PART A: MULTIPLE-CHOICE QUESTIONS
1. Which of the following are examples of subcultures?
A. German and French
B. corporate and drug cultures
C. male and female
D. Catholic and Jewish
1. Which of the following are examples of subcultures?
A. German and French
B. corporate and drug cultures
C. male and female
D. Catholic and Jewish
2. The family and the school are examples of
A. microcultures.
B. ethnic groups.
C. minority groups.
D. subcultures.
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3. Members of an ethnic group share
A. a sense of peoplehood and shared identity.
B. a common future.
C. a common history and heritage.
D. a sense of peoplehood and shared identity as well as a common history and heritage.
4. The term minority group refers to
A. a group that experiences discrimination and separation from the larger society.
B. a group that may occupy a subordinate position in society.
C. a group that has minority status, yet may have a majority population.
D. All of the answers are correct.
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5. The term people of color is the preferred term in use today because
A. it refers to all minority groups within the United States.
B. it refers to nonwhite groups within the United States, which may in some communities, be the majority.
C. it is a broad term used for all ethnic group identification within the United States.
D. it enables people to be less specific when referring to minority groups.
6. How do subjective elements of culture differ from elements of objective culture?
A. Subjective elements refer to the less tangible aspects of people’s culture, such as their thoughts, attitudes, and values.
B. Subjective elements are products of all people, while objective elements are products of only certain groups.
C. Subjective elements refer to the visible and tangible products that people make, such as their artifacts and the food they eat.
D. Subjective elements are of most interest to the cross-cultural psychologist, while
objective elements are of interest to anthropologists.
3. Members of an ethnic group share
A. a sense of peoplehood and shared identity.
B. a common future.
C. a common history and heritage.
D. a sense of peoplehood and shared identity as well as a common history and heritage.
4. The term minority group refers to
A. a group that experiences discrimination and separation from the larger society.
B. a group that may occupy a subordinate position in society.
C. a group that has minority status, yet may have a majority population.
D. All of the answers are correct.
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5. The term people of color is the preferred term in use today because
A. it refers to all minority groups within the United States.
B. it refers to nonwhite groups within the United States, which may in some communities, be the majority.
C. it is a broad term used for all ethnic group identification within the United States.
D. it enables people to be less specific when referring to minority groups.
6. How do subjective elements of culture differ from elements of objective culture?
A. Subjective elements refer to the less tangible aspects of people’s culture, such as their thoughts, attitudes, and values.
B. Subjective elements are products of all people, while objective elements are products of only certain groups.
C. Subjective elements refer to the visible and tangible products that people make, such as their artifacts and the food they eat.
D. Subjective elements are of most interest to the cross-cultural psychologist, while
objective elements are of interest to anthropologists.
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7. How do culture-general concepts differ from culture-specific concepts?
A. Culture-general concepts are more numerous, and therefore, more useful.
B. Culture-general concepts are ones that can be applied to all cultural groups.
C. Culture-general concepts are most applicable in the educational setting.
D. Culture-general concepts are the only ones supported by research.
8. In a pluralistic society such as the United States, individuals tend to identify with
A. only one group.
B. no groups at all.
C. more than one group.
D. None of the answers are correct.
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9. Socialization refers to
A. the process by which people get to know one another.
B. the process by which teachers get to know their students.
C. the process by which sociologists interview people.
D. the process by which children learn to be a member of their group(s).
10. Ethnocentrism refers to
A. the tendency people have to look to ethnicity as a reason to explain school failure.
B. the tendency people have to think that the world revolves around them.
C. the tendency people have to judge others according to their own criteria.
D. the tendency people have to prefer to socialize with others that are like themselves.
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11. Categorization is
A. the process by which people make judgments of others.
B. the process by which people learn what is expected of them in a new role.
C. the process by which people report what stimulates their senses.
D. the process by which people sort and group stimuli to simplify their world.
12. Although the socialization process is powerful, it does have limits. Which of the following exemplify one of those limits?
A. Human beings are passive recipients of their socialization.
B. Human beings pay little attention to their socialization.
C. Human beings are not passive recipients of their socialization.
D. Human beings are not limited by physical characteristics.
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13. When teachers are acting as cultural mediators, they
A. pay little attention to the needs of diverse learners.
B. are knowledgeable about the role of culture in teaching and learning.
C. keep students with different backgrounds apart from one another.
D. seek to find differences among their students.
14. Acculturation refers to the changes that take place as a result of
A. continuous firsthand contact between individuals of different cultures.
B. the study of multiple cultures, such as in a college-level cultural diversity course.
C. the implementation of multicultural programs in public schools such as Black History Month.
D. participating in a foreign language class at the high school or college level.
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15. Some researchers suggest that developing an in-depth understanding of other cultures may
A. be easier than one believes it will be.
B. not be worth the trouble.
C. take as long as two years.
D. make us entirely different people.
16. The following are culture-general themes that reflect people’s emotional responses:
A. time and spatial orientation, anxiety, and prejudice.
B. belonging, prejudice, and communication.
C. disconfirmed expectations, belonging, and categorization.
D. belonging, disconfirmed expectations, and ambiguity.
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17. The degree to which one has prestige and power in one’s social group is referred to as
