Chapter 4 pt.2

Question 1

general, culturally based set assumptions about reality that influence understandings of a wide variety of phenomena

Answer 1

worldview

Question 2

What are some suggestions to creating a culturally inclusive classroom?

Answer 2

(1) come to grips with your own cultural lens and biases
(2) educate yourself about your students’ cultural background
(3) be sensitive to the culture shock that recent immigrants may be experiencing
(4) incorporate the perspectives and traditions of many cultures into the curriculum

Question 3

instruction that integrates throughout the curriculum the perspectives and experiences of numerous cultural groups

Answer 3

multicultural education

Question 4

Look for ______________ as well as differences among people fro different cultural background

Answer 4

commonalities

Question 5

Look for commonalities as well as ___________ among people fro different cultural background

Answer 5

differences

Question 6

Build on students’ strengths, and adapt __________ ________ to their preferred ways of learning and behaving

Answer 6

instructional methods

Question 7

Build on students’ _________, and adapt instructional methods to their preferred ways of learning and behaving

Answer 7

strengths

Question 8

Build on students’ strengths, and adapt instructional methods to their preferred ways of _________ and _________

Answer 8

learning

behaving

Question 9

use of instructional strategies that build on students’ existing knowledge and skills and are consistent with their culturally preferred ways of learning and behaving

Answer 9

culturally responsive teaching

Question 10

Work hard to break down students’ ___________ of particular ethnic groups

Answer 10

stereotypes

Question 11

rigid, simplistic, and erroneous view of a particular group of people

Answer 11

stereotype

Question 12

awareness of a negative stereotype about one’s own group and accompanying uneasiness that low performance will confirm the stereotype; leads (often unintentionally) to lower-quality performance

Answer 12

stereotype threat

Question 13

One way you address stereotypes and prejudice:
use curriculum materials that represent all cultures and ethnic groups as competent, legitimate participants in ____________ society, rather than as exotic curiosities who live in a __________ world

Answer 13

mainstream

seperate

Question 14

One way you address stereotypes and prejudice:

Assign __________ depicting peers from diverse cultural backgrounds

Answer 14

literature

Question 15

One way you address stereotypes and prejudice:

Explore the nature and complexity of various ________

Answer 15

dialects

Question 16

One way you address stereotypes and prejudice:
Conduct class discussions about \_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_ that exist in the school and local community

Answer 16

prejudice

racism

Question 17

One way you address stereotypes and prejudice:

Expose students to successful _____ _______ from various ethnic background

Answer 17

role models

Question 18

One way you address stereotypes and prejudice:
Assign _____-_____ cooperative projects in which students from diverse backgrounds must combine their unique talents to achieve a common goal

Answer 18

small-group

Question 19

One way you address stereotypes and prejudice:
Emphasize that some people affiliate with two or more ________ groups and that individual members of any single group are often very different from one another in behaviors, beliefs, and values

Answer 19

cultural

Question 20

Foster __________ ideals, and empower students to bring about meaningful change.

Answer 20

democratic

Question 21

Which gender is more active than the other and have trouble sitting still?

Answer 21

boys

Question 22

ability to imagine and mentally manipulate two-and three-dimensional figures

Answer 22

visual-spatial ability

Question 23

Differences specific cognitive abilities between both genders is quite _____, but _____ do tend to earn higher grades.

Answer 23

small

girls

Question 24

True or False: boys and girls are becoming increasingly similar in their academic performance.

Answer 24

True

Question 25

self-constructed body of beliefs about characteristics and behaviors of males or females

Answer 25

gender schema

Question 26

Some differential treatment of girls and boys is appropriate, especially if it helps to _______ gender gaps in particular abilities and predispositions

Answer 26

reduce

Question 27

What are some ways you can promote gender equity in the classroom?

Answer 27

(1) use your knowledge of typical gender differences to create greater equity for males and females, not to form expectations about how well males and females are likely to perform in various activities
(2) when planning lessons and instructional strategies,, consider typical interests and activity levels of both boys and girls
(3) use curriculum materials that represent both genders in a positive and competent light; include materials that portray both genders competently engaging in counter-stereotypical behaviors
(4) monitor yourself to see whether you’re unintentionally treating boys and girls in ways that limit the learning opportunities of one gender

Question 28

one’s general and economic standing in society; encompasses family income, occupation, and educational level

Answer 28

socioeconomic status (SES)

Question 29

Students’ school performance is correlated with their _____________ ______ .

Answer 29

socioeconomic status

Question 30

What type of children face the most significant obstacles to academic success and personal well-being?

Answer 30

children in chronic poverty

Question 31

What several factors tend to contribute to the generally low school achievement of low-SES student?

Answer 31

(1) poor nutrition & health
(2) inadequate housing and frequent moves
(3) exposure to toxic substances
(4) unhealthy social environments
(5) emotional stress
(6) gaps in background knowledge
(7) lower-quality schools

Question 32

student who succeeds in school and in life despite exceptional hardships at home

Answer 32

resilient student

Question 33

How do you foster resilience in schools?

Answer 33

(1) be a dependable source of academic and emotional support
(2) build on students’ strengths
(3) identify and provide missing resources and experiences important for successful learning

Question 34

student with a high probability of failing to acquire minimal academic skills necessary for success in the adult world

Answer 34

student at risk

Question 35

What are the characteristics of students at risk?

Answer 35

(1) a history of academic failure
(2) emotional and behavioral problems
(3) lack of psychological attachment to school
(4) increasing disinvolvement with school

Question 36

How do you support students at risk?

Answer 36

(1) identify students at risk as early as possible

(2) create a warm, supportive school and classroom atmosphere

Question 37

How do you engage students at risk in the academic curriculum?

Answer 37

(1) pique students’ interest with stimulating activities
(2) make the curriculum relevant to students; lives and needs
(3) create a community of learners- teachers & students work together
(4) use students’ strengths to promote a positive sense of self
(5) communicate high expectations for short-term and long-term academic success
(6) provide extra support for academic success