Cultural And Intercultural Quiz Questions

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Cultural Awareness Quizzes & Trivia

Quiz on Chapter 5 of the Textbook and Week Five's Readings


Questions and Answers
  • 1. 

    Developmental models provide a

    • A.

      Model of child development.

    • B.

      Schema within which to consider changes in human growth

    • C.

      Way of understanding psychology.

    • D.

      None of the answers are correct.

    Correct Answer
    B. Schema within which to consider changes in human growth
    Explanation
    Developmental models provide a schema within which to consider changes in human growth. This means that these models offer a framework or structure that allows us to understand and analyze the various stages and processes of child development. By using a developmental model, researchers and psychologists can organize and interpret the complex and dynamic nature of human growth, helping us gain insights into the cognitive, emotional, and physical changes that occur throughout a person's lifespan.

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  • 2. 

    Developmental models have recently begun to emerge with respect to

    • A.

      Adolescent identity

    • B.

      Adult identity.

    • C.

      Religious identity.

    • D.

      Ethnic and racial identity.

    Correct Answer
    D. Ethnic and racial identity.
    Explanation
    Developmental models have recently begun to emerge with respect to ethnic and racial identity. This suggests that there is a growing understanding and recognition of the importance of studying how individuals develop their sense of belonging and identification with their ethnic and racial backgrounds. This focus on ethnic and racial identity development is likely driven by the increasing recognition of the significance of diversity and multiculturalism in society, as well as the need to address issues of inequality and discrimination.

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  • 3. 

    One who is totally involved in an ethnic culture, active in organizations and in discussions, and is highly ethnocentric can be said to be in which one of Cross/Spring’s model of ethnic and racial identity?

    • A.

      Immersion

    • B.

      Encounter

    • C.

      Pre-encounter

    • D.

      Internalization

    Correct Answer
    A. Immersion
    Explanation
    In Cross/Spring's model of ethnic and racial identity, immersion refers to a stage where an individual is fully engaged and involved in their ethnic culture. They actively participate in organizations and discussions related to their culture and hold strong ethnocentric beliefs. This stage is characterized by a deep connection and identification with one's ethnic background.

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  • 4. 

    . Individuals who have a strong sense of their own ethnicity, as well as a healthy understanding and respect for others can be said to be in Banks’ category of development called

    • A.

      Ethnic psychological captivity

    • B.

      Biethnicity.

    • C.

      Ethnic encapsulation

    • D.

      Ethnic identity clarification.

    Correct Answer
    B. Biethnicity.
    Explanation
    The question is asking for the category of development that individuals fall into when they have a strong sense of their own ethnicity and also have an understanding and respect for others. The term "biethnicity" refers to individuals who identify with and embrace multiple ethnicities or cultures. This aligns with the description given in the question, as individuals who have a strong sense of their own ethnicity while also respecting others would likely fall into this category.

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  • 5. 

    . In the Cross-Spring model of ethnic and racial identity, the pre-encounter stage is one in which

    • A.

      One assumes a new ethnic identity

    • B.

      One is confronted by an incident that forces questioning of beliefs

    • C.

      One internalizes negative stereotypes from the mainstream society

    • D.

      One lives comfortably in two worlds.

    Correct Answer
    C. One internalizes negative stereotypes from the mainstream society
    Explanation
    In the Cross-Spring model of ethnic and racial identity, the pre-encounter stage is characterized by the individual internalizing negative stereotypes from the mainstream society. This means that during this stage, individuals start to believe and accept the negative stereotypes and prejudices that are prevalent in the larger society towards their own ethnic or racial group. They may internalize these stereotypes without questioning them or critically examining their own beliefs and identity. This stage represents a lack of awareness and critical consciousness about one's own ethnic or racial identity.

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  • 6. 

    The ability to adapt to and value cultural differences is a characteristic of a

    • A.

      Member of a pluralistic society

    • B.

      Person who has grown up in a monocultural environment.

    • C.

      Person who dislikes people who are different

    • D.

      Person who is interculturally competent.

    Correct Answer
    D. Person who is interculturally competent.
    Explanation
    An interculturally competent person is someone who has the ability to adapt to and value cultural differences. They are open-minded and respectful towards people from different cultures, and they possess the skills and knowledge to effectively communicate and interact with individuals from diverse backgrounds. This characteristic aligns with the ability to navigate and appreciate the complexities of a pluralistic society, where multiple cultures coexist and interact.

