing and sharing stories about each other’s families Feedback for Correct Answer: Teaching students to respect the background of each other and to learn accurate information about each other can reduce prejudice. Text Reference: How is discrimination explained by the institutionalized discrimination theory?

Essay Questions 31 Suggested Response: During television programs and commercials several stereotypes may be presented. Some may include blondes are dumb or ditzy, African American males are athletic, overweight women are housekeepers, people who wear glasses are smart, handicapped people rarely appear in this world, gay men are effeminate, Latinos have large families. Stereotypes are often used for humor and to reinforce humorous situations. Although many programming issues would work with other characters and commercials could advertise their products with a more diverse group of actors, the media reinforces stereotypes and prejudices because it appeals to unconscious beliefs of the consumer. Typically consumers don’t recognize these advertisements as stereotypes because these images are so familiar that they seem not to be stereotypes at all, but rather to portray reality. Text Reference: How are prejudices reflected in American media? 32 Suggested Response:

. When the object of this name calling gets upset, he or she is told they are just being sensitive or that the name caller was “just picking” but these words can have a negative effect. These names dehumanize people and if heard often enough, people can internalize the messages and start believing them. This effects self-esteem in a negative way and can have lifelong consequences. These words also reinforce sexist, racist, homophobic and prejudicial attitudes. Text Reference: What examples of prejudice exist in our language? Suggested Response: • Denial: In making denial rationalizations, we refuse to recognize that there are problems in our society resulting from prejudices and discrimination. We deny first that there is a problem and then deny that we would ever participate in causing this problem. An example might be a white person when asked why he doesn’t like black people saying, “I like all people, I even have a black friend back at home.” • Victim-blaming: Victim-blaming is just as it sounds, blaming the victim for any difficulties and problems that may occur. Victim-blamers focus on the group being harmed by societal prejudices and insist that society doesn’t need to change: The group needs to change. An example that might be heard on a college campus might be, “Of course she gets treated badly by her boyfriend. She is always wearing those short dresses and dressing like a skank.” • Avoidance: Those who promote avoidance rationalizations recognize the problems in society as stemming from prejudice and discrimination however; they avoid confronting issues by offering a solution that addresses only part of a problem, or suggesting a false solution that does not address the problem at all. An example on a college campus occurs in diversity classes quite often. Students may ask, “Why can’t we focus on how all people are alike instead of looking at how we are different. I don’t see people’s color; I like them the way they are.” Text Reference: The perpetuation of prejudice Suggested Response: • When people are frustrated, they find a scapegoat to bear the brunt of their frustration. They don’t want to admit that they might have to change or find a new way to solve problems. They would rather the blame be given to someone else. For example, when there are high numbers of unemployment, immigrants are often blamed for the economic down turn. This causes people who may never have even met an immigrant to start taking abut immigrant reform and campaigning to remove “illegal aliens” from the state. It turns the conversation about unemployment from how to solve the difficulties to a conversation about us versus them which reinforces prejudice. • When other cultures are avoided unexposed people have a tendency to believe what they read, see in the media, and hear from others as the truth about a group. Unfortunately these messages are usually 133 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

stereotypes and prejudiced beliefs. If people do not expose themselves to other cultures, they have no experiences to compare these messages to and are more susceptible to believing the negative messages they are exposed to. Text Reference: What are the major causes promoting the development of prejudice? Suggested Response: • Interest theory: When people are trying to protect their own power and privilege, they discriminate against other groups to protect their selfinterests. When a neighborhood does not want a group home to be built for fear of increase crime or decreasing property values, they are looking out for their interest without investigating the real effect of group homes on a neighborhood. • Internal colonialism theory: This theory is based on keeping the dominant group – usually white males, in power. An example of occurs when people of color are denied entrance into college sororities and fraternities based on their ethnic backgrounds. • Institutionalized discrimination theory: This occurs when institutional policies and practices that have different and negative effects on subordinate groups. Those are not usually official policies, but are understood rules that reinforce discrimination. An example of this occurs when men in a company go out for drinks after work and continue to discuss business and corporate politics while the business women leave to pick up children and take care of the home in the evenings. Women miss out on a lot of business dealings when they do not participate in the after-hours activities. Text Reference: Is prejudice the main cause of discrimination in society?

