EDF 2085: Introduction To Diversity Test Quiz!
Do you know anything about diversity? Tolerating, accepting, and embracing diversity means that you respect that each individual is unique and serves a purpose. Diversity applies to many factors, including race, ethnicity, gender, sexual orientation, economic status or class, religious beliefs, disabilities, income, age, and parental status. All these different groups of people have often experienced discrimination of some sort. This quiz is your introduction to diversity. Go for it.
- 1.Which of the following might be considered new roles in classrooms that address race and ethnicity?
- A.
Teachers become active agents of change
- B.
Teachers reach out to community members.
- C.
Students interact with community groups involved in change efforts.
- D.
All of the answers are correct.
- 2.All of the following might be good uses of content-area knowledge in a classroom that is sensitive to race and ethnicity, except
- A.
The history of diversity in the United States
- B.
The concepts of genotype and phenotype
- C.
Ethnocentric-oriented textbooks and resources
- D.
Unbiased content materials.
- 3.One problem with some standardized assessments is that
- A.
They have been normed on only one racial or ethnic group (usually whites).
- B.
They are “aimed” at only one group of students.
- C.
They may be very difficult.
- D.
They are often too easy.
- 4.The term for the belief that one’s own “ways” are good, natural, and right, is
- A.
Relativism
- B.
Ethnocentrism
- C.
Constructivism
- D.
Adjustment
- 5.Which of the following correctly describes the adjustment function of prejudice?
- A.
Prejudicial attitudes that protect self-concepts
- B.
Prejudicial attitudes that aid in dealing with a complex world
- C.
Prejudicial attitudes that demonstrate one’s own virtues
- D.
Prejudicial attitudes that offer criteria for making decisions about outgroups
- 6.Which of the following correctly describes the value-expressive function of prejudice?
- A.
Prejudicial attitudes that protect self-concepts
- B.
Prejudicial attitudes that aid in dealing with a complex world
- C.
Prejudicial attitudes that demonstrate one’s self-image to others
- D.
Prejudicial attitudes that offer criteria for making decisions about outgroups
- 7.Which of the following is not an extreme case of prejudice?
- A.
Racism
- B.
Hate groups
- C.
. racial profiling
- D.
Affirmative action
- 8.All of the following are components of prejudice formation, except
- A.
Behavioral component.
- B.
Adjustment component
- C.
Affective component
- D.
Cognitive component.
- 9.Which of the following ways in which children learn prejudice do you think might be changed through social and economic pressure?
- A.
Observation of respected elders
- B.
Religious fundamentalism
- C.
The media
- D.
Group membership
- 10.The practice of racial profiling is best described as
- A.
A marketing strategy
- B.
A practice of law enforcement that targets minority people.
- C.
A political practice that hopes to ensure votes for a candidate
- D.
All of the answers are correct.
- 11.Strategies that help individuals become less prejudiced strive to include all of the following, except
- A.
Improving critical thinking skills.
- B.
Avoiding stereotypes.
- C.
Encouraging impulsive behavior
- D.
Encouraging examination of reasons or motivations behind one’s thoughts and actions.
- 12.According to the authors, the best conditions under which social contact can be improved include
- A.
Equal status contact, subordinate goals, ability grouping, and personal familiarity
- B.
Equal status contact, subordinate goals, justified hierarchies, and personal familiarity.
- C.
School norms encouraging intergroup interaction, grouping by ability, personal familiarity, and subordinate goals.
- D.
Personal familiarity, school norms encouraging intergroup interaction, equal status contact, and subordinate goals.
- 13.The authors make the following recommendations to teachers for creating classroom environments that encourage critical thought, except
- A.
Setting aside a specific time each day to practice critical thinking skills.
- B.
Creating an environment of safety, trust, and respect
- C.
.maintaining balance between student talk and teacher talk.
- D.
Emphasizing metacognition
- 14.Improving self-confidence and self-acceptance in students.
- A.
Often increases prejudice
- B.
Often decreases prejudice
- C.
Doesn’t affect prejudice very much.
- D.
Leads to the formation of ingroups
- 15.It is well to be cautious when applying the contact hypothesis (bringing students from different groups together) because
- A.
Monocultural schools are not good places to try the contact hypothesis.
- B.
Students never believe anything teachers say anyway.
- C.
Equal status within the school may not translate to equal contact outside of the school.
- D.
Change is difficult
- 16.Racial and ethnic prejudice can be expressed both positively and negatively; in the United States, it is most often expressed positively.
- A.
True
- B.
False
- 17.Prejudicial attitudes that offer decision-making criteria about members of outgroups illustrate the ego-defensive function of prejudice.
- A.
True
- B.
False
- 18.Research points to the fact that individuals with divergent thinking are more likely to have a high degree of prejudice.
- A.
True
- B.
False
- 19.No one dies a natural death --there is always witchcraft involved. This is an example of what Ting-Toomey calls ________________.
- A.
Cognitve constraints
- B.
Behavioral constraints
- C.
Emotional constraints
- 20."All gaijin are hopeless barbarians." This is an example of what Ting- Toomey calls
- A.
Cognitive constraints
- B.
Behavioral constraints
- C.
Emotional constraints
- 21.Eating with one's left hand is considered offensive in some cultures. This is an example of what Ting-Toomey calls ________________.
- A.
Cognitive constraints
- B.
Behavioral constraints
- C.
Emotional constraints
- 22.Members of this culture scream, fall to the ground, roll and tear their clothes as an expression of grief. This is an example of what Ting-Toomey calls ________________.
- A.
Cognitive constraints
- B.
Behavioral constranits
- C.
Emotional constraints
- 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 U.S. Americans received from casual acquaintances"
- A.
African Americans
- B.
European Americans
- C.
Asian Americans
- D.
Hispanic Americans
- E.
Native American:
- 24.These Americans tend to "employ very little touching in public" that is, beyond the expected greeting ritual of the handshake. Lack of touching may be related to cultural values of objectivity, efficiency, and autonomy.
- A.
African Americans
- B.
European Americans
- C.
Hispanic Americans
- D.
Asian Americans
- E.
Native Americans
- 25.These Americans tend to use a touch more than cultures originating in Northern Europe, the U.S., or Canada. Levels of touch between members of the same sex occur far more often in public settings among members of their own culture than they do in European American culture, and do not carry the sexual connotation such behavior often has in the U.S
- A.
African Americans
- B.
European Americans
- C.
Hispanic Americans
- D.
Asian Americans
- E.
Native Americans
Questions: 60 | Attempts: 15570 | Last updated: Oct 28, 2020
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