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  • 7. 

    In general, an increase in cultural awareness is accompanied by a/an

    • A.

      . increase in emotional intelligence

    • B.

      Increase in cognitive sophistication

    • C.

      Decrease in emotional intelligence.

    • D.

      Decrease in cognitive sophistication

    Correct Answer
    B. Increase in cognitive sophistication
    Explanation
    An increase in cultural awareness often leads to an increase in cognitive sophistication. This is because cultural awareness involves being open-minded and receptive to different perspectives and ideas. It requires individuals to expand their knowledge and understanding of different cultures, which in turn enhances their cognitive abilities and enables them to think critically and analytically about various cultural phenomena. Therefore, an increase in cultural awareness is likely to be accompanied by an increase in cognitive sophistication.

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  • 8. 

    Models of intercultural competence

    • A.

      Promote acceptance of one’s own group.

    • B.

      Focus on managing effectively across cultures

    • C.

      Focus on own understanding of cultural identity

    • D.

      Insist that members of minority groups ignore the dominant society.

    Correct Answer
    B. Focus on managing effectively across cultures
    Explanation
    The correct answer is "focus on managing effectively across cultures". This is because models of intercultural competence aim to develop skills and knowledge that enable individuals to effectively navigate and communicate with people from different cultures. This includes understanding cultural differences, adapting behavior and communication styles, and building positive relationships across cultures. The other options, such as promoting acceptance of one's own group or insisting on ignoring the dominant society, do not encompass the broader goal of intercultural competence.

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  • 9. 

    Early studies of intercultural competence suggest that effectively working across cultures means that

    • A.

      One can manage psychological stress.

    • B.

      One is able to communicate effectively

    • C.

      One can develop new and essential interpersonal relationships.

    • D.

      All of the answers are correct.

    Correct Answer
    D. All of the answers are correct.
    Explanation
    The correct answer is that all of the answers are correct. Early studies of intercultural competence suggest that effectively working across cultures requires the ability to manage psychological stress, communicate effectively, and develop new and essential interpersonal relationships.

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  • 10. 

    All of the following are examples of interculturally competent skills, except

    • A.

      The ability to be nonjudgmental

    • B.

      The ability to interpret behavior from more than one perspective

    • C.

      The ability to be intolerant of those who are different from oneself.

    • D.

      The ability to mediate conflicts.

    Correct Answer
    C. The ability to be intolerant of those who are different from oneself.
    Explanation
    The ability to be intolerant of those who are different from oneself is not an example of interculturally competent skills. Interculturally competent skills involve being open-minded, respectful, and understanding towards individuals from different cultures or backgrounds. Being intolerant goes against the principles of intercultural competence, which emphasize the importance of embracing diversity and promoting inclusivity.

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  • 11. 

    Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) provides a continuum from

    • A.

      Ethnocentric to ethnorelative development

    • B.

      . individual to social development

    • C.

      Insensitive to sensitive development

    • D.

      None of the answers are correct.

    Correct Answer
    A. Ethnocentric to ethnorelative development
    Explanation
    Bennett's Developmental Model of Intercultural Sensitivity (DMIS) describes a continuum that individuals can progress along from being ethnocentric (having a limited perspective and valuing their own culture as superior) to ethnorelative (having a more open and inclusive perspective, valuing and appreciating diverse cultures). This model focuses on the development of intercultural sensitivity and understanding, and it recognizes that individuals can evolve from being insensitive to sensitive in their interactions with different cultures.

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  • 12. 

    According to Bennett, the inability or unwillingness to see cultural differences is called

    • A.

      Defense.

    • B.

      Minimization.

    • C.

      Denial.

    • D.

      Acceptance.

    Correct Answer
    C. Denial.
    Explanation
    Denial refers to the inability or unwillingness to recognize or acknowledge cultural differences. It involves ignoring or downplaying the existence of diverse cultural perspectives, beliefs, and practices. This can hinder effective communication and understanding between individuals from different cultures. It is important to be aware of and respect cultural differences in order to foster inclusivity and promote positive intercultural relationships.

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  • 13. 