Chapter 3: Communication, Conflict, and Conflict Resolution CHAPTER OUTLINE COMMUNICATION AND CONFLICT What is an appropriate definition of communication? How does assigning meaning lead to conflict? How does nonverbal communication lead to conflict? What are other misconceptions about communication? How does effective communication occur? What does this communication model suggest about conflict resolution? How can attitudes toward people or groups create conflict? What are the levels of cultural awareness? CULTURE, COMMUNICATION STYLE, AND CONFLICT What are some communication style differences that are based on culture? How does gender influence communication styles? How do gender differences in communication styles lead to misunderstanding and conflict? CONFLICT RESOLUTION

RELEVANT TEST ITEMS Multiple choice 1-12 Essay 31-33

Multiple choice 13-20 Essay 34

Multiple choice 21-30 Essay 35

What does “zero tolerance” mean and has it been effective in schools? With so much conflict occurring, how can conflicts be resolved? What values and skills are necessary for conflict resolution to be effective? How do people develop moral reasoning abilities?

Multiple Choice Questions 1. A common misconception about communication is a. It involves both verbal and nonverbal communication. b. It simply means telling people something. c. Good communicators seek constant feedback d. Verbal and nonverbal communications may not always match each other. 2. When the speaker’s words are interpreted by the listener differently than what was originally intended, what is most likely to occur? a. Minimalization b. Multiplicity c. Praxis d. Conflict 3. According to a study by Heath (2006), middle class children are more successful at communication and language skills when they enter school than lower income children for what reason? a. They have a wider range of memorization and creativity skills upon entering school. b. They come to school with strong creative skills but weaker memorization skills. c. They come to school with strong memorization skills but weaker creativity skills. d. They are viewed as being smarter based on their economic status. 4. There seem to be many conflicts between the staff at a new school. The principal thinks the conflicts are due to communication issues because all the teachers are from other schools and have different backgrounds. In a meeting the principal asks the teachers to throw out thoughts about communication so they can start to solve their conflicts. Which of the following statements is the only accurate statement about communication? a. “We have a breakdown in communication in the school.” b. “Communication is always a good thing and we should encourage it.” c. “Just because we talk about the problems does not mean we have successful communication.” d. “If we can just learn to communicate our problems will be solved.” 5. Which of the following is not a commonly held misperception about communication? a. Communications often break down. b. Communication always solves problems. c. Communication is a natural human ability. d. Communication is a tool that can be used for good or bad purposes. 6. One of your low-income students turns in his work late. Using your student’s lateness to reinforce expectations that low-income people have a poor work ethic is an example of a. Selective perception. b. Minimalization. c. Relativism. 136 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

d. Tolerance. 7. Identify the correct sequence of steps in the “Circular Theory of Interpersonal Communication.” a. Attitudes towards people and groups; verbal and nonverbal action; observations and assumptions; conclusions and judgments b. Observations and assumptions; verbal and nonverbal action; attitudes towards people and groups; conclusions and judgments c. Attitudes towards people and groups; observations and assumptions; conclusions and judgments; verbal and nonverbal action d. Attitudes towards people and groups; observations and assumptions; verbal and nonverbal action; conclusions and judgments 8. Which one of the following includes elements in the ʺCircular Process of Communicationʺ model? a. Saying or doing something and later regretting it b. Having first impressions and making value judgments c. having a positive orientation toward people and suspending judgment d. Being prejudiced and acting on it 9. Tara and LaQuisha are fighting on the playground. You break them up and take them inside to find out what happened. What is the best question to ask when trying to effectively manage this conflict? a. “Who started the fight?” b. “Why are you fighting?” c. “Who threw the first punch?” d. “Who is going to apologize first?” 10. For effective conflict management to take place what must be identified? a. Who started the conflict b. Who the injured party is c. The actual cause of the conflict d. The actions taken during the conflict 11. What level of Kimmel’s cultural awareness is needed in order to avoid or resolve conflicts? a. Cultural chauvinism b. Minimalization c. Tolerance d. Understanding 12. In Kimmelʹs levels of cultural awareness, what is minimized in the minimalization level and why? a. The differences between cultural groups to emphasize universal human needs and behaviors b. The conflicts between cultural groups to emphasize the need for tolerance c. The similarities between cultural groups to emphasize the uniqueness of each group d. The cultural differences to emphasize individual differences 13. What is the best way to deal with conflict when the group members are from different cultures? 137 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

