Educational Psychology 6Th Edition By John Santrock - Test Bank

Educational Psychology 6Th Edition By John Santrock – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 5

 

True/False Questions

 

1. Mexican culture has weaker collectivistic characteristics than does U.S. culture.

 

Answer: False

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144. Mexican culture has stronger collectivistic characteristics than does U.S. culture. However, the United States has many collectivistic subcultures, such as Chinese American and Mexican American.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

2. An individual’s success is determined by his or her cultural background rather than a positive sense of self and connectedness to others.

 

Answer: False

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144. Regardless of their cultural background, people need both a positive sense of self and connectedness to others to develop fully as human beings.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

3. Low–socioeconomic status individuals often have less power to influence a community’s institutions.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 145. Low–socioeconomic status individuals often have less education, less power to influence a community’s institutions, and fewer economic resources.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

4. Compared with non-Latino White children, ethnic minority children are more likely to experience persistent poverty over many years and to live in isolated poor neighborhoods where social supports are minimal.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 146. Compared with non-Latino White children, ethnic minority children are more likely to experience persistent poverty over many years and to live in isolated poor neighborhoods where social supports are minimal and threats to positive development abundant. In 2014, 21.1 percent of U.S. children under 18 years of age were living in families with incomes below the poverty line, with African American and Latino families with children having especially high rates of poverty.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

5. Research indicates that bilingual children have a smaller vocabulary in each language than monolingual children do.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 152. Research indicates that bilingual children have a smaller vocabulary in each language than monolingual children do. Most children who learn two languages are not exposed to the same quantity and quality of each language.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

6. Adults tend to learn a second language faster than children, but their level of second-language mastery is not as high as children’s.

 

Answer: True

Bloom’s Taxonomy: Comprehension

Feedback: Pages: 151–152. Adults tend to learn a second language faster than children, but their level of second-language mastery is not as high as children’s. Compared with adults, children are less sensitive to feedback, less likely to use explicit strategies, and more likely to learn a second language from large amounts of input.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

7. Relations among students from different cultural backgrounds typically improve when students talk with each other about their personal worries, successes, failures, coping strategies, interests, and so on.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 160. Relations among students from different cultural backgrounds typically improve when students talk with each other about their personal worries, successes, failures, coping strategies, interests, and so on. When students reveal personal information about themselves, they are more likely to be perceived as individuals than simply as members of a group.

Learning Goal II: Describe some ways to promote multicultural education.

8. Female brains are bigger than male brains.

 

Answer: False

Bloom’s Taxonomy: Knowledge

Feedback: Page: 166. Female brains are smaller than male brains, but female brains have more folds; the larger folds (called convolutions) allow more surface brain tissue within the skulls of females than in males.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

9. Social views of gender highlight the importance of the various social contexts in which children develop, such as families, peers, school, and the media.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 165. Social views of gender highlight the importance of the various social contexts in which children develop, such as families, peers, schools, and the media.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

10. Gender schema theory states that gender-typing emerges as children gradually develop gender schemas of what is gender-appropriate and gender-inappropriate in their culture.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Pages: 165–166. Gender schema theory states that gender-typing emerges as children gradually develop gender schemas of what is gender-appropriate and gender-inappropriate in their culture. A gender schema organizes the world in terms of female and male.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

11. According to recent research, girls and boys enter first grade with roughly equal levels of self-esteem, yet by the middle school years, boys’ self-esteem is significantly lower than girls’.

 

Answer: False

Bloom’s Taxonomy: Knowledge

Feedback: Page: 172. According to recent research, girls and boys enter first grade with roughly equal levels of self-esteem, yet by the middle school years, girls’ self-esteem is significantly lower than boys’.
Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

12. An example of relational aggression would be a child yelling at his or her friend.

 

Answer: False

Bloom’s Taxonomy: Comprehension

Feedback: Pages: 168–169. Relational aggression includes such behaviors as trying to make others dislike a certain individual by spreading malicious rumors about the person or ostracizing him or her. Mixed findings have characterized research on whether girls show more relational aggression than boys, but one consistent finding is that relational aggression comprises a greater percentage of girls’ overall aggression than it does for boys.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

13. Boys are more likely than girls to be identified as having learning problems.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Pages: 171–172. Gender bias against both boys and girls is present in classrooms. Boys are more likely than girls to be identified as having learning problems. Since the mid-1970s, girls have outnumbered boys in gifted programs.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

Multiple-Choice Questions

 

14. In the context of gender development, social views of gender highlight:
15. the differences in brain anatomy, specifically the relative sizes of the right and left hemispheres, in the context of development.
16. the impact of various contexts, such as families, schools, peers, and the media, on development.
17. the impact of genetic factors, such as whether an individual has two X chromosomes or an X and a Y, on development.
18. the role of hormones, such as estrogen and testosterone, in development.

 

Answer: b

Bloom’s Taxonomy: Knowledge

Feedback: Page: 165. Social views of gender highlight the various social contexts in which children develop, such as families, peers, school, and the media. Many parents encourage boys and girls to engage in different types of play and activities.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

15. Which of the following statements is true about the presence of gender bias in classrooms?
16. Girls are more likely than boys to be identified as having learning problems.
17. Boys are less likely than girls to be criticized.
18. Schools typically tend to stereotype girls’ behavior as problematic.
19. The behavior of being neat and orderly is associated with girls rather than boys.

 

Answer: d

Bloom’s Taxonomy: Comprehension

Feedback: Page: 171. Complying with instructions, following rules, and being neat and orderly are valued and reinforced in many classrooms. These are behaviors that are typically associated with girls rather than boys.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

16. Which of the following statements is a difference between boys and girls?
17. Boys show more self-regulation of their emotions than do girls.
18. Girls show less internalized sadness and positive emotions than do boys.
19. Girls are more likely than boys to be assigned to special/remedial education classes.
20. Boys are more likely than girls to value self-assertion in their interactions with friends.

 

Answer: d

Bloom’s Taxonomy: Comprehension

Feedback: Page: 168. Boys are more likely to value self-assertion and dominance than are girls in their interactions with friends and peers. Adolescent girls, in particular, are more likely to engage in self-disclosure and to provide emotional support in friendship than are boys.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

17. Which of the following is a biological factor that can contribute to differences in physical aggression between boys and girls?
18. Cultural expectations
19. Adult models
20. Hormones
21. The rewarding of aggression

 

Answer: c

Bloom’s Taxonomy: Knowledge

Feedback: Page: 168. Both biological and environmental factors have been proposed to account for differences in physical aggression between boys and girls. Biological factors include heredity and hormones; environmental factors include cultural expectations, adult and peer models, and the rewarding of physical aggression in boys.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

18. _____ are sets of expectations that prescribe how males or females should think, act, and feel.
19. Gender roles
20. Sexist ideas
21. Rapport talks
22. Report talks

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 165. Gender roles are sets of expectations that prescribe how females or males should think, act, and feel. Gender refers to the characteristics of people as males and females.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

19. Which of the following is an example of quid pro quo sexual harassment?
20. A teacher gives a student an F because the student refused sexual advances.
21. A student spreads rumors about her classmates.
22. A student is disallowed from joining the high school track team because of the student’s sexual orientation.
23. A student misbehaves with female students by using offensive language.

