EDF 2085: Introduction To Diversity Test Quiz!

In a low context culture, people are more accustomed to short term relationships and commitments. This means that they tend to focus more on individualism, direct communication, and explicit information. In such cultures, relationships are often based on personal choice and can be easily formed or dissolved. People in low context cultures may prioritize personal goals and may not place as much importance on long-term commitments or maintaining relationships over time. This is in contrast to high context cultures, where relationships are often valued and maintained over the long term.

In a low context culture, communication is primarily explicit and direct. The information is clearly stated and there is minimal reliance on implied or non-verbal cues. The meaning is solely derived from the words that are being said, and there is little need for additional context or interpretation. In such cultures, people tend to be more explicit and rely on precise language to convey their message effectively.

In a low context culture, most information is conveyed through explicit code, such as words and phrases. This means that the words and phrases used carry their literal meanings and there is less reliance on shared cultural knowledge or non-verbal cues for communication. In such cultures, communication tends to be more direct and explicit, with less room for interpretation or hidden meanings.

This statement is false because racial and ethnic prejudice is most often expressed negatively in the United States. While there may be instances where prejudice is expressed positively, such as through stereotypes or assumptions about certain racial or ethnic groups, the overall prevalence of racism and discrimination in the country is predominantly negative. Systemic inequalities, hate crimes, and racial profiling are just a few examples of the negative expressions of racial and ethnic prejudice that exist in the United States.

In a high context culture, communication relies heavily on nonverbal cues, implicit understanding, and shared cultural knowledge. This means that individuals in this culture rely on context, relationships, and shared experiences to interpret messages. Covert messages, or unspoken meaning, are extremely important in high context cultures because they contribute to the overall understanding of the message. In contrast, low context cultures rely more on explicit and direct communication, where messages are conveyed primarily through words rather than nonverbal cues or shared context.

The given correct answer is "High Context Culture". This is because the statement emphasizes the importance of interpersonal bonds and close relationships in communication. In high context cultures, such as many Asian and Middle Eastern cultures, communication relies heavily on nonverbal cues, shared experiences, and the context of the relationship. These cultures prioritize building trust and establishing personal connections before engaging in meaningful communication.

This question is asking about Ting-Toomey's concept that relates to the offensive nature of eating with one's left hand in certain cultures. The answer is "behavioral constraints" because this term refers to the social norms and expectations that dictate appropriate behavior in a given culture. In this case, the cultural norm is to eat with the right hand, so eating with the left hand would be considered offensive or inappropriate behavior.

The given statement is false. Research actually suggests that individuals with divergent thinking are less likely to have a high degree of prejudice. Divergent thinking is associated with creativity, open-mindedness, and the ability to think outside the box. These traits are typically associated with reduced prejudice, as individuals who think divergently are more likely to consider multiple perspectives and challenge stereotypes. Therefore, the correct answer is false.

Affirmative action is not considered an extreme case of prejudice because it is a policy aimed at promoting equal opportunities for historically disadvantaged groups, such as racial minorities and women. While some may argue that affirmative action can be controversial and potentially lead to reverse discrimination, it is fundamentally different from racism, hate groups, and racial profiling, which all involve negative attitudes or actions towards specific racial or ethnic groups.

Ethnocentrism refers to the belief that one's own cultural or ethnic group is superior to others. It involves judging other cultures based on the standards and values of one's own culture. This belief assumes that one's own "ways" are not only good and natural but also the right way of doing things. Ethnocentrism can lead to prejudice, discrimination, and a lack of understanding or appreciation for other cultures.

Prejudicial attitudes that offer decision-making criteria about members of outgroups do not necessarily illustrate the ego-defensive function of prejudice. The ego-defensive function of prejudice refers to the psychological mechanism that protects one's self-esteem and self-worth by attributing negative traits to others. However, decision-making criteria about outgroup members can be based on various factors such as stereotypes, biases, or social norms, which may not necessarily be driven by ego-defense. Therefore, the given statement is false.

Covert messages or encoded messages are characteristic of high context cultures. In high context cultures, communication is often indirect and relies heavily on nonverbal cues, shared experiences, and implicit understanding. People in high context cultures tend to rely on context and the underlying meaning of messages rather than explicitly stating their intentions. Covert messages or encoded messages are a common way of conveying information in high context cultures, where understanding is based on the context and the relationship between the communicators.

The authors recommend creating an environment of safety, trust, and respect in the classroom, maintaining a balance between student talk and teacher talk, and emphasizing metacognition. However, they do not recommend setting aside a specific time each day to practice critical thinking skills.

The statement "All gaijin are hopeless barbarians" reflects a cognitive constraint according to Ting-Toomey. Cognitive constraints refer to the limitations or biases in our thinking processes that can influence our perceptions, judgments, and beliefs about others. In this case, the statement demonstrates a cognitive constraint because it involves a generalization or stereotype about a specific group of people, assuming that all individuals belonging to that group possess certain negative traits. This cognitive constraint can lead to biased thinking and hinder effective communication and understanding between different cultural groups.

Improving self-confidence and self-acceptance in students often decreases prejudice. When students feel more confident and accepting of themselves, they are less likely to judge others based on stereotypes or biases. This increased self-assurance allows them to be more open-minded and accepting of people who are different from them. As a result, their prejudice towards others tends to decrease.

Racial profiling refers to the practice of law enforcement specifically targeting individuals from minority groups based on their race or ethnicity. This discriminatory practice involves singling out individuals solely based on their racial background, rather than any reasonable suspicion of criminal activity. It is widely criticized for perpetuating stereotypes and violating individuals' civil rights. The other options, such as marketing strategy and political practice, do not accurately capture the essence of racial profiling.