a. Establish who has the most to gain from the conflict b. Determine the perception of each group member about the cause of the conflict c. Have the person who started the conflict explain the reason behind the conflict d. Separate the group by cultural similarities so they do not have to interact with each other 14. How are communication styles different between blacks and whites? a. Black people present unbiased and objective arguments while white people accept the existence of bias and are skeptical of objectivity. b. White people distrust people who are not passionate in their speech while black people prefer impersonal and dispassionate speech. c. Black people use aggressive words to warn of physical aggression while white people do not. d. Middle class white people see aggressive language as a precursor to aggressive behavior while black people believe aggressive language doesn’t have to lead to physical aggression. 15. Why are there communication differences between the genders? a. They are socialized differently as children b. Their brain structure is vastly different. c. Females are devious and cunning while men are arrogant and intimidating. d. Each gender is genetically predisposed to communicate the way they do. 16. Gender communication style differences are likely to occur as a result of all of the following, except which one? a. There are differences in the ways boys and girls are socialized. b. Boys are often encouraged to play aggressively while girls are encouraged to play ʺniceʺ. c. Boys are genetically predisposed to be dominant, which is often reflected in the ways boys communicate. d. Boys are encouraged to play in large competitive groups while girls are encouraged to play with smaller groups talking and collaboration. 17. Which of the statements best reflects how women communicate? a. Women are better at reading nonverbal cues than men. b. Women make less eye contact than men. c. Women are more direct when making requests than men. d. Women are less concerned with consensus than men. 18. Which statement best reflects how men communicate? a. Men are better at reading nonverbal cues than women. b. Men are less direct than women in making requests. c. Men make less eye contact than women. d. Men are more concerned with group consensus than women. 19. It is 6:00 on a Saturday. Leon and Dayna are driving home from work when Dayna says, “We haven’t been to that new Italian restaurant yet. Do you want to stop there and eat dinner?” He answers no and drives home as Dayna 138 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

stares out the window with her arms crossed. An hour later he is watching TV and asks Dayna what is for dinner. She sighs and ignores him. He is totally confused. What difference in communication style did not contribute to Leon’s confusion? a. He did not realize her question was actually a request. b. As a male in the relationship, he should make the decisions. c. He thought she was asking a genuine question so he gave his opinion. d. He thought since she did not reply to his desire to go home, she was in agreement with him. 20. At recess the girls are trying to decide on the rules of a game involving a ball. In the middle of discussion the boys get mad and Terrance grabs the ball out of Judy’s hand and throws it to Mike who runs with it. He shouts, “You girls are too slow.” In the middle of play the boys yell out rules and chase each other. Judy runs to the teacher and complains loudly that the boys don’t play fair. What would be the best response for the teacher to make while trying to educate Judy on communication styles? a. “Boys just like to scare girls and be the boss.” b. “You girls took too long to make a decision so the boys had every right to take the ball.” c. “Boys and girls are different when they play games. Boys like to get the game started and make up rules then. It doesn’t matter to them if everyone agrees like girls do.” d. “I will make Mike and Terrance stay in during recess tomorrow.” 21. Which of the following scenarios best describes bullying that is often experienced by girls? a. pushing b. shoving c. tripping d. being the subject of rumors 22. All of the following accurately reflect cyberbullying EXCEPT a. 9% of adolescent students report being cyberbullied b. boys are three times more likely to be cyberbullied than girls c. cyberbullying can appear on social media sites such as Facebook d. 93% of public schools have limited access to social networking websites to protect students 23. What is not punishable in the zero tolerance school policy? a. Nonviolent, but disruptive, behaviors b. Refusing to stand for the Pledge of Allegiance c. Bringing weapons to school d. Drug related infractions 24. What has been a result of the zero tolerance policy in schools? a. Racial bias and a lack of conflict prevention b. A more positive school climate c. Higher academic achievement d. Decrease in dropout rates 139 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

