PSY360: Educational Psychology-Chapter 6

A societal designation of upper, middle, working, or lower class based on income, power, background, and prestige is called: A: social identity. B: comprehensive social classification. C: socioeconomic status. D: cultural classification.

C: socioeconomic status.

Which of the following teachers is most likely to struggle and fail to meet challenges of teaching in a multicultural classroom? A: A teacher who gives significantly more positive feedback to struggling students than to privileged students B: A teacher who places strong emphasis on academics and has high expectations combined with caring support C: A teacher who provides context for skill learning and establishes clear reasons for needing to learn the skills D: A teacher who balances routine skill learning with novel and complex tasks at all stages of learning

A: A teacher who gives significantly more positive feedback to struggling students than to privileged students

Communication rules in classrooms are most similar to those in middle-class homes. A: True B: False

A: True

Discrimination is one of the elements of prejudice. Discrimination is the element of prejudice that deals with a person's: A: behaviors and actions toward others. B: beliefs about others. C: attitudes and feelings about others. D: impressions of others as outsiders.

A: behaviors and actions toward others.

Which perspective better represents culturally responsive teaching? A: believing all students have high intellectual capability and thus maintaining high expectations B: recognizing that some students have disadvantages because of their cultural or socioeconomic background and lowering expectations to be more realistic

A: believing all students have high intellectual capability and thus maintaining high expectations

The goal of multicultural education is to create equity by promoting: A: diversity B: opportunity C: success

A: diversity

Watch Video 6.5 and answer the following question: Which goal of multicultural education does the writing activity best achieve? A: know your students B: respect your students C: teach your students

A: know your students

Compared to heterosexual youth, LGBQT youth are: A: more likely to be bullied, miss school, and attempt suicide B: more likely to be accepted by their peers, perform well academically, and have positive mental health outcomes

A: more likely to be bullied, miss school, and attempt suicide

The primary cause of the achievement gap is differences in cognitive abilities between members of different racial/ethnic groups. A: True B: False

B: False

Watch Video 6.3 and determine whether the following statement is true or false: Teaching from the perspective of the dominant culture may increase the self-worth of students from ethnic minority groups. A: True B: False

B: False

Mrs. O'Connor wants to use groups in her diverse fourth grade classroom. What should she do if she wants to follow the guidelines for culturally relevant teaching? A: Allow students to self-select their groups for each task B: Organize heterogeneous groups of four or five students C: Assign students to homogeneous groups on the basis of race/ethnicity D: Avoid using small groups to protect students against biases

B: Organize heterogeneous groups of four or five students

Juanita is from a low-SES family. Her friends are also from low-SES families, though most of their peers are from middle class families. Jerita has decided that school is a dead end and does not want to succeed academically. Her Spanish teacher believes Juanita could make high grades in Spanish and some of her other classes. The teacher encourages Juanita to turn in homework and raise her grades, but Juanita does not want to sell out and act like the middle class kids. She seems to have become part of: A: a rebel gang. B: a resistance culture. C: a self-imposed poverty culture. D: a school-imposed exclusion.

B: a resistance culture.

From where is cultural conflict more likely to originate? A: above the surface (i.e., in our conscious awareness) B: below the surface (i.e., out of our conscious awareness)

B: below the surface (i.e., out of our conscious awareness)

Which of the following classroom activities best promotes diversity? A: reading a book with characters from different racial/ethnic groups B: demonstrating how different ways of learning and thinking contribute to knowledge

B: demonstrating how different ways of learning and thinking contribute to knowledge

Which of the following is not part of culturally relevant pedagogy? A: students experience academic success B: students comply with the dominant culture C: students develop and maintain cultural competence D: students challenge the status quo

B: students comply with the dominant culture

Beth Doll and her colleagues developed suggestions for creating resilient classrooms. Which of the following characterizes a resilient classroom? A: Teachers minimize rules and maximize support for students. B: Teachers reduce expectations for minority students to help them advance to the next grade level. C: Teachers help students develop self-regulation skills and practice behavioral self-control. D: Students establish the classroom rules and procedures and determine the standards.

C: Teachers help students develop self-regulation skills and practice behavioral self-control.

Which of the following statements about stereotype threat is not true? A: stereotype threat prevents individuals from performing their best on tests and assignments B: stereotype threat interferes with attention and learning C: stereotype threat motivates students to try their best D: stereotype threat decreases the perceived value of academic tasks

C: stereotype threat motivates students to try their best

Mr. Gloster teaches high school and observes the long-term effects of stereotype threat with various groups of students in his classes. He wants to prevent their disidentification with academics and help them overcome this threat. Which of the following actions on his part is most likely to help him reach his goal? A: Help students recognize that intelligence is inherited and encourage them to accept their level of ability without anxiety about stereotypes. B: Help students feel a sense of belonging by lowering the expectations for individuals who exhibit signs of stereotype threat. C: Help students avoid academic challenge and develop a positive mindset about their connections at school. D: Help students see academic achievement as part of their ethnic, racial, and gender identity by introducing role models.

D: Help students see academic achievement as part of their ethnic, racial, and gender identity by introducing role models.

Ms. Dominguez is the principal in a secondary school in an impoverished community. All students in her school come from low-income or poverty level families. What advice should Ms. Dominguez give her teachers to improve the effectiveness of teaching these students? A: She should advise teachers to set low expectations and help students achieve success below their grade level. B: She should advise teachers to show understanding of students' home lives, avoid giving homework, and excuse incomplete work. C: She should advise teachers to avoid correcting student work and focus on life skills such as interpersonal relationships. D: She should advise teachers to set high expectations and maintain high standards.

D: She should advise teachers to set high expectations and maintain high standards.

Which of the following effects of low SES best explains low academic achievement? A: inadequate health care B: family stress C: exposure to violence D: discrimination E: limited access to resources (e.g., books) F: all of the above

F: all of the above