Prejudicial attitudes that demonstrate one's self-image to others refers to the value-expressive function of prejudice. This means that individuals may hold prejudiced attitudes in order to convey their personal beliefs, values, or identity to others. By expressing prejudice, individuals may seek to align themselves with certain social groups or signal their allegiance to particular ideologies. This function of prejudice serves as a way for individuals to communicate and display their self-image to others.

All of the given options suggest new roles in classrooms that address race and ethnicity. Teachers becoming active agents of change means that they actively work towards promoting racial equality and addressing issues of race and ethnicity within the classroom. Teachers reaching out to community members implies involving external resources and expertise to address these issues. Lastly, students interacting with community groups involved in change efforts indicates that students are actively engaged in efforts to bring about change and promote racial inclusivity. Therefore, all of the options provided can be considered as new roles in classrooms that address race and ethnicity.

The media plays a significant role in shaping children's perceptions and attitudes towards different groups of people. Through various forms of media such as television, movies, and social media, children are exposed to stereotypes and biased portrayals that can contribute to the development of prejudice. Social and economic pressure can potentially influence the media to be more responsible and inclusive in their representations, thus reducing the negative impact on children's learning of prejudice. By promoting diversity and challenging stereotypes, the media can help create a more tolerant and accepting society.

This behavior of screaming, falling to the ground, rolling, and tearing clothes is an example of emotional constraints. Ting-Toomey defines emotional constraints as cultural norms and expectations that regulate the expression and management of emotions. In this culture, these extreme physical expressions of grief are considered appropriate and expected ways to express and cope with intense emotions of sadness and loss.

The correct answer suggests that even if students from different groups have equal status within the school, it does not guarantee equal contact or interaction outside of the school. This implies that the contact hypothesis, which promotes bringing students from different groups together, may not be effective in promoting understanding and reducing prejudice if students do not have opportunities to interact outside of the school environment.

Communication seen as authentic and passionate is generally more credible because it evokes emotions and shows genuine conviction. African Americans, like any other ethnic group, can communicate in a passionate and animated manner, which can enhance their credibility and make their message more impactful. This explanation is based on the given statement that passionate and animated communication is seen as more credible, without any specific information about African Americans or other ethnic groups.

The adjustment component is not a component of prejudice formation. Prejudice formation typically involves the affective component (emotions and feelings towards a particular group), the cognitive component (beliefs and stereotypes about a particular group), and the behavioral component (actions and behaviors towards a particular group). The adjustment component does not fit into any of these categories and is therefore not considered a component of prejudice formation.

Hispanic Americans tend to use more touch than cultures originating in Northern Europe, the U.S., or Canada. This includes levels of touch between members of the same sex occurring more frequently in public settings among members of their own culture compared to European American culture. Additionally, this touch does not carry the same sexual connotation that it often does in the U.S.

Standardized assessments that have been normed on only one racial or ethnic group (usually whites) can be problematic because they may not accurately measure the abilities and knowledge of students from other racial or ethnic backgrounds. This can result in unfair and biased assessment results, leading to inequities in educational opportunities and outcomes. It is important for assessments to be normed on diverse populations to ensure fairness and validity.

Prejudicial attitudes that aid in dealing with a complex world refers to the idea that people may develop prejudiced beliefs or stereotypes as a way to simplify and make sense of the world around them. These attitudes can help individuals navigate through the complexities of social interactions and make quick judgments or decisions about others based on limited information. It suggests that prejudice may serve as a cognitive shortcut or a mental strategy that individuals use to cope with the challenges and uncertainties of a diverse and dynamic society.

This statement reflects a cognitive constraint because it suggests a belief or assumption that there is always witchcraft involved in any natural death. Cognitive constraints refer to the mental frameworks, biases, or limitations that influence how individuals perceive and interpret information. In this case, the belief in witchcraft as a cause of death constrains one's cognitive understanding of natural deaths, potentially leading to a biased or inaccurate interpretation of reality.

Ethnocentric-oriented textbooks and resources would not be a good use of content-area knowledge in a classroom that is sensitive to race and ethnicity. Ethnocentrism refers to the belief in the superiority of one's own ethnic or cultural group, which can lead to bias and discrimination. In a classroom that values diversity and inclusivity, it is important to use unbiased content materials that promote understanding and respect for all races and ethnicities. The other options, such as the history of diversity in the United States, the concepts of genotype and phenotype, and unbiased content materials, can all contribute to creating a culturally sensitive learning environment.

Strategies that help individuals become less prejudiced typically focus on promoting critical thinking skills, avoiding stereotypes, and encouraging self-reflection and examination of one's thoughts and actions. Encouraging impulsive behavior is not a strategy that would be effective in reducing prejudice, as impulsive behavior often leads to snap judgments and biased thinking.

European Americans tend to "employ very little touching in public" beyond the expected handshake. This cultural behavior may be influenced by values of objectivity, efficiency, and autonomy.

The authors state that the best conditions for improving social contact include personal familiarity, school norms encouraging intergroup interaction, equal status contact, and subordinate goals. These conditions create an environment where individuals are familiar with each other, there are opportunities for interaction between different groups, there is equality in status, and there are shared goals that require cooperation. This combination of factors helps to reduce prejudice and improve social relationships.

The given answer, Asian Americans, is the correct answer because the passage states that "these Americans received less touch from mothers and other family members than U.S. Americans received from casual acquaintances." This implies that Asian Americans receive less touch from their own family members compared to other ethnic groups in the United States.

In many Asian cultures, the control of emotional display is highly valued. It is considered important to maintain composure and avoid overtly displaying strong emotions, as this could lead to a loss of face for both the speaker and the listener. This cultural value is likely why Asian Americans are the correct answer in this context.