SCHOOL OF EDUCATION - VIRTUAL 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 DATES
Winter 2011 November 7 ,2011- February 11, 2012
INSTRUCTOR’S NAME
Dr. Rich Hendershot
OFFICE ADDRESS
Wayland Baptist University
121 East 4th
Clovis, New Mexico 88101
PHONE
Office: (575) 763-0535
E-MAIL ADDRESS
hendershot@wbu.edu
OFFICE HOURS
MTW-0830-12:00
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)
th
Bennett, C.I. (2007). Comprehensive multicultural education: Theory and practice (7
ed.). Boston: Pearson. and
th
Payne, R. (2005). A framework for understanding poverty (4 rev. ed.). Highland, TX:
Process, Inc.
Requirements in Technology
Access to the internet on a regular basis is a requirement for this course; we will
use Blackboard as the learning system. All class discussions take place via the
Discussion board. All class materials are distributed online . All assignments are
located online (assignments). All assignments will be collected via the safe
assignment,email, or the discussion board.
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
Role models and support systems
Ruby Payne’s Framework for Understanding
Discipline
Poverty
Instruction
Definitions and resources
Relationships
Language and story
Hidden rules
Generational poverty
METHODS OF INSTRUCTION: The delivery system for the course will consist of internet supported
instruction utilizing Blackboard interactions.
COURSE REQUIREMENTS:
Evidence of the ability to express your knowledge of educational concepts and theories within the
conventions of academic discourse will be assessed throughl 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 boards and activities, and
acting in a professional manner. . Posting must be completed during the proper week..
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 . The quizzes are attached at the end of the syllabus. They
are multiple choice and you can email the answers only weekly.
My email is hendershot@wbu.edu. 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 via Discussion Board Interactions (Outcome(s)
assessed: 1, 2).
a.You will be expected to post an original answer to each discussion board topic or question.
b.You will be expected to respond appropriately to two (2) other student responses. (10 discussion boards @ 10
points each)
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.
EVALUATION: UNIVERSITY GRADING SYSTEM:
A
B
C
D
F
90-100
80-89
70-70
60-69
below 60
Cr
Credit
NCR No Credit
I
Incomplete*
W
Withdrawal
WP Withdrew Passing
WF Withdrew Failing
X No grade given
IP In Progress
A grade of “CR” indicates that credit in semester hours was
granted but no grade or grade points were recorded.
*A grade of incomplete is changed if the work required is
completed prior to the date indicated in the official
University calendar of the next long term, unless the
instructor designates an earlier date for completion. If the
work is not completed by the appropriate date, the I is
converted to the grade of F. An incomplete notation cannot
remain on the student’s permanent record and must be
replaced by the qualitative grade (A-F) by the date specified
in the official University calendar of the next regular term.
COURSE GRADING CRITERIA: All assignments are due as noted on course calendar. All assigned work must be word
processed. Assignments not completed on time will reflect a lowered grade of 10% deduction per day minimum. Late work will not be
accepted after 7 calendar days.
Assignment
Discussion Boards (10 x 10)
Autobiographical Paper
Observation 1
Chapter Quizzes
(counts as midterm and final)-20 pts.
each)
Possible Points
100
200
100
200
Points Earned
Lesson Plan
Observation 2
Book Review
100
100
200
Total
1000
COURSE CALENDAR
Date
DB= discussion board
Assignment s Due
11/07/11
11/14/11
DB1 , AUTOBIOGRAPHICAL
PAPER, Quiz 1
11/21/11
DB2 , OBSERVATION 1,Quiz 2
Break
12/05/11
DB3, Quiz 3
12/12/11
DB4, Quiz 4
12/19/11
DB5 ,LESSON PLAN,Quiz5
BREAK
01/09/12
DB6, OBSERVATION 2, Quiz 6
01/16/12
DB7 , Quiz 7
01/23/12
DB8, BOOK REVIEW, Quiz 8
01/30/12
DB9, FINAL, Quiz 9
02/06/12
DB10, Quiz 10
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,
multi-ethnicity, 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 nonIndians 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, in-segregated 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 nonIndians 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
Ladson-Billings 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.