Answers At The End Of Each Chapter

Test Bank For Understanding Human Differences Multicultural Education for a Diverse America Sixth Edition Kent L. Koppelman Prepared by Johnetta Hudson By Answers At The End Of Each Chapter (Global Edition) 1 / 4

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TABLE OF CONTENTS

TEST BANK

Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language ... 110 Chapter 2: Understanding Prejudice and Its Causes ..................................................................... 122 Chapter 3: Communication, Conflict, and Conflict Resolution .................................................... 135 Chapter 4: Immigration and Oppression: The Assault on Cultural and Language ....................... 150 Chapter 5: Race and Oppression: The Experiences of People of Color in America .................... 164 Chapter 6: Religion and Oppression: The Struggle for Religious Freedom ................................. 180 Chapter 7: Rejecting Oppressive Relationships: The Logic of Cultural Pluralism for a Diverse Society ....................................................................................... 195 Chapter 8: Racism: Confronting a Legacy of White Domination in America ............... 209 Chapter 9: Classism: Misperceptions and Myths About Income, Wealth, and Poverty 223 Chapter 10: Sexism: Where the Personal Becomes Political ...................................... 240 Chapter 11: Heterosexism: Challenging the Heterosexual Assumption ..................... 255 Chapter 12: Ableism: Disability Does Not Mean Inability .......................................... 268 Chapter 13: Pluralism in Schools: The Promise of Multicultural Education .............. 283 Chapter 14: Pluralism in Society: Creating Unity in a Diverse America .................... 298

APPENDICES

Appendix A: Human Relations Attitude Inventory ..................................................... 309 Appendix B: Course and Instructor Assessment, Feedback, and Evaluation .............. 314 Appendix C: Answers to Fourteen Questions about Diversity in America .................. 315 Appendix D: Original Research Summary: Human Relations Attitude Inventory ....................... 317 Appendix E: Glossary ................................................................................................................... 319 2 / 4

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TEST BANK AND ANSWER KEY

Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language

CHAPTER OUTLINE RELEVANT TEST ITEMS

THE ROLE OF VALUES IN HUMAN DIFFERENCES

What is the relationship between a person’s values and behaviors?What inconsistencies exist between American values and American behaviors?Are values individually chosen or are we taught to accept certain values?How does the way values are taught explain the inconsistency between values and behavior?Why should anyone be concerned about inconsistencies between values and behavior?Should parents rather than schools teach values to children?What problems can interfere with making ethical decisions?Multiple choice 1-12 Essay 28-30

DEFINING TERMS RELATED TO HUMAN

DIFFERENCES

How do negative attitudes develop?How does confirmation bias influence people, and can it be overcome?What are the differences among race, ethnicity, and nationality?What are minority groups and why are they called minority groups?How have minority groups been perceived by the majority?How have labels been used to define and control subordinate groups?What is the impact of labels on individuals who are labeled?How are negative bureaucratic terms as harmful as social derisive terms?How has our society responded to social problems experienced by minority groups?Multiple Choice 13-23 Essay 31 - 32

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Multiple Choice Questions

• What is a belief?
• A combination of attitudes
• Instruction that forces someone to accept an ideology
• An inference a person makes about reality
• An inclination that inhibits impartial judgment
• What is an inference about reality?
• A value
• An attitude
• A belief
• A bias
• People decide to take action or avoid an action based on their
• Values
• Beliefs
• Attitudes
• Universalistic perspective
• Danny has worked hard all his life to send his children to college. He went to

a parent teacher meeting and participated in his sons’ school activities. He was frugal with his money, missing vacations and expensive activities, to save for a college fund. To Danny education is a(n)

• Belief
• Value
• Attitude
• Universalistic perspective
• Qwashma is a 16 year old girl. She does not want to dress in styles her

parents like because she insists that she wants to show her own individual style; however, she and her friends dress exactly alike, even sharing clothing, jewelry, makeup and hair coloring. What is Qwashma demonstrating?

• Indoctrination
• Consistent inconsistency
• Values
• Majority rule
• Which of the following is not a listed as a top nine core values of American

society?

• Right to bear arms
• Equality
• Rule of law
• Community and National Welfare
• Six year old Jhante insists he can dress himself for school alone but he often

ends up wearing strange combinations of superhero costumes and cowboy boots. His mom wants him to dress nicely so in the morning she lays out 2 shirts and 2 pants for him to pick from. What approach is Jhante’s mother using to get him to dress nicely?

• Setting an example
• Appealing to his conscience
• Limited choices
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