 

Answer: a

Bloom’s Taxonomy: Comprehension

Feedback: Page: 175. A teacher giving a student an F because the student refused sexual advances exemplifies quid pro quo sexual harassment. Quid pro quo sexual harassment occurs when a school employee threatens to base an educational decision (such as a grade) on a student’s submission to unwelcome sexual conduct.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

20. When Nathan’s kindergarten teacher asks him why he plays only with toy cars, he tells her that cars are what boys are supposed to play with. What is Nathan exhibiting?
21. Sexism
22. Gender stereotyping
23. Discrimination
24. Prejudice

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Page: 166. Nathan is exhibiting gender stereotyping. Gender stereotypes are broad categories that reflect impressions and beliefs about what behavior is appropriate for females and males.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

21. Ms. Sylvia asks her student Melissa why she is not playing with the other students. Melissa tells her that she forgot to bring her doll and only “boy’s toys” like blocks and cars are left to play with. What is Melissa exhibiting?
22. Sexism
23. Gender stereotyping
24. Discrimination
25. Prejudice

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Page: 166. Melissa is exhibiting gender stereotyping. Gender stereotypes are broad categories that reflect impressions and beliefs about what behavior is appropriate for females and males.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

22. Rose, a 16-year-old, is often described as being powerful and strong. She is also seen as being nurturing and caring toward people. Which of the following statements is most likely true about Rose?
23. Rose has an androgynous personality.
24. Rose is most likely a gifted student.
25. Rose has a high level of intelligent quotient (IQ).
26. Rose has a high level of emotional intelligence.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 169. Rose has an androgynous personality. Androgyny is the presence of desirable masculine and feminine characteristics in the same individual.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

23. Ms. Oleander, a science teacher, has a bad reputation in her neighborhood for her unacceptable behavior. Students have accused her of subjecting them to unwelcome sexual conduct that is so severe, persistent, or pervasive that it limits the students’ ability to benefit from their education. This is an example of:
24. gender stereotyping.
25. hostile environment sexual harassment.
26. quid pro quo sexual harassment.
27. gender-role transcendence.

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Page: 175. This is an example of hostile environment sexual harassment. Hostile environment sexual harassment is the subjection of students to unwelcome sexual conduct that is so severe, persistent, or pervasive that it limits the students’ ability to benefit from their education.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

24. A student accuses Mr. Weiss of threatening to base her grade on her submission to unwelcome sexual conduct. Mr. Weiss’s behavior is an example of:
25. androgyny.
26. hostile environment sexual harassment.
27. quid pro quo sexual harassment.
28. gender-role transcendence.

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 175. This is an example of quid pro quo sexual harassment. Quid pro quo sexual harassment occurs when a school employee threatens to base an educational decision on a student’s submission to unwelcome sexual conduct.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

25. In the _____, multicultural education in the United States was concerned with empowering students and better representing minority and cultural groups in curricula and textbooks.
26. 1900s to 1920s
27. 1920s to 1940s
28. 1940s to 1960s
29. 1960s to 1980s

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 158. In the 1960s to 1980s, multicultural education in the United States was concerned with empowering students and better representing minority and cultural groups in curricula and textbooks. Empowerment continues to be an important theme of multicultural education today.

Learning Goal II: Describe some ways to promote multicultural education.

 

26. Multicultural education has its roots in the:
27. Industrial Revolution.
28. Vietnam War protests.
29. civil rights movement.
30. women’s suffrage movement.

 

Answer: c

Bloom’s Taxonomy: Knowledge

Feedback: Page: 156. Multicultural education grew out of the civil rights movement of the 1960s and the call for equality and social justice in society for women and people of color.
Learning Goal II: Describe some ways to promote multicultural education

27. Goals of multicultural education include all of the following except:
28. encouraging students to be critical of individuals who belong to ethnic minority groups.
29. raising the self-esteem of minority students.
30. reducing prejudice against ethnic groups of color.
31. providing equal educational opportunities for all students.

 

Answer: a

Bloom’s Taxonomy: Comprehension

Feedback: Page: 158. Goals of multicultural education include raising minority students’ self-esteem, reducing prejudice, and providing more-equal opportunities for all students.

Learning Goal II: Describe some ways to promote multicultural education.

 

28. To better meet the needs of her ethnically diverse class, Mrs. Williams often gives her students opportunities to learn more about one another by conducting group activities. Her activities are infused with references to current events as well as historical and cultural information. In this case, Mrs. Williams is using _____ in her instructional approach.
29. issues-centered education
30. jigsaw teaching
31. culturally relevant teaching
32. direct instruction

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Pages: 158–159. Mrs. Williams is using culturally relevant teaching in her instructional approach. Culturally relevant teaching seeks to make connections with a learner’s cultural background.
Learning Goal II: Describe some ways to promote multicultural education.

 

29. All of the following strategies reduce bias in classrooms except:
30. displaying images of children from various ethnic groups.
31. selecting books that provide information about various cultural groups.
32. presenting plays that portray situations from various points of view.
33. forbidding students from discussing their biases and prejudices.

 

Answer: d

Bloom’s Taxonomy: Comprehension

Feedback: Page: 162. To help reduce bias, it is recommended that students feel free to discuss their own views openly. Children especially benefit if they learn early in their lives to show respect for individuals from ethnic groups other than their own. For example, in early childhood, teachers need to directly confront any hint of racism or discrimination in children’s interactions.

Learning Goal II: Describe some ways to promote multicultural education.

 

30. Mrs. Sophia provides her students with opportunities to learn about minorities and cultural groups. She believes that this method would enable her to improve the self-esteem of her minority students. In this case, Mrs. Sophia is most likely:
31. empowering her students.
32. using culturally relevant education.
33. using issues-centered education.
34. teaching moral thinking.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 158. In this case, Mrs. Sophia is most likely empowering her students. The term “empowerment” refers to providing people with the intellectual and coping skills to succeed and create a more just world.

Learning Goal II: Describe some ways to promote multicultural education.