25. Which of the following sayings illustrates the value of reciprocity in conflict resolution? a. “Winners never quit and quitters never win.” b. “How we treat others says more about who you are than who they are.” c. “Do unto others as you would have them do unto you.” d. “The weak can never forgive. Forgiveness is the attribute of the strong.” 26. Which of the following is not an effective strategy used in skilled disagreement? a. Understanding that criticizing an idea is not criticizing the person b. Keeping quiet if something is not understood in order to avoid conflict c. Remembering that the solution affects everyone, not just the winner d. Having everyone contribute to the discussion and actively listen to others 27. Damar, a well-liked football star and Yrden, a poor immigrant who has just moved into the neighborhood, get into a fight on the playground. They are both taken to the principal’s office. The teacher tells the principal that the fight started over a football. She says, “Yrden claims it is his but I doubt it since he is too poor to afford it and Damar is the football star after all. Yrden should be suspended.” The principal says he will listen to both sides of the story before deciding what happened and the punishment. What conflict resolution value is the principal exhibiting that the teacher is not? a. Fallibility b. Reciprocity c. Nonviolence d. Equality 28. Solutions to conflict that are imposed through coercion a. Are reasonable when the values of equality and nonviolence cannot be met. b. Provide a constructive opportunity for both parties to grow and change. c. Do not provide lasting solutions to conflict. d. Enforce the belief that everyone should be treated equally. 29. Perry’s theory of moral reasoning is grounded in a. Social development. b. Cognitive development. c. Physical development. d. Emotional development. 30. After seeing a movie about saving whales and learning about their dwindling numbers, Ashiya becomes very concerned. She researches this problem, writes her representatives in congress, and even goes to college to major in marine biology. She focuses her life’s work on saving the whales. According to Perry’s continuum of moral reasoning, at what stage is Ashiya? a. Commitment b. Relativism c. Multiplicity d. Dualism 140 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Essay Questions 31. You and your friend are having a discussion about politics. Even though you don’t both agree about most political topics, you are both trying to be respectful and maintain a friendly atmosphere. The more you talk, the angrier you each get about the topic but you try to maintain a quiet voice and a smile on your face. Suddenly your friend gets very angry and yells that you are being stubborn, not listening to her, and treating her like someone who does not know what she is talking about. You are totally confused but later as you think about it you realize you have given off nonverbal cues that may have given her this impression. Describe what nonverbal cues have to do with communication and what your nonverbal cues are that may lead people to think you are not paying attention or not agreeing with them? 32. Communication styles can vary greatly depending on how a child is raised. How might your communication style differ from your future students and how might this lead to difficulties in the classroom. 33. You are a teacher. It is right after school and you have run into a grocery store to get some treats before the open house in school tonight. As you turn down an aisle you see coming from the other side of the aisle, a parent you have been trying to get in touch with for ages to talk about Fred, a student who has been especially disruptive in class lately. She is dressed very nicely in clothes that look like she is going on a date. Create a “Circular Model of Communication” for the teacher and the parent as they approach each other. 34. Men and women have different communication styles. Describe a time you and a person of another gender miscommunicated because of your communication styles. Explain why the communication errors occurred and what could have been changed to avoid the problems. 35. You are going to be an elementary teacher and you want to teach your student to resolve conflicts. What are the four values that must be taught and how can you explain them so that elementary students can understand them?