Exam 1: Ch. 5

Question 1

Culture

Answer 1

the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation

Question 2

Individualism

Answer 2

A set of values that give priority to personal rather than to group goals
-gives priority to personal goals
-values feeling good and personal distinction
-fosters independence
(western)

Question 3

Collectivism

Answer 3

A set of values that support the group
-values group; personal goals are subordinated
-encourages interdependence of group members
-supports harmonious relationships
(western)

Question 4

Socioeconomic Status

Answer 4

the grouping of people according to their economic, educational, and occupational characteristics

Question 5

Educating students from Low-SES backgrounds

Answer 5

• schools that children from impoverished backgrounds attend often have fewer resources .
• lower achievement test scores
• lower graduation rates
• lower rates of college attendance
• school buildings are often old, poorly maintained
• likely to be staffed by younger teachers w less experience

Question 6

Ethnicity

Answer 6

a shared pattern of characteristics such as cultural heritage, nationality, race, religion, and language

Question 7

Ethnicity and schools

Answer 7

• 1/3 of african americans and latinos students attend schools in which 90% or more of the students are from minority groups, typically their own.
• 90% of teachers in America’s schools are non-Latino White, and the % of minority teachers is projected to be even lower in coming years.
• predominantly minority schools had less access to instructional resources including textbooks, supplies, computers…uncertified teachers

Question 8

Prejudice, Discrimination, and Bias

Answer 8

• an unjustified negative attitude toward an individual because of the individual’s membership in a group.
• may be defined by ethnicity, sex, age, or virtually any other detectable difference
• ethnic groups of color

Question 9

Diversity and Differences

Answer 9

• individuals who live in a particular ethnic or cultural group adapt to that culture’s values, attitudes, and stresses
• their behavior might be different from one’s own yet be functional for them
• recognizing and respecting these differences is an important aspect of getting along in a diverse, multicultural world

Question 10

Learning as a Second Language

Answer 10

• bilingualism has a positive effect on children’s cognitive development
• children fluent in two languages perform better on tests of control of attention, concept formation, analytical reasoning, cognitive flexibility, and cognitive complexity
• more conscious of the structure of spoken and written language and noticing errors of grammar and meaning
• bilingual children have lower formal language proficiency

Question 11

Bilingual Education

Answer 11

• English as a Second Language; has become widely used term for bilingual education programs and classes that teach English to students whose native language is not English.
• English Emmersion
• Traditional bilingual education
• two-way, or dual bilingual education

Question 12

Bilingual Education: English Immersion

Answer 12

students are taught mainly in english

Question 13

Bilingual Education: Traditional Bilingual Ed.

Answer 13

students are taught reading or other subjects in their native language for several years then moved in to English classes

Question 14

Bilingual Education: Two-Way or Dual Bilingual Ed.

Answer 14

native English-speaking students and ELL students are integrated in a bilingual classroom.

Question 15

Multicultural Education

Answer 15

education that values diversity and includes the perspectives of a variety of cultural groups on a regular basis

Question 16

Empowering Students…Empowerment

Answer 16

providing people w intellectual and coping skills to succeed and make this a more just world

• Curriculum should be anti-racist and anti-discriminatory
• multicultural education should be ubiquitous
• all students should be conscious
• opportunity to learn about experiences, struggles, and visoins of many different ethnic and cultural groups
• hopes to raise minority students’ self-esteem, reduce prejudice, and provide more equity in educational opportunities

Question 17

Culturally Relevant Teaching

Answer 17

seeks to make connections w the learner’s cultural background
-“funds of knowledge approach”

Question 18

Culturally Relevant Teaching: funds of knowledge approach

Answer 18

teachers visit student’s households to develop social relationships w their students’ family members to learn more about their cultural and ethnic background so that they can incorporate this knowledge into their teaching
- ex. guiding students to understand how their parents’ carpentry skills relate to geometry

Question 19

Issues-Centered Ed.

Answer 19

• students are taught to systematically examine issues that involve equity and social justice
• they not only clarify their values but also examine alternatives and consequences if they take a particular stance on an issue.

Question 20

Improving Relationships among children from different ethnic groups

Answer 20

number of strategies and programs are available to improve relationships among children from different ethnic groups.
-Jigsaw Classroom
-Positive personal contact w others from different cultural backgrounds
-

Question 21

Jigsaw Classroom

Answer 21

a classroom in which students from different cultural backgrounds cooperate by doing different parts of a project to reach a common goal

Question 22

Positive personal contact w others from different cultural backgrounds

Answer 22

relations improve when students talk w each other about their personal worries, successes, failures, coping strategies, interests

• likely to be perceived as individuals rather than simply members of a group
• sharing produces conclusions that people from different backgrounds share many of the same hopes, worries, and feelings

Question 23

Gender

Answer 23

characteristics of people as males and females

Question 24

Gender Identity

Answer 24

the sense of being male or female, which most children acquire by the time they are 3 yrs. old

Question 25

Gender Roles

Answer 25

a set of expectations that prescribes how females or males should think, act, and feel

Question 26

Gender Typing

Answer 26

acquisition of a traditional masculine or feminine role

Question 27

Gender stereotypes

Answer 27

broad categories that reflect impressions and beliefs about what behavior is appropriate for females and males

Question 28

Gender-Role Classification: Androgyny

Answer 28

the presence of positive masculine and feminine characteristics in the same individual

Question 29

Gender in Context

Answer 29

• Helping Behavior and Emotion;
• -stereotype that females are better than males at helping, but it depends on the situation
• -she is emotional he is not; depends on the particular emotion involved and the context
• culture;
• -the importance of considering gender in context is most apparent when examining what is culturally prescribed behavior for females and males in different countries around the world

Question 30

Eliminating Gender Bias;Teacher-student interaction

Answer 30

teachers interact more w boys than w girls at all levels of schooling

Question 31

Eliminating Gender Bias; Sexual Harassment

Answer 31

form of power and dominance of one person over another that can result in harmful consequences for the victim

Question 32

Sexual Harassment; Quid pro Quo

Answer 32

occurs when a school employee threatens to base an educational decision (such as grade) on a student’s submission to unwelcome sexual conduct

Question 33

Sexual Harassment; Hostile Envornment

Answer 33

occurs when students are subjected to unwelcome sexual conduct that is so severe, persistent, or pervasive that it limits the students’ ability to benefit from their education