 

31. Mr. Gareth includes multicultural education as part of all his students’ education. He teaches his students to be skillful at examining culture and provides them with historical factors that shape cultural views. In this case, Mr. Gareth is most likely:
32. empowering his students.
33. using culturally relevant education.
34. using issues-centered education.
35. teaching moral thinking.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 158. In this case, Mr. Gareth is most likely empowering his students. Empowerment refers to providing people with the intellectual and coping skills to succeed and make this a more just world.

Learning Goal II: Describe some ways to promote multicultural education.

 

32. Mrs. Harris structures her group assignments in such a way that students from different cultural backgrounds are required to cooperate with each other to complete a project. In this case, Mrs. Harris is using the concept of:
33. the jigsaw classroom.
34. culturally relevant education.
35. issues-centered education.
36. empowerment.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 160. In this case, Mrs. Harris is using the concept of the jigsaw classroom. A jigsaw classroom contains students from different cultural backgrounds who cooperate by doing different parts of a project to reach a common goal.

Learning Goal II: Describe some ways to promote multicultural education.

 

33. Mr. Presley, a history teacher, learns that students from some ethnic groups behave in ways that may make some educational tasks more difficult than others. In order to enhance the learning potential of his students, he provides them with the opportunity to engage in a variety of different tasks that help them learn about different cultural groups. Mr. Presley is increasing the students’ capacity to understand the world better by applying the concept of:
34. the jigsaw classroom.
35. culturally relevant education.
36. issues-centered education.
37. empowerment.

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Pages: 158–159. Mr. Presley is increasing the students’ capacity to understand the world better by applying the concept of culturally relevant education. Culturally relevant teaching seeks to make connections with the learner’s cultural background.

Learning Goal II: Describe some ways to promote multicultural education.

 

34. Mrs. Wagfield asks her students to bring artifacts that depict their cultural histories to show in class. She also includes information about her students’ family history and cultural background in her lessons. In this scenario, Mrs. Wagfield is using the concept of _____ to empower her students.
35. the jigsaw classroom
36. culturally relevant teaching
37. issues-centered education
38. contracting

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Pages: 158–159. In this scenario, Mrs. Wagfield is using the concept of culturally relevant teaching to empower her students. Culturally relevant teaching seeks to make connections with the learner’s cultural background.

Learning Goal II: Describe some ways to promote multicultural education.

 

35. Mr. Ludsberg uses exercises and activities in his class to improve his students’ understanding of how people from different ethnic groups think. He wants his students to “step into the shoes” of students who are culturally different from them. He also has his students read books depicting characters that are of a different culture than their own. This is an example of:
36. a jigsaw classroom.
37. culturally relevant education.
38. perspective taking.
39. the withitness approach of classroom management.

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 160. This is an example of perspective taking. Exercises and activities that help students see other people’s perspectives can improve interethnic relations. In social studies, students can be asked why people in certain cultures have customs different from their own.

Learning Goal II: Describe some ways to promote multicultural education.

 

36. Ms. McGuean uses exercises in the class that encourage her students to think deeply about interethnic issues. She wants to reduce prejudice among her students by having them think about the concept of social justice and equity in various ethnic groups. In this scenario, the teacher is applying the concept of:
37. the jigsaw classroom.
38. culturally relevant education.
39. issues-centered education.
40. empowerment.

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 159. In this scenario, Ms. McGuean is applying the concept of issues-centered education. Issues-centered education teaches students to systematically examine issues that involve equity and social justice.

Learning Goal II: Describe some ways to promote multicultural education.

 

37. Which of the following values reflects parents’ beliefs in collectivistic cultures?
38. Intrinsic motivation
39. Personal choice
40. Self-esteem and self-maximization
41. Respect and obedience

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144. A recent analysis proposed that three values reflect parents’ beliefs in collectivistic cultures: (a) connectedness to the family and other close relationships; (c) orientation to the larger group; and (c) respect and obedience.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

38. In the context of children’s effective development of autonomy, which of the following values reflects parents’ beliefs in individualistic cultures?
39. Intrinsic motivation
40. Orientation to a larger group
41. Connectedness to the family
42. Group solidarity

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144. A recent analysis proposed four values that reflect parents’ beliefs in individualistic cultures about what is required for children’s effective development of autonomy: (a) personal choice; (b) intrinsic motivation; (c) self-esteem; and (d) self-maximization, which consists of achieving one’s full potential.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

39. Culture includes all of the following except:
40. behavior patterns that are passed on from generation to generation.
41. beliefs that are passed on from generation to generation.
42. the products of a particular group of people that are passed on from generation to generation.
43. intelligence quotients.

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 143. Culture refers to the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

40. Research by psychologist Donald Campbell and his colleagues suggests that people in all cultures have a tendency to:
41. believe that what happens in their own culture is “natural” and “correct.”
42. think that customs from all cultural groups are equally valid.
43. associate themselves with individuals from different cultural groups.
44. show favoritism toward ethnic minorities.

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144. Psychologist Donald Campbell and his colleagues found that people in all cultures often believe that what happens in their culture is “natural” and “correct” and what happens in other cultures is “unnatural” and “incorrect,” behave in ways that favor their cultural group, and feel hostility toward other cultural groups.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

41. Which of the following questions could be best answered by conducting a cross-cultural study?
42. Are males more likely to drop out of school than females?
43. What are some of the biggest problems facing inner-city teenagers?
44. What are the differences in study habits between European and Asian elementary school children?
45. What techniques are most useful for teaching children to read?

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 144. When a researcher is studying the differences in study habits between European and Asian elementary school children, the researcher is most likely conducting a cross-cultural study. Cross-cultural studies involve comparisons between individuals of different cultures—such as European versus Asian.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

42. The _____ culture would most likely be described as individualistic.
43. Chinese
44. Japanese
45. Mexican
46. Canadian

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144. Many Western cultures such as those of the United States, Canada, Great Britain, and the Netherlands are described as individualistic. Many Eastern cultures such as those of China, Japan, India, and Thailand are labeled collectivistic. Mexican culture also has stronger collectivistic characteristics than U.S. culture does.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

43. Individualistic cultures value:
44. personal distinction.
45. obedience.
46. interdependence of group members.
47. harmonious relationships between people.

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144. Individualism refers to a set of values that give priority to personal goals rather than to group goals. Individualistic values include feeling good, gaining personal distinction, and establishing independence.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

44. Recent studies about adolescents’ time use show all of the following except that:
45. U.S. adolescents spend more time in paid work than their counterparts in most developed countries.
46. the largest amount of U.S. adolescents’ free time is spent in structured activities, like sports.
47. U.S. adolescents spend about 60 percent as much time on schoolwork as East Asian adolescents do.
48. U.S. adolescents may have too much unstructured time for optimal development.

