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Multiple Choice
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1
Teachers interested in creating classrooms that address race and ethnicity:
A)don't need to understand the historical significance of race
B)tend to shy away from the deep influence that race plays in people's lives
C)are aware that majority children may not understand the role that race plays in their lives.
D)none of the above
2
Among the new roles for teachers and students in classrooms that address race and ethnicity are all the following, except:
A)teachers need to be change agents
B)students may learn without participating
C)students reach out into the community
D)teachers bring community folks into the classroom
3
Which of the following is a good use of content area knowledge in a classroom that is sensitive to race and ethnicity?
A)history of diversity in the United States
B)inaccurate textbooks
C)old maps
D)middle-class white history
4
Assessment that is sensitive to the role of race, ethnicity, and culture considers the following:
A)the sociocultural context of the learner and the learner's family
B)the sociocultural context of the examiner
C)the selection of appropriate testing instruments or interview procedures
D)all of the above
5
Katz's research on the functions of human prejudice show that the following are all functions served by prejudice, except:
A)adjustment function
B)ego-defense function
C)intergroup function
D)value-expressive function Intergroup is not a function related to prejudice as discussed by Katz.
6
The authors distinguished the following basic ways in which children may learn to be prejudiced, except:
A)intercultural awareness
B)observation
C)group membership
D)the media
7
The following statements are true for the term, white privilege, except:
A)White privilege remains largely unconscious for most perpetrators.
B)Perpetrators are acutely aware of their oppressive behavior.
C)Individuals typically attribute success and status to personal traits rather than situation factors not afforded by all people.
D)White privilege exists when white people are not taught to see the corresponding advantage that their color brings them.
8
Which of the following is not a component of prejudice?
A)cognitive component
B)affective component
C)intelligence component
D)behavioral component
9
Which of the following educational strategies have demonstrated the ability to reduce prejudice?
A)improving social contact and intergroup relations
B)increasing cognitive sophistication
C)increasing empathy and understanding of the other groups
D)all of the above
10
All of the following are examples of educational activities that engage the emotions and may help to produce long-term gains in prejudice reduction, except:
A)writing stories
B)taking the part of another in a deliberation or a debate
C)thinking about one's own thinking
D)participating in a "culture shock" simulation





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