SCHOOL OF EDUCATION –FAIRBANKS CAMPUS
Mission: Wayland Baptist University exists to educate students in an academically challenging,
learning focused and distinctively Christian environment for professional success, lifelong learning and
service to God and humankind.
COURSE NUMBER
AND TITLE
EDUC 5303 Multicultural Education
TERM AND CLASS
DATES
Summer 2014 May 26- August 9, 2014
Mondays, Doyon Facility, Rm. 302 A
INSTRUCTOR’S NAME
Dr. Karen E. Dempster, BA, MED, EDS, JD
OFFICE ADDRESS
Wayland Baptist University
2623 Wabash Ave, Suite 109
Fairbanks, Alaska 99702-1799
PHONE
O: (907) 377-4398 ; H: 456-2365; C: 978-7745
E-MAIL ADDRESS
dempsterk@wbu.edu
OFFICE HOURS
W-Eielson AFB, 1:00-5:30 PM, Sun, Eielson AFB Buld 2631, Rm 316,
5:00 PM
CATALOG COURSE
DESCRIPTION
Study of cultural factors, poverty, and disabilities and how these factors
impact and affect school behavior. Course focuses on the impact of culture,
socioeconomic status, religion, and special populations on learning and
identifies ways to enhance learning and motivation in the public schools.
PREREQUISITES: none
Required field experience is incorporated into this syllabus (8
hrs). Successful completion of the field experience is required for
course credit.
REQUIRED
RESOURCE
MATERIALS
Student Textbook(s)
Bennett, C.I. (2013). Comprehensive multicultural education: Theory and
practice (8th ed.). Allyn & Bacon. 978-0-13-352229-7 and
Payne, R. (2013). A framework for understanding poverty (13th rev. ed.).
Highland, TX: aha!Process, Inc. 978-1-938-24801-6
COURSE OUTLINE: This course is designed to foster the concept of cultural
proficiency, the values and behaviors that enable a person to interact effectively with a
diverse environment, and gives voice to the notion that culturally proficient instructors
add value and dignity to students’ lives.

The Nature of Culture and the Contexts
for Multicultural Teaching
Cultural Diversity in the United States
Assimilation and Pluralism
Learning Styles: Interactions between
Culture and the Individual
Perspectives on Gender, Class,
Ethnicity, and Special Needs
The Development of Positive Classroom
Climates
Multicultural Curriculum Development
Ruby Payne’s Framework for
Understanding Poverty
Definitions and resources
Role models and support systems
Language and story
Discipline
Hidden rules
Instruction
Generational poverty
Relationships
METHODS OF INSTRUCTION: Student discussion in class, teacher instruction
assignments about yourself and others.
COURSE REQUIREMENTS:
Evidence of the ability to express your knowledge of educational concepts and theories
within the conventions of academic discourse will be assessed through presentations and
written assignments. Written work in this course must be word processed and prepared
according to the APA style manual.
Students will complete all assigned readings, observations, and assignments promptly.
This course is designed to be completed during an 11-week term with assignments due
each week. The student will prepare for the weekly sessions by reading all assigned
materials, participating in class discussion and activities, and acting in a professional
manner.
The student will be involved in a field based experience of at least 8 hours and will
provide evidence of the experience. Successful completion of the field experience hours is
required for course credit.
The student will recognize that multicultural education provides an approach to
teaching and learning that is based on:
A movement toward achieving equality of educational opportunity and equity among all
identifiable groups of children and youth
A curriculum approach which develops knowledge and understanding about cultural
differences and the history and contribution of various ethnic groups and nations.
The personal development of a level of competence in multiple ways of perceiving,
evaluating, believing, and doing.
An emphasis on clearing up myths and stereotypes associated with different groups..
The student will successfully complete a midterm exam, an end of course exam.
COURSE OUTCOME COMPETENCIES: (correlated to state competencies)
Students will understand the human development processes and applies this knowledge
to plan instruction and ongoing assessment that motivate students and are responsive to
their developmental characteristics and needs (Domain I, Competency 001).
Students will understand that student diversity and know how to plan learning
experiences and design assessments that are responsive to differences among students
and that promote all students’ learning (Domain I, Competency 002).
CERTIFICATION PREPARATION ALIGNMENT: Pedagogy & Professional
Responsibilities (PPR): Certification Preparation Standards: Educating Students
from Diverse Backgrounds
Domain 1: Designing Instruction and assessment to promote student learning
Competency 002: The teacher understands student diversity and knows how to plan
learning experiences and design assessments that are responsive to differences among
students and that promote all students’ learning.
2.1Demonstrates knowledge of students with diverse personal and social characteristics
(e.g., those related to ethnicity, gender, language background, exceptionality) and the
significance of student diversity for teaching, learning, and assessment.
2.2Accepts and respects students with diverse backgrounds and needs.
2.3Knows how to use diversity in the classroom and the community to enrich all students’
learning experiences.
2.4Knows strategies for enhancing one’s own understanding of students’ diverse
backgrounds and needs.
2.5Knows how to plan and adapt lessons to address students’ varied backgrounds, skills,
interests, and learning needs, including the needs of English language learners and
students with disabilities.
2.6Understands cultural and socioeconomic differences (including differential access to
technology) and knows how to plan instruction that is responsive to cultural and
socioeconomic differences among students.
2.7Understands the instructional significance of varied student learning needs and
preferences.
MEANS FOR ASSESSING STUDENT ACHIEVEMENT FOR THE OUTCOME
COMPETENCIES:
1.Chapter Quizzes. There will be 10 chapter quizzes. They are multiple choice.
200 points total ( 20 points per quiz).
2.The student will participate in two Observation Activities(Outcome(s) assessed: 1, 2).
(100 points each)
a.You will be expected to leave your own comfort zone and seek experiences with various
cultural, socioeconomic, ethnic, or religious groups and report your findings in writing.
b.You will be expected to observe students in a classroom or other learning environment
and report your findings in writings. The purpose of these observations is to develop an
awareness of the instructional significance of varied learning needs and preferences.
3.The student will participate in dialogue among class members.