 

Answer: b

Bloom’s Taxonomy: Knowledge

Feedback: Page: 145. Reed Larson and Suman Verma (1999) studied how adolescents in the United States, Europe, and East Asia spend their time in work, play, and developmental activities such as school. U.S. adolescents spent about 60 percent as much time on schoolwork as East Asian adolescents did, mainly because U.S. adolescents did less homework. U.S. adolescents also spent more time in paid work than their counterparts in most developed countries.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

45. Apart from the economic characteristics, the _____ of an individual determine his or her socioeconomic status.
46. educational characteristics and occupational characteristics
47. educational characteristics and racial characteristics
48. racial characteristics and cultural characteristics
49. racial characteristics and occupational characteristics

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 145. Socioeconomic status (SES) refers to the categorization of people based on their economic status and educational and occupational characteristics.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

46. In 2014 in the United States, approximately what percentage of non-Latino White children were living in poverty?
47. 20 percent
48. 13 percent
49. 40 percent
50. 65 percent

 

Answer: b

Bloom’s Taxonomy: Knowledge

Feedback: Page: 146. In 2014 in the United States, 12.7 percent of non-Latino White children were living in poverty.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

47. Compared with schools in higher-income areas, schools in low-income areas are more likely to have:
48. more students with higher achievement test scores.
49. smaller percentages of students attending college.
50. higher graduation rates.
51. older and more-experienced teachers.

 

Answer: b

Bloom’s Taxonomy: Knowledge

Feedback: Page: 146. In low-income areas, students tend to have lower achievement test scores, lower graduation rates, and lower rates of college attendance. The schools that children from impoverished backgrounds attend often have fewer resources than schools in higher-income neighborhoods.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

48. Compared with schools in higher-income areas, schools in low-income areas are more likely to have:
49. more students with higher achievement test scores.
50. higher graduation rates.
51. larger percentages of students attending college.
52. younger and less-experienced teachers.

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Pages: 146–147. In low-income areas, students tend to have lower achievement test scores, lower graduation rates, and lower rates of college attendance. School buildings and classrooms are often old, crumbling, and poorly maintained. They are also more likely to be staffed by young teachers with less experience than schools in higher-income neighborhoods.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

49. Compared with their economically more-advantaged counterparts, children from impoverished communities:
50. have less social support.
51. are separated from their families more often.
52. watch more TV.
53. All of the answers are correct.

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 146. A review of the environment of childhood poverty concluded that compared with their economically more-advantaged counterparts, poor children experience the following adversities: more family conflict, violence, chaos, and separation from their families; less social support; less intellectual stimulation; more TV viewing; inferior schools and child-care facilities, as well as parents who are less involved in their school activities; more pollution and crowded, noisy homes; and more dangerous, deteriorating neighborhoods.
Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

50. Which of the following issues was highlighted by Jonathan Kozol in his book Savage Inequalities?
51. Lack of medical care for children living in third-world countries
52. The problems that children of poverty face in their neighborhood and at school
53. The shortage of opportunities for minority students to prepare for and gain entrance to college
54. Difficulties faced by female students in the public school system

 

Answer: b

Bloom’s Taxonomy: Comprehension

Feedback: Page: 147. In Savage Inequalities, Jonathan Kozol (1991) vividly described some of the problems that children of poverty face in their neighborhood and at school. For example, Kozol observed that in East St. Louis, Illinois, which is 98 percent African American, there were no obstetric services, no regular trash collection, and few jobs.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

51. One of the main focuses of a two-generation educational intervention program is to:
52. ensure that schools eliminate activities that encourage the practice of rote learning.
53. ensure that children master at least two languages before they enter high school.
54. provide economic support to children living in poverty.
55. provide free education to children from all economic classes.

 

Answer: c

Bloom’s Taxonomy: Comprehension

Feedback: Page: 147. Two-generation educational interventions emphasize education (increasing postsecondary education for mothers and improving the quality of their children’s early childhood education), economic support (housing, transportation, financial education, health insurance, and food assistance), and social capital (peer support including friends and neighbors; participation in community and faith-based organizations; school and work contacts).

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

52. An evaluation of students enrolled in the Quantum Opportunities Program was conducted by comparing them with students in a nonmentored control group. As compared with students in the control group, students in the Quantum Opportunities Program were more likely to:
53. drop out of high school.
54. end up in jail.
55. enroll in college.
56. require food stamps.

 

Answer: c

Bloom’s Taxonomy: Knowledge

Feedback: Page: 148. Students enrolled in the Quantum Opportunities Program were more likely to graduate from high school, more likely to enroll in college, less likely to require food stamps or welfare, and had fewer arrests.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

53. Who are most likely to be enrolled in remedial and special education programs?
54. African Americans
55. Asian Americans
56. White Americans
57. Italian Americans

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 150. African American and Latino students are much less likely than non-Latino White or Asian American students to be enrolled in academic, college preparatory programs and much more likely to be enrolled in remedial and special education programs.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

54. _____ refers to the modification of the teaching process to incorporate materials and learning strategies appropriate to both boys and girls and to various ethnic groups.
55. Withitness
56. Character education
57. Prejudice reduction
58. Equity pedagogy

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 156. Equity pedagogy refers to the modification of the teaching process to incorporate materials and learning strategies appropriate to both boys and girls and to various ethnic groups. Because social justice is one of the foundational values of multicultural education, prejudice reduction and equity pedagogy are core components.

Learning Goal II: Describe some ways to promote multicultural education.

 

55. How does bilingualism positively affect a child’s cognitive development?
56. It enhances reading ability.
57. It improves concept formation and analytical reasoning.
58. It provides cognitive flexibility.
59. All of the answers are correct.

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 152. Children who are fluent in two languages perform better than their single-language counterparts on tests of control of attention, concept formation, analytical reasoning, cognitive flexibility, and cognitive complexity. They also are more conscious of the structure of spoken and written language and better at noticing errors of grammar and meaning, skills that benefit their reading ability.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

56. In the context of learning a language, compared with adults, children are:
57. more sensitive to feedback.
58. less likely to use explicit strategies.
59. less likely to learn a second language from large amounts of input.
60. more likely to be slower at learning a second language.

 

Answer: b

Bloom’s Taxonomy: Comprehension

Feedback: Page: 152. Compared with adults, children are less sensitive to feedback, less likely to use explicit strategies, and more likely to learn a second language from large amounts of input.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

57. Students in which of the following ethnic groups are least likely to be involved in family obligations, such as assisting parents in their occupations or helping to raise siblings?
58. Mexican Americans
59. Asian Americans
60. Non-Latino Whites
61. All of these ethnicities place a great emphasis on family duty and obligation.

