Trivia Questions Quiz On Introduction To Diversity For Teachers!

Intercultural competence refers to the overall capability of an individual to effectively manage the challenging aspects of intercultural communication. This includes being able to navigate and understand cultural differences and unfamiliarity, as well as effectively handle inter-group dynamics. It also involves being able to identify and address the tensions and conflicts that can arise during the process of intercultural communication. In other words, intercultural competence encompasses the skills and knowledge needed to successfully interact and communicate with individuals from different cultural backgrounds.

The term "emotional constraints" refers to the limitations or restrictions placed on the display of emotions within different cultures. Some cultures may have strict rules or norms regarding the expression of emotions, while others may be more accepting or even encourage dramatic displays of emotional expression. Therefore, the given answer, "emotional constraints," accurately describes the way cultures regulate the display of emotion.

Behavioral constraints refer to cultural rules about proper behavior which affect verbal and nonverbal communication. These constraints dictate how individuals should act and interact in social situations, shaping their communication style and expressions. They provide guidelines on what is considered appropriate or inappropriate behavior in a particular culture or context. By adhering to these constraints, individuals can navigate social interactions effectively and avoid misunderstandings or conflicts.

Cognitive constraints refer to the mental frameworks or filters through which individuals perceive and interpret new information. These constraints shape our understanding of the world and determine how we incorporate new knowledge into our existing beliefs and paradigms. In the given scenario, Sunday O's reaction to the electronic doors in the airport exemplifies cognitive constraints as he may have had preconceived notions or expectations about how doors should function based on his previous experiences. His reaction, whether positive or negative, reflects the influence of his cognitive constraints on his interpretation of the new information.

Globalization is the correct answer because it refers to the increasing interconnectedness and integration of economies around the world. It has led to the expansion of international trade, investment, and the flow of goods, services, and capital across borders. This has had a profound impact on the field of economics, as it has necessitated the study of global markets, international finance, and the effects of trade policies on national economies. Additionally, globalization has also influenced economic theories and models, as economists strive to understand and predict the complex dynamics of a globalized world.

Anglo-conformity, or the assimilationist model, emerged in response to the influx of large numbers of immigrants between 1870 and 1920. This model aimed to encourage immigrants to adopt the customs, language, and values of the dominant Anglo-Saxon culture in order to assimilate into American society. The influx of immigrants during this time period created a need for a model that would promote social cohesion and unity among diverse groups of people. Anglo-conformity was seen as a way to maintain cultural homogeneity and ensure the integration of immigrants into American society.

Edward Burnett Tylor is the correct answer because he is the one who defined culture in the given quote. He describes culture as a comprehensive concept that encompasses various aspects such as knowledge, belief, art, morals, law, custom, and acquired capabilities and habits. Tylor's definition highlights the complexity and inclusiveness of culture, emphasizing its role in shaping individuals as members of society.

Edward Burnett Tylor is credited with designing and implementing the framework of courses required to obtain a degree in Anthropology at Oxford University. Tylor was a prominent anthropologist and is often referred to as the founder of cultural anthropology. He contributed significantly to the development of the discipline and his work laid the foundation for the study of human culture and society. Tylor's efforts in establishing the curriculum for Anthropology at Oxford University demonstrate his influential role in shaping the field and his dedication to advancing anthropological education.

Matthew Arnold is the correct answer for this question. He is known for his definition of culture as "the love of perfection" and "the study of perfection." According to Arnold, a cultured person is someone who is familiar with "the best that has been said and thought in the world." This definition emphasizes the importance of intellectual and artistic achievements in shaping a person's cultural understanding.

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Franz Boaz, an American anthropologist, was influenced by Bastian and argued against the evolutionary theories advocated by Spencer, Morgan, and Tylor. Boaz is known for his cultural relativism approach, which emphasized the importance of studying cultures in their own context rather than ranking them on a linear evolutionary scale. He believed that each culture should be understood and appreciated on its own terms, rather than being judged by Western standards. Boaz's ideas had a significant impact on the field of anthropology and challenged the prevailing theories of his time.

Franz Boas rejected the idea that cultures could be evaluated based on evolutionary laws of developing culture. He believed that each culture should be studied and understood in its own unique context, rather than being compared or judged against a universal standard. Boas emphasized the importance of cultural relativism and the need to respect and appreciate the diversity of human cultures. His ideas greatly influenced the field of anthropology and challenged the prevailing ethnocentric views of his time.

Albert Kroeber, Margaret Mead, Ruth Benedict, and Zora Neale Hurston were all students of Franz Boas. Franz Boas was a prominent anthropologist known for his contributions to the field of cultural anthropology. He emphasized the importance of studying cultures in their own context and challenged the prevailing theories of biological determinism. Boas' ideas and teachings greatly influenced his students, who went on to become influential anthropologists in their own right.

High-context cultures are actually past-oriented and collectivistic. In high-context cultures, people rely heavily on nonverbal communication, implicit messages, and shared cultural knowledge. These cultures prioritize group harmony and cooperation over individualism. Additionally, high-context cultures tend to value tradition and the wisdom of the past, rather than focusing on the present or future. Therefore, the statement that high-context cultures are present or future-oriented and individualistic is false.

The correct answer is "immigrant groups are entitled to maintain their distinctions within the larger society." The pluralist model believes that immigrant groups should be allowed to preserve their cultural and ethnic identities while still being a part of the larger society. This perspective recognizes the value of diversity and promotes the idea that different groups can coexist and contribute to the overall strength of the nation.

