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1 | |
Two physical criteria used to define one's racial identity are: |
| | A) | Skin color and shared language |
| | B) | Skin color and facial features |
| | C) | Customs and shared language |
| | D) | Skin color and shared history |
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2 | |
In an adaptation of Cross's racial identity model, Spring proposes that an individual goes through the following five stages as he/she internalizes a positive Black identity: |
| | A) | Birth, sensorimotor, preoperational, concrete operational, and formal operational |
| | B) | Trust versus mistrust, industry versus inferiority, identity versus role confusion, and intimacy versus isolation |
| | C) | Pre-encounter, encounter, immersion-emersion, immersion and internalization |
| | D) | Ethnic psychological captivity, ethnic encapsulation, ethnic identity clarification, multiethnicity |
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3 | |
In Banks's model of ethnic development, when individuals are in the globalism stage: |
| | A) | They are able to clarify their own cultural identity. |
| | B) | They reflect positive ethnic, national, and global identities. |
| | C) | They are engaged in global economic activities. |
| | D) | They are less than happy about the new global economy. |
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4 | |
Schools are good places to begin progress toward the goal of developing global competencies because: |
| | A) | Students of many different backgrounds are likely to be found there. |
| | B) | Teachers want to be members of a global community. |
| | C) | School boards believe such competencies will help them pass levies. |
| | D) | Principals and parents are enthusiastic about such goals. |
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5 | |
One argument for instituting multicultural education programs is: |
| | A) | There is funding for them. |
| | B) | The melting pot didn't work. |
| | C) | All teachers are enthusiastic about them. |
| | D) | The government insists that they be implemented. |
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6 | |
Multicultural education programs that focus on communication and self-esteem are categorized by Sleeter and Grant as: |
| | A) | inclusive multicultural education |
| | B) | education that is multicultural and social reconstructionist |
| | C) | human relations |
| | D) | teaching the culturally different |
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7 | |
In the Mitchell Typology, models of cultural competence focus on all of the following, except: |
| | A) | They promote appreciation of other groups. |
| | B) | They do not focus on one's own cultural identity. |
| | C) | They assert that all students should be "at home" in more than one cultural group. |
| | D) | They insist that members of minority groups be fluent in the dominant culture. |
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8 | |
Which of the following is not a skill associated with intercultural competence? |
| | A) | the ability to respond to others in a nonjudgmental way |
| | B) | the ability to propose more than one interpretation of behavior |
| | C) | the ability to learn a second language |
| | D) | the ability to promote effective intercultural interaction |
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9 | |
Which of the following characteristics reflects the DMIS stage of Defense? |
| | A) | inability to see cultural differences |
| | B) | ability to recognize cultural differences but denigration of most |
| | C) | acceptance of superficial cultural differences |
| | D) | ability to recognize and accept cultural differences on their own terms |
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10 | |
The following statements describe Acceptance, the first of the ethnorelative stages of the DMIS, except: |
| | A) | Acceptance represents an individual's ability to interpret phenomena within a cultural context. |
| | B) | Acceptance represents an individual's ability to analyze interactions in culture-contrast terms. |
| | C) | Acceptance represents an individual's ability to seek out cultural difference. |
| | D) | Acceptance represents an individual's ability to accept, respond, and agree with cultural differences. |
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2003 McGraw-Hill Higher Education