 

Answer: c

Bloom’s Taxonomy: Knowledge

Feedback: Page: 150. Collectivist cultures, such as Mexican Americans and Asian Americans, highly value family obligation and duty. This may take the form of assisting parents in their occupations and contributing to the family’s welfare. Asian American and Latino families place a greater emphasis on family duty and obligation than do non-Latino White families.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

58. What have researchers determined regarding the effectiveness of English language learners (ELLs)?
59. Bilingual education is the most effective way to teach immigrants’ children.
60. The language in which instruction is delivered is more important than the quality of instruction.
61. Drawing general conclusions about its effectiveness is difficult because of variations across programs in the number of years they are in effect.
62. One year of bilingual education enables students to develop speaking proficiency.

 

Answer: c

Bloom’s Taxonomy: Comprehension

Feedback: Page: 153. Drawing conclusions about the effectiveness of ELL programs is difficult because of variations across programs in the number of years they are in effect, type of instruction, quality of schooling other than ELL instruction, teachers, children, and other factors. Further, no effective experiments have been conducted that compare bilingual education with English-only education in the United States.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

59. Children’s ability to pronounce words with a native-like accent in a second language typically decreases with age, with an especially sharp drop occurring after the age of about:
60. 8 to 10.
61. 5 to 7.
62. 3 to 5.
63. 10 to 12.

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 151. Late language learners, such as adolescents and adults, may learn new vocabulary more easily than new sounds or new grammar. Also, children’s ability to pronounce words with a native-like accent in a second language typically decreases with age, with an especially sharp drop occurring after the age of about 10 to 12.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

60. Which of the following statements is true about Asian Americans?
61. They engage more frequently in delinquent behavior than do Latino students.
62. They take health risks more often than do African Americans.
63. They are less likely than other ethnic minorities to take advance science courses in high school.
64. They are very successful in school achievement.

 

Answer: d

Bloom’s Taxonomy: Comprehension

Feedback: Page: 150. Asian Americans are very successful in school achievement, don’t take health risks, and don’t engage in delinquent behavior. Because of these characteristics, they have been referred to as the “model minority.”

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

61. Which of the following is an example of relational aggression?
62. Veronica’s teacher scolds her in front of her class.
63. Molly slaps her brother at a party.
64. Vincent spreads false stories about his friend.
65. Jason and his friend cheat in an exam.

 

Answer: c

Bloom’s Taxonomy: Comprehension

Feedback: Pages: 168–169. Vincent spreading false stories about his friend is an example of relational aggression. Relational aggression includes such behaviors as trying to make others dislike a certain individual by spreading malicious rumors about the person or ostracizing him or her.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

62. Aspen and his family adopt the values of an individualistic culture. Thus, you would most likely expect Aspen to:
63. give priority to something that he wants to do.
64. only associate with people that are most like him.
65. support those people who appreciate group integrity.
66. only believe his parental values.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 144. Aspen would most likely give priority to something that he wants to do. Individualism refers to a set of values that give priority to personal goals rather than to group goals. Individualistic values include feeling good, gaining personal distinction, and establishing independence.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

63. Who among the following most likely belongs to a collectivistic culture?
64. Martha, who only thinks about her performance in a team project
65. Viola, who likes being appreciated in front of an audience
66. Chad, who develops positive relationships with his group members to complete a task
67. Bill, who prefers doing things on his own rather than receiving help from his family or his peers

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 144. In this case, Chad most likely belongs to a collectivistic culture. Collectivism consists of a set of values that support the group. Personal goals are subordinated to preserve group integrity, interdependence of the group’s members, and harmonious relationships.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

64. Which of the following individuals most likely belongs to an individualistic culture?
65. Ray performs better in math tests than in creative arts.
66. Gray loves playing football rather than chess.
67. Sylvia gives importance to her own goals rather than the goals of her family.
68. Cynthia says that she performs better when she builds a rapport with her team members.

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 144. In this case, Sylvia most likely belongs to an individualistic culture. Individualism consists of a set of values that support a person. Personal goals are placed above those of the group.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

65. Erin’s parents do not set high educational goals for her. They do not have enough economic resources to enable Erin to have access to better education. Erin’s parents also receive less social support. Judging from the information presented in this scenario, Erin’s parents are:
66. low-SES individuals.
67. middle-SES individuals.
68. high-SES individuals.
69. upper-middle-SES individuals.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 145. Erin’s parents are low-SES individuals. Socioeconomic status (SES) refers to the categorization of people based on their economic status and educational and occupational characteristics. Low-SES individuals often have less education, less power to influence a community’s institutions (such as schools), and fewer economic resources.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

66. Rona’s parents cannot take her to museums and amusement parks as these are costly activities. Rona is underfed and lives in an area where crime is widespread and therefore part of the daily routine. Judging from the information presented in this scenario, Rona and her parents most likely live in a(n):
67. low-income neighborhood.
68. middle-income neighborhood.
69. higher-income neighborhood.
70. upper-middle-income neighborhood.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Pages: 145–146. Socioeconomic status (SES) refers to the grouping of people with similar occupational, educational, and economic characteristics. In low-income areas,

students tend to have lower achievement test scores, lower graduation rates, and

lower rates of college attendance. A review of the environment of childhood poverty concluded that compared with their economically more-advantaged counterparts, poor children experience the following adversities: more family conflict, violence, chaos, and separation from their families; less social support; less intellectual stimulation; more TV viewing; inferior schools and child-care facilities, as well as parents who are less involved in their school activities; more pollution and crowded, noisy homes; and more dangerous, deteriorating neighborhoods.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

67. Solomon has been hired to teach economics to tenth-graders. The school where Solomon will be teaching has many students who have low test scores. There are also many students who never attend school. Judging from the information presented in this scenario, Solomon’s school is most likely located in a(n):
68. low-income neighborhood.
69. middle-income neighborhood.
70. higher-income neighborhood.
71. upper-middle-income neighborhood.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 146. Solomon’s school is most likely located in a low-income neighborhood. The schools that children from impoverished backgrounds attend often have fewer resources than schools in higher-income neighborhoods. In low-income areas, students tend to have lower achievement test scores, lower graduation rates, and lower rates of college attendance.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

68. Leston Middle School is old and poorly maintained. Most of the teachers are recent hires with little or no experience. The teachers overall tend to emphasize rote learning rather than critical thinking skills. Judging from the information presented in this scenario, the school is most likely located in a(n):
69. low-income neighborhood.
70. middle-income neighborhood.
71. higher-income neighborhood.
72. upper-middle-income neighborhood.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Pages: 146–147. The school is most likely located in a low-income neighborhood. In low-income areas, school buildings and classrooms are often old, crumbling, and poorly maintained. They are also more likely to be staffed by young teachers with less experience than schools in higher-income neighborhoods. Schools in low-income areas are more likely to encourage rote learning, whereas schools in higher-income areas are more likely to work with children to improve their thinking skills.
Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