    When one can accept superficial cultural differences but still assert that people are more alike than they are different, one is in the

    • A.

      Denial stage of the DMIS

    • B.

      Adaptation stage of the DMIS

    • C.

      Minimization stage of the DMIS

    • D.

      Acceptance stage of the DMIS.

    Correct Answer
    C. Minimization stage of the DMIS
    Explanation
    In the minimization stage of the DMIS (Developmental Model of Intercultural Sensitivity), individuals acknowledge superficial cultural differences but still believe that people are more similar than they are different. This stage reflects a tendency to downplay cultural distinctions and focus on commonalities among individuals from different cultures. It suggests a belief in universal human qualities and a reluctance to fully engage with and appreciate cultural diversity.

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  • 14. 

    When one can see cultural categories as flexible and becomes more competent in one’sability to communicate with those who are different from oneself, it can be said that one is in the stage of

    • A.

      Adaptation.

    • B.

      Acceptance.

    • C.

      Integration.

    • D.

      Minimization.

    Correct Answer
    B. Acceptance.
    Explanation
    When one becomes more competent in communicating with those who are different from oneself and sees cultural categories as flexible, it indicates that they have reached a stage of acceptance. This means that they have acknowledged and embraced diversity, and are open to understanding and interacting with people from different cultures. They have moved beyond mere tolerance and have developed a genuine acceptance and appreciation for cultural differences.

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  • 15. 

    A somewhat romantic, but probably accurate, vision of the future holds that those who work to increase global understanding in the coming years will be

    • A.

      Missionaries of the age.

    • B.

      Soldiers of the future.

    • C.

      Keepers of a just society.

    • D.

      Prophets of the past.

    Correct Answer
    A. Missionaries of the age.
    Explanation
    The question asks for a description of individuals who work to increase global understanding in the future. The phrase "missionaries of the age" suggests that these individuals will be like modern-day missionaries, spreading knowledge and understanding across different cultures and societies. This aligns with the idea that increasing global understanding will be an important focus in the future.

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  • 16. 

    The Banks model and the Cross-Spring model are very much alike.

    • A.

      True

    • B.

      False

    Correct Answer
    B. False
    Explanation
    The explanation for the given correct answer is that the Banks model and the Cross-Spring model are not very much alike.

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  • 17. 

    In the Banks model, multi-ethnicity is a stage in which one has a healthy understanding of many groups and is well at home in a multicultural society.

    • A.

      True

    • B.

      False

    Correct Answer
    A. True
    Explanation
    The given statement suggests that in the Banks model, multi-ethnicity refers to having a healthy understanding of many groups and being comfortable in a multicultural society. This implies that individuals who are multi-ethnic are able to interact and engage with people from different cultural backgrounds without prejudice or bias. Therefore, the correct answer is true.

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  • 18. 

    The “defense” stage is characterized by recognition of cultural differences and negative evaluations of those who are different.

    • A.

      True

    • B.

      False

    Correct Answer
    A. True
    Explanation
    In the defense stage, individuals become aware of cultural differences and tend to view those who are different in a negative light. This stage is marked by a lack of acceptance and understanding of diversity, leading to prejudice and discrimination. Therefore, the statement that the defense stage is characterized by recognition of cultural differences and negative evaluations of those who are different is true.

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  • 19. 

    No one dies a natural death --there is always withcraft involved. This is a belief that can interfere with intercultural communication and cross-cultural understanding. It is an example of what Ting-Toomey calls ________________.

    • A.

      Cognitve constraints

    • B.

      Behavioral constraints

    • C.

      Emotional constraints

    Correct Answer
    A. Cognitve constraints
    Explanation
    The belief that no one dies a natural death and that witchcraft is always involved is an example of cognitive constraints. Cognitive constraints refer to the mental filters or biases that individuals have, which can hinder their ability to understand and communicate effectively across different cultures. This belief reflects a cognitive constraint because it is a preconceived notion or assumption that can prevent individuals from being open-minded and receptive to different cultural perspectives on death and dying.

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  • 20. 

    All gaijin are hopeless barbarians. This is a belief that can interfere with intercultural communication and cross-cultural understanding. It is an example of what Ting- Toomey calls ________________.

    • A.

      Cognitive constraints

    • B.

      Behavioral constraints

    • C.