4.Autobiographical Assignment: The student will write an autobiographical account
reflecting on their place in society and examining their cultural roots. Outcome(s)
assessed: 2).
a.Autobiographical Paper: The key question to explore is “How have I come to be who I
am?” Consider the influence of broad factors such as race, ethnicity, social class, gender,
sexual orientation, religion, geographic location, as well as personal factors. Additional
questions to consider are “How have my experiences of diversity influenced my identity?
To what extent have you experienced privileges of the dominant culture or
marginalization based on some aspect of your identity? How will your cultural identity
and experiences with differences such as race, culture, class, gender and sexual
orientation influence your teaching?
The paper should be 5-7 typed pages. (200 pts).
5.Lesson Plan: The student will prepare a lesson plan embracing diversity for their
grade/subject level. (Outcome(s) assessed: 1, 2)
a.The student will develop an original lesson plan which addresses students’ varied
backgrounds, skills, interests, and learning needs, including the needs of English
language learners and students with disabilities. This lesson needs to follow the approved
lesson plan format and all elements of the lesson cycle must be included. 100 pts.
6.Book Review: The student will critique a book. (Outcome(s) assessed: 2, 11).
a.Review of Book - A book on a Multicultural topic or topics must be read and reviewed
according to the criteria provided. This reading will be to inform and expand your
knowledge of different ethnic, religious, cultural and socioeconomic groups. The .book
could be a novel such as The Help by Kathryn Stockett or Bless Me Ultima by Rudolfo
Anaya. It can also be a book that you select. The review should include four pages of
text.(1 review @ 200 pts.).
.
ATTENDANCE POLICY:
1.Campus Attendance Policy: Students enrolled at Wayland Baptist University should
make every effort to attend all class meetings. The University expects students to
make class attendance a priority. All absences must be explained to the instructor
who will decide whether omitted work may be made up. When a student reaches a
number of absences considered by the instructor to be excessive, the instructor will so
advise the student and file an Unsatisfactory Progress Report in the office of the dean.
Any student who misses twenty-five (25%) or more of the regularly scheduled class
meetings will receive a grade of F for that course. Student grade appeals should be
addressed, in writing, to the campus dean.
2.Instructor’s Additional Policies: Additional attendance policies for each course, as
defined by the instructor in the course syllabus, are part of Wayland’s attendance
policy. Attendance for this online course will be documented by the student’s
participation in class discussion boards and submission of assignments. Attendance
will be determined by the student’s participation in course activity—not the last log
in.
ACADEMIC HONESTY: University students are expected to conduct themselves
according to the highest standards of academic honesty. Academic misconduct for which
a student is subject to penalty includes all forms of cheating, such as illicit possession of
examinations or examination materials, forgery, or plagiarism. (Plagiarism is the
presentation of the work of another as one’s own work). Disciplinary action for academic
misconduct is the responsibility of the faculty members assigned to the course. The
faculty member is charged with assessing the gravity of any case of academic dishonesty,
and with giving sanctions to any student involved. Penalties may be applied to
individual cases of academic dishonesty; see catalog for more information about academic
dishonesty.
DISABLED PERSONS: It is University policy that no otherwise qualified person with
disabilities be excluded from participation in, be denied the benefits of, or be subject to
discrimination under any educational program or activity in the University. It is the
responsibility of the student to disclose and to provide documentation pertaining to the
disability so that appropriate modifications may be made. Your instructor is ADA
certified Dyslexic- so I understand!
EVALUATION: UNIVERSITY GRADING SYSTEM:
A grade of “CR” indicates that credit in semester
A
90-100
Cr
hours was granted but no grade or grade points were
Credit
recorded.
B
80-89
NCR No Credit *A grade of incomplete is changed if the work
C
70-70
I
required is completed prior to the date indicated in
Incomplete*
the official University calendar of the next long term,
D
60-69
W
unless the instructor designates an earlier date for
Withdrawal
completion. If the work is not completed by the
F
below 60
WP
appropriate date, the I is converted to the grade of F.
Withdrew Passing
An incomplete notation cannot remain on the
WF
student’s permanent record and must be replaced by
Withdrew Failing
the qualitative grade (A-F) by the date specified in
X No grade the official University calendar of the next regular
given
term.
IP In
Progress
COURSE GRADING CRITERIA: All assignments are due as noted on course
calendar. All assigned work must be word processed.
Assignment
Possible
Points
100
Discussions(10 x 10)
Autobiographical Paper
Observation 1
Chapter Quizzes
(counts as midterm and
final)-20 pts. each)
Lesson Plan
Observation 2
Book Review
Points Earned
200
100
200
100
100
200
Total
1000
COURSE CALENDAR
Date
DB= discussion board
Assignment s Due
5/26/14
DB1 ,
AUTOBIOGRAPHICAL
PAPER, Quiz 1
6/2/14
DB2 , OBSERVATION
1,Quiz 2
6/9/14
DB3, Quiz 3
6/16/14
DB4, Quiz 4
6/23/14
DB5 ,LESSON PLAN,Quiz5
6/30/14
DB6, OBSERVATION 2,
Quiz 6
7/7/14
DB7 , Quiz 7
7/14/14
DB8, BOOK REVIEW, Quiz
8
7/21/14
DB9, FINAL, Quiz 9
7/28/14
DB10, Quiz 10
8/4/14
Presentations/ Pizza Party
Test 1
Instructions: For the multiple-choice questions circle the one best answer.
101. Multicultural education in the United States is
a. an approach to teaching and learning based on democratic values and beliefs in a
culturally pluralistic society.
b. a movement to insure that each student is treated absolutely equally.
c. focused on the basic differences that exist between people in the United States and
the world.
d. mainly for African American and Latino children and youth.
e. all of the above.
102. When multicultural education includes the development of “multicultural
competence," it refers to people having
a. gained insight into their own cultural assumptions.
b. the ability to interact effectively with people from another culture.
c. empathy for different "world views."
d. all of the above.
e. none of the above.
103. Multicultural education does NOT emphasize
a. equal educational opportunities and equity for all ethnic groups.
b. efforts to help all students reach their fullest potential.
c. commitment to combat racism, as well as all forms of prejudice and discrimination.
d. inclusion of multiple perspectives related to race, class, culture, and gender in the
curriculum.
e. the assimilation of ethnic minorities into mainstream culture.