69. Shanna doesn’t like walking home after school because she passes by several abandoned apartment buildings. Sometimes she sees homeless people living in the buildings. In what type of neighborhood is Shanna most likely living?
70. A low-SES neighborhood
71. A middle-SES neighborhood
72. A high-SES neighborhood
73. An upper-middle-SES neighborhood

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 145. Shanna is most likely living in a low-SES neighborhood. Socioeconomic status (SES) refers to the categorization of people based on economic status and educational and occupational characteristics. A parent’s SES is linked to the neighborhoods in which children live and the schools they attend. Such variations can influence children’s school success and adjustment.
Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

Essay Questions

 

70. What is a cross-cultural study?

 

Answer: A cross-cultural study involves comparisons of what happens in one culture with what happens in other cultures, providing information about the degree to which people are similar and to what degree certain behaviors are specific to certain cultures.

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

71. Identify the values that reflect parents’ beliefs in individualistic and collectivistic cultures.

 

Answer: A recent analysis proposed four values that reflect parents’ beliefs in individualistic cultures about what is required for children’s effective development of autonomy: (a) personal choice; (b) intrinsic motivation; (c) self-esteem; and (d) self-maximization, which consists of achieving one’s full potential. The analysis also proposed that three values reflect parents’ beliefs in collectivistic cultures: (a) connectedness to the family and other close relationships; (b) orientation to the larger group; and (c) respect and obedience.

Bloom’s Taxonomy: Comprehension

Feedback: Page: 144.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

72. What is individualism?

 

Answer: Individualism refers to a set of values that give priority to personal goals rather than to group goals. Individualistic values include feeling good, gaining personal distinction, and establishing independence.

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

73. What is collectivism?

 

Answer: Collectivism consists of a set of values that support the group. Personal goals are subordinated to preserve group integrity, interdependence of the group’s members, and harmonious relationships.

Bloom’s Taxonomy: Knowledge

Feedback: Page: 144.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

74. What is the focus of two-generation educational interventions?

 

Answer: There is increasing interest in developing two-generation educational interventions to improve the academic success of children living in poverty. They emphasize education (increasing postsecondary education for mothers and improving the quality of their children’s early childhood education), economic support (housing, transportation, financial education, health insurance, and food assistance), and social capital (peer support including friends and neighbors; participation in community and faith-based organizations; school and work contacts).

Bloom’s Taxonomy: Comprehension

Feedback: Page: 147.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

75. List three strategies for working with linguistically and culturally diverse children.

 

Answer: The three strategies for working with linguistically and culturally diverse children may include the following: (a) Recognize that all children are cognitively, linguistically, and emotionally connected to their language and culture. (b) Acknowledge that children can demonstrate their knowledge and capacity in many ways. (c) Understand that without comprehensible input, second-language learning can be difficult. (d) Model appropriate use of English, and provide children with opportunities to use newly acquired vocabulary and language. (e) Actively involve parents and families in a child’s learning. (f) Recognize that children can and will acquire English even when their home language is used and respected. (g) Collaborate with other teachers and children.

Bloom’s Taxonomy: Comprehension

Feedback: Pages: 153–154.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

76. How does individualism differ from collectivism?

 

Answer: Individualism prioritizes personal goals over group goals (e.g., feeling good, personal distinction, and independence). Collectivism values group goals (e.g., group integrity, interdependence of group members, and harmonious relationships).

Bloom’s Taxonomy: Analysis

Feedback: Page: 144.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

77. Why are Asian Americans called the “model minority” in the United States?

 

Answer: Asian Americans include individuals of Chinese, Japanese, Filipino, Korean, and Southeast Asian origin, each group having distinct ancestries and languages. The diversity of Asian Americans is reflected in their educational attainment. Some achieve a high level of education; many others have little education. For example, 90 percent of Korean American males graduate from high school, but only 71 percent of Vietnamese males do. Such diversity in Asian Americans is often overlooked because many Asian Americans are very successful in school achievement, don’t take health risks, and don’t engage in delinquent behavior. Because of these characteristics, they have been referred to as the “model minority.” However, many Asian American students experience adjustment problems that include loneliness, anxiety, and depression.

Bloom’s Taxonomy: Analysis

Feedback: Page: 150.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

78. Describe the Quantum Opportunities Program, and discuss the outcomes of the program.

 

Answer: The Quantum Opportunities Program, funded by the Ford Foundation, was a four-year, year-round mentoring effort. The Quantum program required students to participate in three types of activities: (a) academic-related activities outside school hours, including reading, writing, math, science, and social studies, peer tutoring, and computer skills training; (b) community-service projects, including tutoring elementary school students, cleaning up the neighborhood, and volunteering in hospitals, nursing homes, and libraries; and (c) cultural enrichment and personal development activities, including life skills training and college and job planning. In exchange for their commitment to the program, students were offered financial incentives that encouraged participation, completion, and long-range planning. An evaluation of the Quantum project compared the mentored students with a nonmentored control group. Sixty-three percent of the mentored students graduated from high school, but only 42 percent of the control group did; 42 percent of the mentored students were currently enrolled in college, but only 16 percent of the control group were. Furthermore, control-group students were twice as likely as the mentored students to receive food stamps or welfare, and they had more arrests. Such programs clearly have the potential to overcome the intergenerational transmission of poverty and its negative outcomes.

Bloom’s Taxonomy: Analysis

Feedback: Pages: 147–148.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

79. Research suggests that people in all cultures tend to perceive their own cultural customs as being universally correct. Support this finding with an example.

 

Answer: Psychologist Donald Campbell and his colleagues found that people in all cultures often believe that what happens in their culture is “natural” and “correct” and what happens in other cultures is “unnatural” and “incorrect,” behave in ways that favor their cultural group, and feel hostility toward other cultural groups.

Bloom’s Taxonomy: Application

Feedback: Page: 144.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

80. Explain the impact of poverty on children in America.

 

Answer: Children who grow up in poverty represent a special concern. In 2014, 21.1 percent of U.S. children under 18 years of age were living in families with incomes below the poverty line, with African American and Latino families with children having especially high rates of poverty (more than 30 percent). In 2014, 12.7 percent of non-Latino White children were living in poverty. Compared with non-Latino White children, ethnic minority children are more likely to experience persistent poverty over many years and to live in isolated poor neighborhoods where social supports are minimal and threats to positive development abundant. Poverty is demarcated along educational lines. In 2014, for adults 25 years and older, 29 percent of those with no high school diploma, 14 percent with a high school diploma but no college, 10 percent with some college, no degree, and 5 percent with a bachelor’s degree or higher lived in poverty in the United States.