      Emotional constraints

    Correct Answer
    A. Cognitive constraints
    Explanation
    The belief that all gaijin are hopeless barbarians is an example of cognitive constraints. Cognitive constraints refer to the mental frameworks, biases, and stereotypes that individuals hold, which can hinder their ability to understand and communicate effectively with people from different cultures. In this case, the belief acts as a cognitive constraint because it creates a fixed and negative perception of gaijin, making it difficult for individuals to approach intercultural communication with an open mind and a willingness to understand and learn from others.

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  • 21. 

    Eating with one's left hand is considered offensive in some cultures. This can interfere with intercultural communication and cross-cultural understanding. It is an example of what Ting-Toomey calls ________________.

    • A.

      Cognitive constraints

    • B.

      Behavioral constraints

    • C.

      Emotional constraints

    Correct Answer
    B. Behavioral constraints
    Explanation
    Eating with one's left hand being considered offensive in some cultures is an example of behavioral constraints. Behavioral constraints refer to the rules and norms that govern behavior in a specific culture or society. In this case, the cultural norm dictates that eating with the left hand is offensive, which constrains individuals from engaging in this behavior. This understanding is crucial for intercultural communication and cross-cultural understanding, as it helps individuals navigate and respect the behavioral expectations of different cultures.

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  • 22. 

    It is customary among the Fulani people to slap someone's back very hard in greeting. This can interfere with intercultural communication and cross-cultural understanding. It is an example of what Ting-Toomey calls ________________.

    • A.

      Cognitive constraints

    • B.

      Behavioral constraints

    • C.

      Emotional constraints

    Correct Answer
    B. Behavioral constraints
    Explanation
    The given scenario of the Fulani people slapping someone's back very hard in greeting demonstrates a specific behavior that can hinder intercultural communication and cross-cultural understanding. This behavior can be seen as a constraint because it limits the ability of individuals from different cultures to effectively interact and understand each other. Therefore, the correct answer is behavioral constraints.

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  • 23. 

    In public settings, touch is often so rare as to be virtually non-existent. In one study which measured from, to whom, and where on the body touch was allowed, these Americans received less touch from mothers and other family members than other Americans received from casual acquaintances

    • A.

      African Americans

    • B.

      European Americans

    • C.

      Asian Americans

    • D.

      Hispanic Americans

    • E.

      Native Americans

    Correct Answer
    C. Asian Americans
    Explanation
    The given information suggests that Asian Americans received less touch from mothers and other family members compared to other Americans who received touch from casual acquaintances. This implies that Asian Americans may have a cultural or societal norm that discourages frequent touch in public settings.

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  • 24. 

    These Americans employ more physical touch among friends than some Americans do and less than that usually seen among other Americans

    • A.

      African Americans

    • B.

      European Americans

    • C.

      Asian Americans

    • D.

      Hispanic Americans

    • E.

      Native Americans

    Correct Answer
    A. African Americans
    Explanation
    African Americans employ more physical touch among friends compared to some Americans but less than what is typically seen among other Americans.

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  • 25. 

    Direct gaze to an elder or very respected person is often seen as especially rude among this group of Americans, unless one is in a formal listening/storytelling situation, in which case "listeners may look at (the speaker) more directly without violating his or her personal space by eye contact."

    • A.

      African Americans

    • B.

      European Americans

    • C.

      Asian Americans

    • D.

      Hispanic Americans

    • E.

      Native Americans

    Correct Answer
    E. Native Americans
    Explanation
    In Native American culture, direct gaze towards an elder or highly respected person is often considered disrespectful, unless it is a formal listening or storytelling situation. This means that listeners may look directly at the speaker without violating their personal space through eye contact.

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  • 26. 

    It is always important to know one's status relative to the person one is speaking with among these Americans, so the proper forms of language and nonverbal communication can be used. Direct eye contact lasting longer than a second or two is avoided, especially with those thought to be of higher status to oneself in the hierarchy or with elders. To behave otherwise would be disrespectful.

    • A.

      African Americans

    • B.

      European Americans

    • C.

      Asian Americans

    • D.

      Hispanic Americans

    • E.