104. A primary assumption of multicultural education is that
a. elimination of cultural differences will ultimately end conflicts between individuals
and nations.
b. individuals who identify with different ethnic groups can retain and preserve some of
their original culture and still function in mainstream society.
c. the socio-political interests of different ethnic groups should take priority over a
common national identity.
d. all of the above.
e. none of the above.
105. The critics of multicultural education in the United States argue that it
a. is a threat to national unity.
b. ignores inaccuracies and omissions in the curriculum.
c. neglects our nation’s role in an interdependent world.
d. focuses on educational equity and excellence.
e. favors Christianity and democratic values.
106. Advocates of multicultural education argue that
a. it attempts to correct inaccuracies and omissions in the curriculum.
b. mono-cultural schools are inadequate for a multicultural society.
c. it is fundamental to the democratic ideas of the United States.
d. it emphasizes academic success for all students.
e. all of the above.
107. Match the school desegregation description with the correct identifier.
an active one-way absorption of ethnic minorities into the school culture
school policies and practices that promote positive intergroup contacts among students
from different groups passive school responses that maintain the school’s traditions and
expect all students to fit in
school policies and practices that create racially identifiable student activities and
classroom tracking
a. affirmative action
b. assimilation
c. business-as-usual
d. integrated pluralism
e. re-segregation
108. School integration, in contrast to school desegregation, is evident in
a. the "separate, but equal" Supreme Court ruling.
b. an active process that affirms diversity and promotes positive intergroup contact.
c. any school policy intended to raise academic standards.
d. schools that track students into classes that match their abilities.
e. business as usual, the passive response that maintains schools practices and expects
students to change.
109. In addition to positive teacher expectations and interracial contacts, multicultural
schools require active attention to
a. curricular content and extracurricular activities.
b. faculty and staffing patterns and instructional methods.
c. rules and standards for discipline and academic achievement.
d. all of the above.
e. two of the above.
110. The core values of a multicultural curriculum do NOT include
a. respect for universal human rights.
b. rejection of violence in any form.
c. acceptance and appreciation for cultural diversity.
d. a sense of responsibility to the world community.
e. two of the above.
111. Which of the following in NOT true about the “achievement gap” in American
education?
a. It is caused primarily by parents who do not encourage their children to do well in
school.
b. It is revealed in the disproportionately high dropout rates among African American,
American Indian, Latino, and low-income high school students.
c. An important cause is the “opportunity gap” many low-income and ethnic minority
students experience in society, especially inadequate schools.
d. Although overall scores on national tests have recently improved for all groups, the
average scores for White students continue to be higher than the average scores of Black
and Latino students.
e. Two of the above are not true.
112. When and why did multicultural education originate?
a. After the Civil Rights movement when public schools began to desegregate and
disproportionately high numbers of students of color were placed in special education and
lower tracks
b. After the Civil Rights movement when educators decided to help culturally
disadvantaged students
c. After the Civil Rights movement when the rapid assimilation of minority groups into
mainstream school and society became an important goal
d. It has always been an important educational goal in our society’s efforts to equalize
educational opportunities
e. All of the above
Test 2
Instructions: For the multiple choice questions circle the one best answer.
201. The concept of culture does NOT include
a. concrete artifacts, such as manufactured goods and architecture.
b. language and nonverbal communication styles.
c. customs and values.
d. genetic or biological attributes shared by members of a society.
e. prejudices and stereotypes.
202. Ethnicity is
a. associated with racial and/or cultural characteristics that set a group apart within a
larger society.
b. not related to geographic location.
c. an attribute of minorities but not the majority group in a society.
d. all of the above.
e. two of the above.
203. The Navajo way is similar to mainstream culture in that in traditional Navajo
culture
a. the exactness of time is of high importance.
b. quick action is valued more than patience.
c. material wealth is to be collected and saved.
d. there is a constant search for new ways to control and master nature.
e. none of the above.
204. An ethnic group is a minority group when
a. it is less than 50 percent of the total population.
b. it experiences discrimination by the dominant group.
c. membership in the group is determined in adulthood.
d. the group takes on the mainstream identity.
e. intermarriage outside the group is most common.
205. Race and culture are similar in that
a. both determine a person’s behavior.
b. there is great human diversity within racial groups and cultural groups.
c. there are pure races and pure cultures.
d. all of the above.
e. two of the above.
206. Matching. For each of the following situations, decide if it is best viewed as:
a-ultural assimilation, b-Cultural pluralism, or c-Neither
Members of an ethnic group give up their original culture and are
absorbed into the predominant core culture. Public schools in the United States were
expected to socialize European immigrants into the Anglo-American way of life. An
alternative to the “melting pot,” this societal ideal allows immigrants to retain their
culture even if social harmony and survival of society as a whole might be threatened.
Federal legislation that permits separate facilities as long as they are
equal. Religious groups such as the Amish are free to worship as they choose. American
Indians who maintain cultural traditions often serve heroically in the U.S. armed
services.
207. Edward T. Hall envisions a continuum of socio-cultural tightness to distinguish
between high and low context cultures. For each cultural characteristic listed below,
decide whether it is more typical of high context cultures (circle H) or of low context
cultures (circle L).
H L polychronic time
H L less stringent social role expectations and unpredictable behavior
H L group needs are a higher priority than individual needs
H L personalized law and authority wherein oral agreements are binding
H L “shorthand speech” patterns and reliance on nonverbal cues
H L linear logic
H L imprecise or underdeveloped social rhythm, and harmony with nature is less evident
H L less openness to strangers, despite warm hospitality toward foreigners who are
guests
208. According to Longstreet, which of the following is NOT true about ethnicity?
a. It refers to culture learned prior to the child's ability to think abstractly.
b. It refers to verbal and nonverbal communication, time and space orientations, social
values, and learning styles.
c. It may come in conflict with scholastic ethnicity, the culture of the school.
d. It is determined by racial identity.
e. None of the above; all are true.
209. Worldview does NOT include
a. the similar way a culture group perceives reality.
b. shared values and assumptions.
c. stereotypes and ethnocentric interpretations of evidence.
d. the idiosyncratic views of individuals in a cultural group.
e. two of the above are true.
210. The predominant worldview in the United States does NOT emphasize
a. harmony with nature and the importance of reflection before action.
b. "rugged individualism" and emphasis on personal energy and initiative.
c. pragmatism, technological superiority, and efficiency.
d. concern about human welfare.
e. the importance of freedom and democracy.