Bloom’s Taxonomy: Analysis

Feedback: Page: 144.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

81. Describe a jigsaw classroom.

 

Answer: A jigsaw classroom contains students from different cultural backgrounds who cooperate by doing different parts of a project to reach a common goal.

Bloom’s Taxonomy: Comprehension

Feedback: Page: 160.

Learning Goal II: Describe some ways to promote multicultural education.

 

82. Identify three strategies for multicultural education.

 

Answer: The three strategies for multicultural education may include the following: (a) Become more sensitive to racist content in materials and classroom interactions. (b) Learn more about different ethnic groups. (c) Be sensitive to your students’ ethnic attitudes. (d) Use media to portray ethnic perspectives. (e) Be sensitive to the developmental needs of your students when you select various cultural materials. (f) View students positively regardless of ethnicity. (g) Recognize that most parents are interested in their children’s education and want them to succeed in school.

Bloom’s Taxonomy: Comprehension

Feedback: Page: 163.

Learning Goal II: Describe some ways to promote multicultural education.

 

83. How can perspective taking improve ethnic relations? Give an example of perspective taking.

 

Answer: Exercises and activities that help students see other people’s perspectives can improve interethnic relations. In one exercise, students learn certain proper behaviors of two distinct cultural groups. Subsequently, the two groups interact with each other in accordance with those behaviors. As a result, they experience feelings of anxiety and apprehension. The exercise is designed to help students understand the culture shock that comes from being in a cultural setting with people who behave in ways that are very different from what one is used to. Students also can be encouraged to write stories or act out plays that involve prejudice or discrimination. In this way, students “step into the shoes” of students who are culturally different from themselves and feel what it is like to not be treated as an equal. Studying people from different parts of the world also encourages students to understand different perspectives. In social studies, students can be asked why people in certain cultures have customs different from their own. Teachers can also encourage students to read books on many different cultures.

Bloom’s Taxonomy: Application

Feedback: Pages: 160–161.

Learning Goal II: Describe some ways to promote multicultural education.

 

84. Distinguish between issues-centered education and culturally relevant education.

 

Answer: Culturally relevant teaching seeks to make connections with the learner’s cultural background. Issues-centered education teaches students to systematically examine issues that involve equity and social justice.

Bloom’s Taxonomy: Analysis

Feedback: Pages: 158–159.

Learning Goal II: Describe some ways to promote multicultural education.

 

85. Differentiate between empowerment and the jigsaw classroom.

 

Answer: Empowerment refers to providing people with the intellectual and coping skills to succeed and create a more just world. A jigsaw classroom contains students from different cultural backgrounds who cooperate by doing different parts of a project to reach a common goal.

Bloom’s Taxonomy: Analysis

Feedback: Pages: 158, 160.

Learning Goal II: Describe some ways to promote multicultural education.

 

86. Select one approach to multicultural education (culturally relevant teaching, issues-centered education, and jigsaw classroom). Develop a classroom lesson or project using this method, and describe the ways in which your activity will aim to reduce bias and discrimination. Include a subject area and grade level in your discussion.

 

Answer: The answer should include a discussion of how the selected approach to multicultural education and the designed lesson promote cross-cultural understanding among students.

Bloom’s Taxonomy: Synthesis

Feedback: Pages: 158–160.

Learning Goal II: Describe some ways to promote multicultural education.

 

87. What is quid pro quo sexual harassment?

 

Answer: Quid pro quo sexual harassment occurs when a school employee threatens to base an educational decision on a student’s submission to unwelcome sexual conduct. For example, a teacher gives a student an A for allowing the teacher’s sexual advances, or the teacher gives the student an F for resisting the teacher’s approaches.

Bloom’s Taxonomy: Knowledge
Feedback: Page: 175.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

88. What is hostile environment sexual harassment?

 

Answer: Hostile environment sexual harassment occurs when a student is subjected to unwelcome sexual conduct that is so severe, persistent, or pervasive that it limits the student’s ability to benefit from his or her education. Such a hostile environment is usually created by a series of incidents, such as repeated sexual overtures.

Bloom’s Taxonomy: Knowledge

Feedback: Page: 175.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

89. Distinguish between quid pro quo sexual harassment and hostile environment sexual harassment.

 

Answer: Quid pro quo sexual harassment occurs when a school employee threatens to base an educational decision on a student’s submission to unwelcome sexual conduct. Hostile environment sexual harassment occurs when a student is subjected to unwelcome sexual conduct that is so severe, persistent, or pervasive that it limits the student’s ability to benefit from his or her education.

Bloom’s Taxonomy: Comprehension

Feedback: Page: 175.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

90. Explain gender stereotypes, and give an example of a gender stereotype that children face at school.

 

Answer: Gender stereotypes are broad categories that reflect impressions and beliefs about what behavior is appropriate for females and males. All stereotypes—whether they relate to gender, ethnicity, or other categories—refer to an image of what the typical member of a category is like. Many stereotypes are so general that they become ambiguous. Consider the categories of “masculine” and “feminine.” Diverse behaviors can be assigned to each category, such as scoring a touchdown or growing facial hair for “masculine,” playing with dolls or wearing lipstick for “feminine.” Stereotyping students as “masculine” or “feminine” can have significant consequences. Labeling a male “feminine” or a female “masculine” can diminish his or her social status and acceptance in groups.

Bloom’s Taxonomy: Application

Feedback: Page: 166.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

91. According to social views of gender, what most influences gender development? Give an example of how gender identity is promoted according to this view.

 

Answer: Social views of gender especially highlight the importance of the various social contexts in which children develop, especially families, peers, schools, and the media. Many parents encourage boys and girls to engage in different types of play and activities. Girls are more likely to be given dolls and, when old enough, are more likely to be assigned baby-sitting duties. Girls are encouraged to be more nurturing than boys. Fathers are more likely to engage in aggressive play with their sons than with their daughters. Parents allow their adolescent sons to have more freedom than their adolescent daughters.

Bloom’s Taxonomy: Analysis

Feedback: Page: 165.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

92. Distinguish between the cultural and biological factors that lead to differences in the behavior or ability of males versus females, and give one example of a cultural factor and one example of a biological factor.