      Native Americans

    Correct Answer
    C. Asian Americans
    Explanation
    In Asian American culture, it is considered respectful to avoid direct eye contact, especially with those who are perceived to be of higher status or elders. This cultural norm is rooted in the belief that prolonged eye contact can be seen as confrontational or disrespectful. By adhering to this practice, Asian Americans show deference and acknowledge the hierarchical structure within their society.

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  • 27. 

    In low context cultures, time is open or polychronic. Polychronic time is multi-track circular; it allows many things to happen simultaneously, with no particular end in sight. Polychronic time is open-ended: completing the task or communication is more important than adhering to a schedule.

    • A.

      True

    • B.

      False

    Correct Answer
    B. False
    Explanation
    In low context cultures, time is actually considered to be high context or monochronic. Monochronic time is linear and sequential, where tasks and communication are done one at a time and adhering to a schedule is important. Therefore, the statement that time in low context cultures is open or polychronic is incorrect.

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  • 28. 

    In high context cultures, time is closed or monchronic. Monochronic time is one-track linear: people do one thing at a time. Monochronic time is tightly compartmentalized: schedules are almost sacred.

    • A.

      True

    • B.

      False

    Correct Answer
    B. False
    Explanation
    In high context cultures, time is open or polychronic. Polychronic time is characterized by the simultaneous occurrence of multiple activities and a more flexible approach to schedules. In these cultures, people tend to prioritize relationships and may not strictly adhere to strict timeframes or schedules. Therefore, the statement that time in high context cultures is closed or monochronic is incorrect.

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  • 29. 

    In low context cultures, face is not as important therefore surface displays of reactions are often appropriate.

    • A.

      True

    • B.

      False

    Correct Answer
    A. True
    Explanation
    In low context cultures, face refers to the importance of maintaining one's reputation or social standing. In these cultures, face is not as significant, so people are more likely to openly display their reactions and emotions. This means that surface displays of reactions are often considered appropriate in low context cultures. Therefore, the statement "In low context cultures, face is not as important therefore surface displays of reactions are often appropriate" is true.

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  • 30. 

    In high context cultures, a great deal of importance is placed on face [the value or standing you have in the eyes of others] or saving face. Saving face is thus preserving respect from your reference groups.

    • A.

      True

    • B.

      False

    Correct Answer
    A. True
    Explanation
    In high context cultures, there is a strong emphasis on maintaining one's reputation and preserving respect from others. This is known as "saving face." It is an important aspect of social interaction and communication in these cultures. Thus, the statement "True" is the correct answer as it accurately reflects the significance of face and saving face in high context cultures.

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  • 31. 

    In high context cultures, there are extensive non-verbal cues which may accompany the spoken word. These cues which can include general appearance and dress, body movements, facial expressions, eye contact, touch, smell, paralanguage, space and distance, use of time, and silence contain meanings which can alter the spoken communication.

    • A.

      True

    • B.

      False

    Correct Answer
    A. True
    Explanation
    In high context cultures, non-verbal cues play a significant role in communication. These cues, such as body movements, facial expressions, and eye contact, can convey additional meanings that may alter the spoken words. This suggests that in such cultures, understanding the non-verbal cues is crucial for effective communication. Therefore, the statement "True" is correct.

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  • 32. 

    In high context cultures most information is in explicit code. The codes, e.g words, and phrases, are selected to convey meanings that are exactly what the words and phrases mean.

    • A.

      True

    • B.

      False

    Correct Answer
    A. True
    Explanation
    In high context cultures, most information is conveyed through implicit codes such as words and phrases that have specific meanings. These codes are understood by members of the culture and convey exact meanings without the need for further explanation. Therefore, the statement "In high context cultures most information is in explicit code" is true.

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  • 33. 

    In high context cultures the messages are overt, out front. All the information is directly contained in what is said, and there is little or no implied meaning apart from the words that are being said.

    • A.

      True

    • B.

      False

    Correct Answer
    B. False
    Explanation
    The explanation for the answer "False" is that in high context cultures, the messages are not overt and out front. Instead, there is a lot of implied meaning apart from the words being said. This means that the information is not directly contained in what is said, but rather relies on the context and non-verbal cues for interpretation.

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  • Current Version
  • Mar 20, 2023
    Quiz Edited by
    ProProfs Editorial Team
  • Sep 22, 2009
    Quiz Created by
    Jmcnair
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