211. Which of the following statements about ethnic groups in the United States is true?
a. Over 20 percent of our school children are from refugee or immigrant families or are
themselves immigrants or refugees.
b. The U.S. Census Bureau divides our population into five “races” and has added a new
“multiracial” category.
c. The U.S. Census Bureau defines Asians as a racial group, but not Hispanics who can be
“of any racial group.”
d. Whites, excluding Latinos, are now about 65 percent of our population.
e. All of the above.
212. Which of the following statements about ethnic identity, or ethnicity, is true?
a. People in the same ethnic group differ in the degree to which they identify with or
feel connected with their racial or cultural group.
b. Language spoken at home, ethnic composition of their neighborhood, and ethnic mix
of their friends all influence one’s sense of ethnic identity.
c. Some White Americans maintain “symbolic ethnicity” or a strong sense of loyalty to
their ethnic group even though their family has lived in the United States for
generations.
d. Ethnicity is not an important aspect of identity for many White Americans who see
themselves as “just” American.
e. All of the above.
Test 3
Instructions: For the multiple-choice questions circle the one best answer.
301. Race is NOT a useful category for educators because
a. it can create misconceptions that a student’s race determines his or her behavior.
b. there are greater differences "within" than "between" racial groups.
c. there are no pure races; each group is of mixed origins.
d. all of the above.
e. two of the above.
302. Individual and institutional racism in the United States are similar in that
a. both result in discrimination and oppression.
b. both have clearly identifiable perpetrators.
c. both are rooted in laws, policies, or societal rules.
d. both are clear and obvious to people who advocate social justice.
e. all of above.
f. two of above.
303. Racial prejudice
a. is based on the assumption that one's race is superior to others.
b. assumes that race determines social behavior, psychological and intellectual
characteristics.
c. is sometimes manifest in individual, institutional, or cultural practices and policies.
d. all of the above.
e. none of the above.
304. The concept of ethnic identity affirms that
a. all people have an ethnic heritage.
b. individuals may or may not be aware of their ethnicity.
c. people identify with their ethnicity at different levels.
d. all of the above.
e. two of the above.
305. Which of the following statements is NOT an example of a stereotype?
a. Native Hawaiians were primitive and violent.
b. Filipinos tend to be small in stature compared to Samoans.
c. Japanese tourists always travel in groups and take lots of pictures.
d. All Latinos speak Spanish, encourage machismo, and practice Catholicism.
e. White people in the United States are racially prejudiced.
306. Identify EACH as a sociotype (SO) or stereotype (ST).
a. SO ST All Native Americans have a love for the land.
b. SO ST Anglo-European culture is the most advanced.
c. SO ST Japanese-Americans are split between their loyalty to Japan and the United
States.
d. SO ST Many Filipinos are devout Catholics.
e. SO ST Asian Americans are culturally alike.
307. According to Allport, contrary to more radical points of view, an individual's
preference for members or his or her ethnic group may only reflect
a. the natural tendency to reject outsiders.
b. a predilection based on feelings of ease, comfort, and/or pride in one's own culture.
c. rigid, inflexible and exaggerated preferences we all have.
d. all of the above.
e. none of the above.
308. According to Gordon Allport, renowned author of The Nature of Prejudice,
interaction between ethnic groups that is most positive and friendly is
a. tolerance.
b. empathy.
c. predilection.
d. cooperation.
e. respect.
309. According to Allport, interaction between ethnic groups that is most negative and
hostile is
a. discrimination.
b. prejudice.
c. predilection.
d. violence.
e. scapegoating.
310. Which of the following does NOT apply to Banks' theory of the stages of ethnic
identity?
a. shared communication patterns, orientation modes, social values, and intellectual
modes.
b. psychological captivity, encapsulation, identity clarification, bi-ethnicity, multiethnicity, and globalism
c. important socio-psychological differences among people who identify with the same
ethnic group
d. changes in stage of ethnic identity some people experience over time
e. two of the above
311. Bank's typology of ethnic identity includes the view that
a. those in psychological captivity internalize the negative mainstream or popular
beliefs about their ethnic group.
b. people may attempt to hide their ethnic identity by adopting (multiple) personalities.
c. ethnocentric isolationist groups, like the KKK or Nation of Islam, are bicultural.
d. Anglo- Americans are more likely than African Americans or Latinos to raise their
children to be bi-ethnic.
e. all of the above.
312. Scholars contend that the best defense against prejudice is
a. positive self-image.
b. positive view of other people and society at large.
c. logical reasoning that reduces black and white thinking and jumping to conclusions.
d. all of the above.
e. two of the above.
313. Which of the following is NOT true about African history?
a. Africa was isolated and cut off from the rest of the world until the arrival of
Europeans in the 15th century.
b. The first Europeans to arrive encountered advanced civilizations in terms of
governance, economic prosperity, scholarship, and the arts.
c. Muslim scholars who traveled throughout Africa in the 10th and 11th centuries
reported that African empires were comparable to, or surpassed, their European
contemporaries in terms of economic and military power.
d. The need to justify the slave trade contributed to misconceptions about Africans as
"heathen savages" who could be saved by becoming Christianized and "civilized."
e. All of the above.
314. Prejudice is
a. a preconceived judgment or opinion that can be positive or negative.
b. based on incomplete or faulty information.
c. prevalent among all people, including ethnic minorities in the United States.
d. race-based, gender-based, age-based, ethnic based, class-based, etc.
e. all of the above.
315. Teachers who want to prevent or reduce prejudice should AVOID which of the
following?
a. fostering critical thinking skills.
b. facilitating healthy ethnic identity development.
c. advocating neutrality about cultural differences students find unjust or abhorrent.
d. using cooperative team learning.
e. two of the above.
316. A person’s sense of ethnic identity
a. often develops in response to discrimination or some form of oppression.
b. may be strong even if it is primarily symbolic.
c. recognizes that people differ in their sense of belonging to their ethnic group.
d. can become stronger or weaker over the life span.
e. all of the above.
317. “White privilege” in the United States refers to
a. the belief that White people are basically superior.
b. the fact that most White people have come to realize the advantages they have.
c. the hidden advantages even low-income Whites have in society.
d. the fact that White people built the nation.
e. none of the above.