The statement is false because low-context cultures are typically characterized as individualistic and modern, rather than traditional and collectivist. In low-context cultures, communication is explicit and relies on explicit verbal messages, with less emphasis on nonverbal cues and shared cultural understanding. These cultures value individualism, personal achievement, and direct communication. Collectivism and traditional values are more commonly associated with high-context cultures, where communication relies heavily on nonverbal cues and shared cultural understanding.

This statement is true because the issue of school prayer is often seen as a conflict between the establishment clause of the First Amendment, which prohibits the government from promoting or endorsing any religion, and the free exercise clause, which protects individuals' right to practice their religion. The debate around school prayer centers on whether allowing or promoting prayer in public schools violates the separation of church and state. This issue has been the subject of numerous legal cases and controversies in the United States.

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The Education of All Handicapped Children Act of 1976 was a federal law that aimed to ensure that children with disabilities receive a free and appropriate education. One of the key principles established by this act was the concept of "least restrictive environment." This means that children with disabilities should be educated in settings that are as inclusive as possible and provide them with the necessary support and accommodations, rather than automatically being placed in separate special education classrooms. Therefore, the statement "True" is correct as it accurately reflects the establishment of the principle of "least restrictive environment" by the Education of All Handicapped Children Act of 1976.

The given statement is false. In the landmark case of Brown v. Board of Education, the Supreme Court ruled that segregating students based on race in public schools was unconstitutional. The Court declared that separate educational facilities were inherently unequal and violated the Equal Protection Clause of the Fourteenth Amendment. This decision was a significant step towards desegregation and promoting equal educational opportunities for all races.

The statement is false because the Court decisions on school prayer do not emphasize that religion should never be discussed in schools. The decisions instead focus on the separation of church and state, ensuring that schools do not promote or favor any particular religion. While schools cannot endorse or impose religious practices, they can still provide education on religion in an objective and academic manner. This allows for the discussion of religion in a way that respects the diverse beliefs of students.

The correct answer is more than 50 percent of students with limited English proficiency are in grades 7–9. This statement is not true because the passage does not provide any information about the distribution of students with limited English proficiency across different grade levels. Therefore, we cannot conclude that more than 50 percent of these students are in grades 7-9.

Large numbers of immigrants in the first half of the nineteenth century brought Catholicism to the United States. This is evident from historical records which show a significant influx of Irish and German immigrants during this period, many of whom were Catholic. These immigrants played a crucial role in shaping the religious landscape of the country and establishing Catholicism as a prominent religious group in the United States.

During the 1960s, school reform movements aimed to address the issues of access and equity in public schooling. This means that the reformers were primarily concerned with ensuring that all students, regardless of their background or socioeconomic status, had equal opportunities to receive a quality education. They sought to eliminate any barriers or inequalities that prevented certain groups of students from accessing educational resources and opportunities. Therefore, the statement "During school reform movements in the 1960s, access and equity in public schooling were the chief concerns of school reformers" is true.

The correct answer is "are of European descent." This suggests that the majority of teachers in the United States have European ancestry. This could be due to historical factors, such as European colonization and immigration patterns, which have influenced the demographics of the country. It is important to note that this answer does not imply that all teachers in the United States are of European descent, but rather that it is the largest ethnic group among teachers.

In the nineteenth century, race was not the first form of difference to become a stimulus for school reform. Other factors such as social class and gender were actually the initial driving forces behind educational reform during this time period. Therefore, the statement is false.

This answer suggests that schools in transition are moving away from a traditional model of teaching, where the focus is on the delivery of information by the teacher, to a more student-centered approach that emphasizes active learning and student engagement. This shift recognizes the importance of learners taking ownership of their education and actively participating in the learning process.

The Freedman's Bureau was indeed established after the Civil War, but its purpose was not to regulate interstate commerce among blacks and whites. Instead, it was created to provide assistance to newly freed African Americans and help them transition to freedom. The bureau aimed to provide education, healthcare, and employment opportunities for freed slaves, as well as protect their civil rights. Its primary focus was on providing humanitarian aid and ensuring the welfare of former slaves, rather than regulating commerce.

The given correct answer states that Americans have been "different from the beginning" because on their arrival, early colonists met highly developed civilizations that were already here. This suggests that the presence of these civilizations influenced and shaped the culture and history of America, making it unique compared to other countries. The encounter with these civilizations likely had a significant impact on the development of American society, economy, and cultural practices.

Judaism is not one of the fastest-growing religious affiliations in the United States. This means that the number of people identifying themselves as Jewish is not increasing at a rapid rate compared to other religious groups.

Matthew Arnold's definition of culture reflects the values of the Victorian era, specifically its social elitism. During this time, there was a strong emphasis on social class and the belief that certain individuals and groups were superior to others. Arnold's definition of culture likely aligns with this ideology, emphasizing the refinement and cultivation of the elite class while disregarding the experiences and perspectives of those outside of it. This reflects the social elitism prevalent in the Victorian era.

The common school emerged largely in response to differences in social class. This means that the establishment of common schools was primarily driven by the need to provide education to children from all social classes, regardless of their socioeconomic background. The aim was to create a more equal educational opportunity for all children, regardless of their social standing, and to bridge the gap between the rich and the poor. By addressing differences in social class, common schools sought to promote social cohesion and equal access to education for all.

Charles Frédéric Worth is the correct answer because he is known as the father of haute couture and is credited with establishing the concept of high fashion. He revolutionized the fashion industry by creating luxurious and exclusive designs that were only accessible to the elite. The notion of "high culture" mentioned in the question, which refers to the elitist consumption of goods and activities like fine cuisine, art, and music, aligns with Worth's influence in the world of fashion and his association with high society.