 

Answer: There are several behavioral/ability differences between males and females, and they are as follows: (a) Physical performance is typically better in boys due to hormonal differences that result in increased muscle mass and energy levels for boys (biological). (b) Math and science skills are typically better in boys (assumed to be due to cultural influences—like parental expectations). (c) Verbal skills are typically better in girls than in boys, although this difference is arguable. (d) Girls have performed substantially better than boys in grades 4 and 8 in writing skills, and relationship-oriented communication is better in girls (assumed to be cultural because of the differences in the structure of playgroups for boys and girls). (e) Boys are more aggressive than girls (assumed to be both biological—hormonal—and cultural—expectations, adult and peer models, and rewards). (f) Females are better able to self-regulate their emotions than are males (no attribution offered).

Bloom’s Taxonomy: Synthesis

Feedback: Pages: 166–168.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

93. Differentiate between biological views of gender, social views of gender, and gender schema theory.

 

Answer: Biological views of gender stress the importance of hormones, reproductive roles, and brain functioning in one’s gender development. Social views of gender emphasize the importance of environmental factors, such as families and peers, on one’s gender development. The gender schema theory is the theory that an individual’s attention and behavior are guided by an inner motivation to conform to gender-biased sociocultural standards and stereotypes.

Bloom’s Taxonomy: Analysis

Feedback: Pages: 165–168.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

94. Examine the gender controversy, and give one example of gender differences and one example of gender similarities.

 

Answer: Janet Shibley Hyde concludes that gender differences have been greatly exaggerated, and she argues that females and males are similar on most psychological factors.

Bloom’s Taxonomy: Analysis

Feedback: Page: 169.
Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

95. Explore the ways that classrooms are biased against both boys and girls.

 

Answer: Classrooms are biased against boys in the following ways: (a) Teachers value behaviors that are more typically associated with girls, such as following rules, being neat and orderly, and being quiet. (b) A majority of teachers are females, possibly making it more difficult for boys to identify with their teachers. (c) Boys are more likely than girls to be criticized and to be identified as having learning problems. (d) School personnel tend to stereotype boys’ behavior as problematic. Classrooms are biased against girls in the following ways: (a) Boys demand and receive more attention from teachers. (b) Teachers spend more time watching and interacting with boys. (c) Boys get more instruction and help than do girls. (d) Girls are less likely to believe that they will be successful in college work and will have fewer career options. (e) By middle school, girls’ self-esteem is significantly lower than boys’.

Bloom’s Taxonomy: Analysis

Feedback: Pages: 171–172.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

Alternative Test Items

 

Application Exercises

 

96. Rudolph is known to be very bold and strong-willed. He is also known to be very caring, compassionate, and warm toward other people. Classify Rudolph’s gender role.

 

Answer: Rudolph can be classified as being androgynous. Androgyny is the presence of positive masculine and feminine characteristics in the same person. An androgynous boy might be assertive (masculine) and nurturant (feminine). An androgynous girl might be powerful (masculine) and sensitive to others’ feelings (feminine). Studies have confirmed that societal changes are leading girls to be more assertive and that sons are more androgynous than their fathers.

Bloom’s Taxonomy: Application

Feedback: Page: 169.

Learning Goal III: Explain the various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching.

 

97. Imagine that you teach in a school that is located in a low-socioeconomic status neighborhood. Knowing the effect that socioeconomic status may have on parents’ interactions with their children, what would you likely observe with regard to parent–child interactions if you were to visit your students’ homes?

 

Answer: Children in poverty often face problems at home and at school that compromise their learning. A review of the environment of childhood poverty concluded that compared with their economically more-advantaged counterparts, poor children experience the following adversities: more family conflict, violence, chaos, and separation from their families; less social support; less intellectual stimulation; more TV viewing; inferior schools and child-care facilities, as well as parents who are less involved in their school activities; more pollution and crowded, noisy homes; and more dangerous, deteriorating neighborhoods. The schools that children from impoverished backgrounds attend often have fewer resources than schools in higher-income neighborhoods. In low-income areas, students tend to have lower achievement test scores, lower graduation rates, and lower rates of college attendance.

Bloom’s Taxonomy: Application

Feedback: Page: 146.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

98. Mr. Quintero is working in an impoverished school. Many children who attend the school live in poverty. He has decided to learn the teaching strategies for working with children living in poverty. What are the strategies that Mr. Quintero will use?

 

Answer: The teaching strategies for working with children in poverty are the following: (a) Improve thinking and language skills. (b) Don’t overdiscipline. (c) Make student motivation a high priority. (d) Think about ways to support and collaborate with parents. (e) Look for ways to involve talented people from impoverished communities. (f) Observe the strengths of children from low-income backgrounds.

Bloom’s Taxonomy: Application

Feedback: Pages: 148–149.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

99. Your friend asks you to help her develop some teaching strategies for working with linguistically and culturally diverse children. What teaching strategies would you suggest?

 

Answer: These teaching strategies are as follows: (a) Recognize that all children are cognitively, linguistically, and emotionally connected to the language and culture of their home. (b) Acknowledge that children can demonstrate their knowledge and capacity in many ways. (c) Understand that without comprehensible input, second-language learning can be difficult. (d) Model appropriate use of English, and provide the child with opportunities to use newly acquired vocabulary and language. (e) Actively involve parents and families in the early learning program and setting. (f) Recognize that children can and will acquire the use of English even when their home language is used and respected. (g) Collaborate with other teachers to learn more about working with linguistically and culturally diverse children.

Bloom’s Taxonomy: Application

Feedback: Page: 153–154.

Learning Goal I: Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children.

 

100. Mrs. Bowlman realizes that she has students in her class who are exhibiting biases and prejudices toward other students in the class. What teaching strategies can she use to reduce or even eliminate these students’ biases?

 

Answer: The antibias strategies that teachers can use in order to help young children reduce, handle, or even eliminate their biases are as follows: (a) Display images in the classroom of children from various ethnic groups. (b) Select classroom materials that encourage ethnic understanding. (c) Use personal dolls with young children to help represent their ethnic background. (d) Help students resist stereotyping and discriminating against others. (e) Establish genuine parent–teacher dialogue that opens up a discussion of each other’s views.

Bloom’s Taxonomy: Application

Feedback: Page: 162.

Learning Goal II: Describe some ways to promote multicultural education.

 

101. Ms. Sonoma has been enlisted to make a presentation at a teacher workshop about the different teaching approaches in multicultural education that teachers can use in their classrooms. What are the approaches that Ms. Sonoma will discuss?

 

Answer: The different teaching approaches of multicultural education are as follows: (a) empowering students; (b) culturally relevant teaching; (c) issues-centered education; (d) the jigsaw classroom; (e) positive contact with others from different cultural backgrounds; (f) perspective taking; (g) technology connections with students around the world; (h) reducing bias; (i) increasing tolerance; and (j) the school and community as a team.

Bloom’s Taxonomy: Application

Feedback: Pages: 158–162.

Learning Goal II: Describe some ways to promote multicultural education.