318. Which of the following is NOT true about White Privilege in the United States?
a. Everyone is targeted or privileged in some ways in our society.
b. Only White people have privileges in our society.
c. White privilege is the other side of racism.
d. It refers to the systematic inequalities that people of color inherit at birth.
e. Anyone born White automatically inherits benefits that people of color do not inherit.
Test 4
Part II-401. The history of Asian Americans does NOT reveal
a. significant contributions made by Chinese workers in the gold mines and
transcontinental railroad.
b. stable family communities among Japanese immigrants due to the "picture bride"
phenomenon.
c. agricultural success among Issei (Japanese immigrants) who settled in Hawaii and
California.
d. that immigrants from India had their citizenship revoked when the courts ruled they
were not “White” after all.
e. widespread academic and economic success among all Asian Americans, including
recent immigrants from Southeast Asia.
Part II-402. Latinos in the United States
a. are a pan-ethnic group that originated in Mexico, the Caribbean, and the rest of Latin
America.
b. make up about 15 percent of the population.
c. are primarily of Mexican origins as a result of U. S. territorial conquests and
colonialism.
d. include people who identify as Black, White, Latino, Indian, and multiracial.
e. all of the above.
Part II-403. Past cultural conflicts between American Indians and non-Indians were
evident in all of the following EXCEPT
a. differing worldviews regarding westward expansion and how the lands were taken.
b. genocide.
c. incompatible approaches to hunting and farming.
d. the Dawes Act of 1887.
e. dramatic swings in Federal Indian Policy.
Part II-404. Muslims in the United States
a. are ethnically and linguistically diverse, since only about 1/5th of Muslims
(worldwide)are Arab.
b. are guided by Five Pillars that are the foundation of their religious faith.
c. practice their religion freely, although strict Muslims often experience cultural
conflict due to Friday prayers, styles of dress, and forbidden banking practices.
d. are experiencing increased prejudice and discrimination in our schools and society.
e. all of the above.
Part II-405. Arab Americans
a. can practice any religion, including Judaism and Christianity.
b. trace their homeland back to the Arabian Peninsula.
c. share a common perspective based on language and culture.
d. all of the above.
e. none of the above.
Part II-406. Recent history in the United States reveals that
a. Mexican Americans have, generally, been assimilated.
b. third and fourth generation Arab immigrants have generally remained segregated in
Arab neighborhoods.
c. Puerto Ricans have been denied citizenship because of their refusal to assimilate.
d. all of the above.
e. none of the above.
Part II-407. According to the text
a. by treaty, cultural autonomy was guaranteed to Mexicans living in the Southwest.
b. Native Americans, living with nature on reservations, have one of the longest life
spans in the United States. Prior to 1975, Southeast Asian immigrants to the United
States, like the first wave of Cuban refugees, were poor and illiterate.
c. all of the above.
d. none of the above.
Part II-408. Muslims in the United States
a. have primary origins in Saudi Arabia.
b. include thousands of African Americans who are distinct from the Nation of Islam
(Black Muslims) led by Louis Farraken.
c. tend to be economically disadvantaged and poorly educated.
d. all of the above.
e. none of the above.
Part II-409. The overall population of American Indians who live in the United States
a. are culturally assimilated.
b. are highly diverse in terms of native language and cultures.
c. live mainly in urban areas outside reservations.
d. no longer have treaty concerns with the U.S. government.
e. none of the above.
Part II-410. The history of people of color in the United States differs from the Anglo
European immigrant experience in that
a. only people of color were victims of widespread prejudice and discrimination.
b. only people of color were denied by law an education, property ownership, and basic
civil rights.
c. only people of color experienced extreme poverty.
d. all of the above.
e. none of the above.
Part II-411. Religion is NOT an important aspect of the immigration experience for which
of the following groups of newcomers to the United States?
a. Russian and Ukrainian immigrants
b. Korean immigrants
c. Jewish immigrants
d. Chinese and Japanese immigrants
e. All of the above
Part II-412. Studies of contemporary Latino immigration does NOT reveal that
a. the acceptance and integration of Latinos into their new communities vary around
the country.
b. many are helping meet the need for workers in meat packing plants where the jobs
are “dirty, dangerous, and dead end.”
c. more Cubans, especially young men, are moving into the heartland where they are
integrating into a ethnically diverse communities.
d. the success of many ski resorts depends on their labor.
e. the majority are here illegally.
Part II-413. Colonialism, the conquest and rule of an indigenous peoples’ lands by a
foreign nation, is NOT evident in which of the following?
a. The establishment of missions and pueblos by Spanish conquerors in the
Southwestern area of what is now the Unites States.
b. The establishment of boarding schools for American Indian children.
c. The requirement that English be the language of instruction in Puerto Rican public
schools.
d. The United States policy of Indian self-determination.
e. The Doctrine of Discovery.
Part II-414. Which of the following were not major nations of origin for immigrants to the
United States during the classic era, but are among the top nations of origin for
contemporary immigrants in the last decade?
a. Mexico, Germany, and India
b. India, Philippines, and Vietnam
c. Mexico, Canada, and Haiti
d. Cuba, Haiti, and Kenya
e. China, Japan, and Korea
Part II-415. After North America (Mexico and Canada), what region in the world is
sending the most immigrants to the United States?
a. Asia
b. Europe
c. South America
d. Africa
e. Oceania
Part II-416. How does contemporary immigration differ from the classic era?
a. Today priority is given to highly educated professionals and people with needed
skills.
b. Today priority is given to immediate family members.
c. Today priority is given to family sponsored preferences.
d. Today priority is given to refugees and asylees.
e. All of the above.
Part II-417. The Bracero Program (1942–1964) was set up by the Mexican and United
States governments to provide Mexican workers needed for U.S. agriculture as a way to
end illegal immigration. What was the result?
a. It actually generated more illegal immigration.
b. Many U.S. growers preferred to recruit farm laborers informally as they would work
for lower wages, a violation of the Agreement.
c. Nearly 5 million braceros worked under contracts that stipulated against
replacement of domestic workers or reduction of domestic farm wages.
d. Mexico excluded several states from the program due to racial discrimination, insegregated public accommodations.
e. All of the above.
Test 5
Part II-501. The Jewish American community today reflects all of the following
EXCEPT
a. three distinct immigrant group origins.
b. three major religious movements: Orthodox, Conservative, and Reform.
c. a history of anti-Semitism.
d. socioeconomic diversity ranging from poverty to wealth.
e. total cultural assimilation.
Part II-502. All of the following show African American struggles to maintain an
oppositional culture EXCEPT
a. slaves who participated in corn-shucking ceremonies.
b. Black elite slaveholders in Louisiana.
c. the Harlem Renaissance.
d. the Black Power movement.
e. spirituals and oral histories.
Part II-503. Which statement best captures the experiences of Anglo Europeans, Jewish,
and African Americans in the United States?
a. All had access to the American Dream through eventual cultural assimilation.
b. All experienced institutional racism that lessened their life chances.
c. All have contributed significantly but have benefited unequally.
d. All harbor fears and prejudices that threaten the stability of our society.
e. All have a distinct worldview and share little in common as Americans.
Part II-504. Past cultural conflicts between American Indians and non-Indians were
evident in all of the following EXCEPT
a. differing worldviews regarding westward expansion and how the lands were taken.
b. genocide.
c. incompatible approaches to hunting and farming.
d. the Dawes Act of 1887.
e. dramatic swings in Federal Indian Policy.
Part II-505. The overall population of American Indians who live in the United States
a. are culturally assimilated.
b. are highly diverse in terms of native language and cultures.
c. live mainly in urban areas outside reservations.
d. no longer have treaty concerns with the U.S. government.
e. none of the above.
Part II-506. Colonialism, the conquest and rule of an indigenous peoples’ lands by a
foreign nation, is NOT evident in which of the following?
a. The establishment of missions and pueblos by Spanish conquerors in the
Southwestern area of what is now the Unites States.
b. The establishment of boarding schools for American Indian children.
c. The requirement that English be the language of instruction in Puerto Rican public
schools.
d. The United States policy of Indian self-determination.
e. The Doctrine of Discovery.
Test 6
Part II-601. Latinos in the United States
a. are a pan-ethnic group that originated in Mexico, the Caribbean, and the rest of
Latin America.
b. make up about 15 percent of the population.
c. are primarily of Mexican origins as a result of U. S. territorial conquests and
colonialism.
d. include people who identify as Black, White, Latino, Indian, and multiracial.
e. all of the above.
Part II-602. Recent history in the United States reveals that
a. Mexican Americans have, generally, been assimilated.
b. third and fourth generation Arab immigrants have generally remained segregated in
Arab neighborhoods.
c. Puerto Ricans have been denied citizenship because of their refusal to assimilate.
d. all of the above.
e. none of the above.
Part II-603. According to the text
a. by treaty, cultural autonomy was guaranteed to Mexicans living in the Southwest.
b. Native Americans, living with nature on reservations, have one of the longest life
spans in the United States. prior to 1975, Southeast Asian immigrants to the United
States, like the first wave of Cuban refugees, were poor and illiterate.
c. all of the above.
d. none of the above.
Part II-604. The history of people of color in the United States differs from the Anglo
European immigrant experience in that
a. only people of color were victims of widespread prejudice and discrimination.
b. only people of color were denied by law an education, property ownership, and basic
civil rights.
c. only people of color experienced extreme poverty.
d. all of the above.
e. none of the above.
Part II-605. Religion is NOT an important aspect of the immigration experience for which
of the following groups of newcomers to the United States?
a. Russian and Ukrainian immigrants
b. Korean immigrants
c. Jewish immigrants
d. Chinese and Japanese immigrants
e. All of the above
Part II-606. Studies of contemporary Latino immigration does NOT reveal that
a. the acceptance and integration of Latinos into their new communities vary around
the country.
b. many are helping meet the need for workers in meat packing plants where the jobs
are “dirty, dangerous, and dead end.”
c. more Cubans, especially young men, are moving into the heartland where they are
integrating into a ethnically diverse communities.
d. the success of many ski resorts depends on their labor.
e. the majority are here illegally.
Part II-607. The Bracero Program (1942–1964) was set up by the Mexican and United
States governments to provide Mexican workers needed for U.S. agriculture as a way to
end illegal immigration. What was the result?
a. It actually generated more illegal immigration.
b. Many U.S. growers preferred to recruit farm laborers informally as they would work
for lower wages, a violation of the Agreement.
c. Nearly 5 million braceros worked under contracts that stipulated against
replacement of domestic workers or reduction of domestic farm wages.
d. Mexico excluded several states from the program due to racial discrimination in
segregated public accommodations.
e. All of the above.
Test 7
Part II-701. The history of Asian Americans does NOT reveal
a. significant contributions made by Chinese workers in the gold mines and
transcontinental railroad.
b. stable family communities among Japanese immigrants due to the "picture bride"
phenomenon.
c. agricultural success among Issei (Japanese immigrants) who settled in Hawaii and
California.
d. that immigrants from India had their citizenship revoked when the courts ruled they
were not “White” after all.
e. widespread academic and economic success among all Asian Americans, including
recent immigrants from Southeast Asia.
Part II-702. Muslims in the United States
a. are ethnically and linguistically diverse, since only about 1/5th of Muslims
(worldwide) are Arab.
b. are guided by Five Pillars that are the foundation of their religious faith.
c. practice their religion freely, although strict Muslims often experience cultural
conflict due to Friday prayers, styles of dress, and forbidden banking practices.
d. are experiencing increased prejudice and discrimination in our schools and society.
e. all of the above.
Part II-703. Arab Americans
a. can practice any religion, including Judaism and Christianity.
b. trace their homeland back to the Arabian Peninsula.
c. share a common perspective based on language and culture.
d. all of the above.
e. none of the above.
Part II-7044. Muslims in the United States
a. have primary origins in Saudi Arabia.
b. include thousands of African Americans who are distinct from the Nation of Islam
(Black Muslims) led by Louis Farraken.
c. tend to be economically disadvantaged and poorly educated.
d. all of the above.
e. none of the above.
Part II-705. Which of the following were not major nations of origin for immigrants to the
United States during the classic era, but are among the top nations of origin for
contemporary immigrants in the last decade?
a. Mexico, Germany, and India
b. India, Philippines, and Vietnam
c. Mexico, Canada, and Haiti
d. Cuba, Haiti, and Kenya
e. China, Japan, and Korea
Part II-706. After North America (Mexico and Canada), what region in the world is
sending the most immigrants to the United States?
a. Asia
b. Europe
c. South America
d. Africa
e. Oceania
Part II-707. How does contemporary immigration differ from the classic era?
a. Today priority is given to highly educated professionals and people with needed
skills.
b. Today priority is given to immediate family members.
c. Today priority is given to family sponsored preferences.
d. Today priority is given to refugees and asylees.
e. All of the above.
Test 8
801. An understanding of LEARNING STYLES
a. enables a teacher to pinpoint individual differences that affect a person's learning.
b. assumes that all of us have a capacity to grow and develop.
c. allows informed students to become active participants in their own learning.
d. can help teachers tune into cultural differences without stereotyping children in a
specific ethnic group.
e. all of the above.
802. When teachers pay attention to learning styles they
a. avoid the tendency to expect their students to learn the same way they do.
b. can select instruments that focus on the cognitive, affective, and/or physiological
aspects of learning.
c. can encourage students to develop the one best type of learning style.
d. all of the above.
e. two of the above.
803. Current research on learning styles suggests that
a. teachers should identify each student's learning style and tailor all activities to
support that style.
b. intellectual potential is related to learning style.
c. there is little or no evidence that certain learning styles are associated with
particular ethnic groups.
d. learning styles are formed in the deep structure of neural organizations and are fixed
at birth.
e. none of the above is true.
804. Listed below are examples of student approaches to learning. Indicate whether an
example is most typical of Field-Independent learners (circle FI), Field-Sensitive learners
(circle FS), or neither (circle N).
FI FS N Learns well in small cooperative groups.
FI FS N Enjoys working alone on individual research projects.
FI FS N Has underdeveloped social skills and rarely seeks teacher
approval.
FI FS N Learns abstract concepts through personalized or story form
instruction.
FI FS N Scores higher on most types of intelligence tests.
805. Matching. Which learning style instrument is best suited to diagnose the following
examples of student approaches to learning?
A. the Edmunds Learning Style Identification Exercise (ELSIE)
B. Hunt’s Paragraph Completion Test
C. Witkin’s Hidden Figures Test, or Embedded Figures Test
a. Charlie’s reading comprehension improves when he listens to a tape.
b. Raquel needs to see good examples of past students’ note cards before she can begin
her library research.
c. When assignments are returned, Sammy is more interested in the teacher’s
comments, while Carol mainly checks her total points.
d. Jenna never takes notes during a lecture, while Doris tries to get every
word on paper.
e. Although Tanya is a weak reader, she needs written instructions before
beginning a task.
806. Research into the relationships between culture and learning style suggests that
a. diversity among individuals within any one culture group is extensive.
b. individuals from relatively homogeneous cultures tend to exhibit a common pattern
of perception.
c. African American child socialization encompasses three different realms of
experience: mainstream, minority, and Afrocultural.
d. the core character of African American culture includes stylistic behaviors such as
verve, morality, and spirituality.
e. all of the above.
807. Research into the relationships between culture and learning style suggests that
a. Mexican American children tend to be field independent and dislike learning in small
groups.
b. aspects of culture can be included in classroom teaching to strengthen learning,
especially among children of color in the United States.
c. Asian American students are a “model minority” who do not usually experience
academic difficulties.
d. most American Indian children learn best in small groups where their peers teach
them.
e. two of the above.
808. Culturally competent teachers
a. approach “strangers” in their classrooms with open-mindedness and an inquiry
orientation.
b. are very comfortable with their students and engage them continually in the learning
process.
c. have a positive personal connection with each student.
d. hold high expectations for every student and follow through with them.
e. All of the above.
809. The Funds of Knowledge approach does NOT include which of the following beliefs
or practices?
a. Low-income Latino households possess accumulated knowledge and experience that
teachers can incorporate into their teaching,
b. Uninformed teachers enter the households of participating families to learn about
their cultural resources.
c. Even unwilling families are eventually included in the project.
d. Teachers come to understand Latino cultural resources and see them as assets in the
classroom.
e. After-school study groups for teachers and researchers are important.
810. In her study of successful teachers of African American children, Gloria LadsonBillings discovered that
a. parents and principals agreed on the characteristic of the best teachers.
b. White teachers were not successful.
c. the successful teachers all felt a strong sense of purpose.
d. the successful teachers helped their students overlook racism.
e. it was impossible to identify characteristics of "successful" teachers.
811. In the example of Ann Lewis's classroom, we could see culturally relevant teaching
in action. Culturally relevant teaching includes all of the following EXCEPT
a. helping "at risk" students become intellectuals in the classroom.
b. developing a learning community where students cooperate with each other to excel
and develop their potential.
c. using students' real life experiences in the "official curriculum."
d. feeling sympathy for culturally disadvantaged students.
e. working against unjust social and economic conditions.
812. Culturally relevant teaching does NOT include
a. building students' self esteem even if they are academically unsuccessful.
b. developing and/or maintaining students' cultural competence.
c. encouraging students to become change agents.
d. emphasizing high academic standards.
e. two of the above.
Test 9
901. The latest NAEP results show that
a. gender differences in school achievement have largely disappeared.
b. low- and middle-income African American and Latino students tend to
score lower than low-income White students.
c. among African Americans, girls score lower than boys in mathematics.
d. Latinos have closed the achievement gap.
e. none of the above.
902. A problem in the accurate and fair measurement of students’ achievement on
standardized tests is based on all of the following EXCEPT
a. variations in students' social and school experiences.
b. bias in measurement instruments and teaching materials.
c. use of standard English rather than the vernacular.
d. establishing national norms for performance.
e. the problem of stereotype vulnerability.
903. Racial inequities in special education are evident in the
a. disproportionately high number of African American males in middle- to
high-income majority White schools who are labeled mentally retarded.
b. disproportionately high number of African American males in low- income urban
schools who are labeled mentally retarded.
c. disproportionately high number of African American males who are placed in
inclusion classrooms rather than pull-out programs.
d. disproportionately high numbers of immigrant youth in special education.
e. all of the above.
904. Factors that support student motivation to learn are
a. a teacher’s personal qualities, such as expressing care, enthusiasm, and genuineness.
b. instruction that ensures student success, giving feedback, and teacher
style flexing.
c. having clear objectives, cultivating curiosity, and building on interests.
d. teachers knowing the students, getting students to know each other, and developing
trust, respect, and acceptance.
e. all of the above.
905. The gender differences sometimes found in student performance
a. reflect socialization more than biology.
b. are a function of significant differences in cognitive abilities of males and females.
c. are the same across ethnic groups.
d. apply equally to each member of the sex.
e. are beginning to disappear.
906. Within the area of student exceptionalities and special education
a. it is important to know what disabled children can do and what classroom supports
and conditions will maximize their capabilities.
b. learning disabilities, the largest categories of exceptionalities, includes the mildly
handicapped.
c. communication disabilities, such as speech impairments and language
disorders, are less common than physical disabilities and mental retardation.
d. gifted students rarely need special programs or instruction to meet their full
potential.
e. all of the above.
907. According to Public Law 94-142 the disabled child with special needs must be
provided all of the following EXCEPT
a. a free public education.
b. special education classes that separate and protect them from the nondisabled
student population.
c. an individually designed curriculum that reflects his or her developmental needs.
d. parental conferences and input into the IEP.
e. two of the above.
908. When considering peer relations in school, which of the following is NOT true?
a. Interpersonal relationships between students are unimportant in the
teaching-learning process.
b. Social acceptability is related to school achievement.
c. Teachers may have a big influence on creating the climate for acceptance.
d. Some African American students reject academic achievement in order to gain peer
acceptance.
e. Heterogeneous grouping usually facilitates peer relations between
students who have been academically isolated.
909. Which of the following questions is least important in helping a teacher
understand the family background of a low-income child who is having difficulty in
school?
a. What is the family's annual income?
b. Does the family provide love and emotional support?
c. Does the family provide for basic physical needs?
d. Is there mutual respect between the school and home?
e. Does the student have any unusual family responsibilities?
910. Overall, the majority of gender equity programs in the nation’s schools
a. have succeeded in equalizing the educational opportunities for boys and girls.
b. have adopted a broader view of appropriate gender roles that includes
multiple forms of masculinity and femininity.
c. include programs to address bullying and other issues faced by gay and lesbian
youth.
d. are important for young children but are not really needed for middle and high school
youth.
e. none of the above.
911. When teachers perceive that a child’s cultural background or home life is culturally
deficient
a. they usually focus on individual remediation, placing the burden of change on the
child.
b. they usually overlook the strengths and special “gifts” that child could bring to the
classroom.
c. they are unaware of the funds of knowledge possessed by the family.
d. they often have lower expectations for the child’s learning capabilities.
e. all of the above.
912. In the study of Latino immigrant youth by Katz, what is the main reason the
students perceived their teachers to racist?
a. the students’ poor academic achievement in elementary school
b. poor home environments characterized by poverty and gang violence
c. school structure based on tracking, resegregation, and standardized tests
d. the school’s emphasis on language maintenance programs
e. all of the above
Test 10
1001. Guiding principles for teaching linguistically diverse students do not include
a. having high expectations for academic achievement for ELLs.
b. viewing native language and home–family knowledge as vital classroom and
curricular resources.
c. expecting that ELLs will have similar instructional needs.
d. developing awareness and understanding of the cultural, familial, and community
backgrounds of students.
e. providing ELLs with challenging and rigorous academic content.
1002. Some common, pernicious myths about English language learners (ELLs) include
that
a. many ELLs have disabilities.
b. providing accommodations for ELL students only benefits those students.
c. all ELL students learn English the same way.
d. children learn a second language easily and quickly.
e. all the above.
1003. Which of the following statements about English language learners is not true?
a. There is a disproportionate number of English language learners misidentified as
learning disabled.
b. Spanish is the heritage language of the majority (approximately 75%) of English
language learners.
c. On average, English language learners struggle academically more than native
English speakers.
d. Since the early 20th century most immigrants have come to the United States from
Latin America and Asia.
e. The population of English language learners is growing in most regions of the
country, especially the South and the Midwest.
1004. Research about African American language users has shown that
a. they possess different linguistic knowledge and resources than newly arrived
immigrants in the United States.
b. their language use is rule-governed and systematic with identifiable grammatical
features.
c. they can draw upon their knowledge of African American language and its uses to
better understand academic content.
d. a and b only.
e. a, b, and c.
1005. English language learners differ in which of the following ways:
a. background knowledge and academic content areas
b. level of oral proficiency in English
c. amount of English spoken in the home and community
d. social and economic hardships they have endured
e. all of the above
1006. Linguistically and culturally relevant programs can promote Academic English by
a. helping students identify and then translate features of their home language to
mainstream English.
b. creating curriculum around integrated units of study.
c. building on student’s interests and experiences.
d. b and c.
e. a, b, and c.
1007. Which of the following is not a goal of two-way bilingual education?
a. transition into English instruction as soon as possible
b. high academic achievement
c. equity and respect in school climate
d. full proficiency in two languages
e. understanding of two cultures
1008. Which of the following cultural factors encourage language retention?
a. emotional attachment to the home or heritage language
b. cultural and religious ceremonies conducted in home or heritage language
c. when a greater emphasis is placed on individual achievement than family or
community ties
d. a and b only
e. a, b, and c
1009. Key events in the history of bilingual education in the United States include:
a. The passage by Congress of the Bilingual Education Act in 1968.
b. a major 1979 court decision in Ann Arbor, Michigan stated that the use of Black
English vernacular was not an indication of a learning disability or intellectual
inferiority.
c. in 1998, California’s approval Proposition 227, which supported the restriction or
elimination of most bilingual instruction across the state.
d. the Bilingual Education Act expired in 2002 and was replaced by the English
Acquisition Act, which was part of the No Child Left Behind (NCLB) legislation.
e. all of the above.
1010. Efforts to restore and revitalize indigenous languages are taking place
a. in New Zealand with a focus on minority languages.
b. in South America with catcher love languages.
c. in the United States with American Indian languages.
d. b and c.
e. a, b, and c.