A. differentiation.
B. social status.
C. categorization.
D. roles.
18. Which of the following is not an area in which adjustments may be made as one reshapes one’s cultural identity?
A. categorization
B. differentiation
C. attribution
D. All of the answers are correct.
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19. The major goal of the culture-general model is to
A. encourage world peace.
B. make everyone on the planet one “people.”
C. assist individuals in identifying commonalities in other people.
D. None of the answers are correct.
20. Another goal of the culture-general model is to
A. introduce multicultural education to the world.
B. assist individuals in identifying “invisible” differences that may make a difference.
C. keep individuals from thinking about difference.
D. promote more cohesion among ethnic groups.
21. Developmental models provide a
A. model of child development.
B. hierarchical scheme whereby an individual progresses from one level to the next.
C. way of understanding psychology.
D. None of the answers are correct.
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22. Developmental models have recently begun to emerge with respect to
A. adolescent identity.
B. adult identity.
C. religious identity.
D. ethnic and racial identity.
23. Individuals who have a strong sense of their own ethnicity, as well as a healthy understanding and respect for others can be said to be in Banks’ category of development called
A. ethnic psychological captivity.
B. biethnicity.
C. ethnic encapsulation.
D. ethnic identity clarification.
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24. In the Cross-Spring model of ethnic and racial identity, the pre-encounter stage is one in which
A. one assumes a new ethnic identity.
B. one is confronted by an incident that forces questioning of beliefs.
C. one internalizes negative stereotypes from the mainstream society.
D. one lives comfortably in two worlds.
25. The ability to adapt to and value cultural differences is a characteristic of a
A. member of a pluralistic society.
B. person who has grown up in a monocultural environment.
C. person who dislikes people who are different.
D. person who is interculturally competent.
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26. In general, an increase in cultural awareness is accompanied by a/an
A. increase in emotional intelligence.
B. increase in cognitive sophistication.
C. decrease in emotional intelligence.
D. decrease in cognitive sophistication.
27. Early studies of intercultural competence suggest that effectively working across cultures
means that
A. one can manage psychological stress.
B. one is able to communicate effectively.
C. one can develop new and essential interpersonal relationships.
D. All of the answers are correct.
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28. All of the following are examples of interculturally competent skills, except
A. the ability to be nonjudgmental.
B. the ability to interpret behavior from more than one perspective.
C. the ability to be intolerant of those who are different from oneself.
D. the ability to mediate conflicts.
29. Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) provides a continuum
from
A. individual to social development.
B. ethnocentric to ethnorelative development.
C. insensitive to sensitive development.
D. None of the answers are correct.
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30. According to Bennett, the inability or unwillingness to see cultural differences is called
A. defense.
B. minimization.
C. denial.
D. acceptance.
31. When one can accept superficial cultural differences but still assert that people are more alike than they are different, one is in the
A. denial stage of the DMIS.
B. adaptation stage of the DMIS.
C. minimization stage of the DMIS.
D. acceptance stage of the DMIS.
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32. When one can see cultural categories as flexible and becomes more competent in one’s
ability to communicate with those who are different from oneself, it can be said that one is in the
stage of
A. adaptation.
B. acceptance.
C. integration.
D. minimization.
33. During the adaptation stage of the DMIS, the individual is able to
A. shift frames of reference.
B. treat all people exactly the same.
C. ignore his or her own ethnic identity.
D. internalize negative stereotypes.
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PART B: COMPLETE SHORT-ESSAY QUESTIONS.
1. In Cushner’s book, the authors discuss three problems with the culture-specific approach to understanding groups and increasing awareness of particular groups of people. Name the three problems and give examples from your life experience that demonstrate your understanding of the problems.
2. Reflect upon a time in your life when you made a major transition. Identify the phases of the U-curve as they applied to your transition experience. Why is it helpful for teachers to understand this process? Why is it helpful for students to understand this process?
7. How do culture-general concepts differ from culture-specific concepts?
A. Culture-general concepts are more numerous, and therefore, more useful.
B. Culture-general concepts are ones that can be applied to all cultural groups.
C. Culture-general concepts are most applicable in the educational setting.
D. Culture-general concepts are the only ones supported by research.
8. In a pluralistic society such as the United States, individuals tend to identify with
A. only one group.
B. no groups at all.
C. more than one group.
D. None of the answers are correct.
CLICK HERE to get this paper!!
9. Socialization refers to
A. the process by which people get to know one another.
B. the process by which teachers get to know their students.
C. the process by which sociologists interview people.
D. the process by which children learn to be a member of their group(s).
10. Ethnocentrism refers to
A. the tendency people have to look to ethnicity as a reason to explain school failure.
B. the tendency people have to think that the world revolves around them.
C. the tendency people have to judge others according to their own criteria.
D. the tendency people have to prefer to socialize with others that are like themselves.
CLICK HERE to get this paper!!
11. Categorization is
A. the process by which people make judgments of others.
B. the process by which people learn what is expected of them in a new role.
C. the process by which people report what stimulates their senses.
D. the process by which people sort and group stimuli to simplify their world.
12. Although the socialization process is powerful, it does have limits. Which of the following exemplify one of those limits?
A. Human beings are passive recipients of their socialization.
B. Human beings pay little attention to their socialization.
C. Human beings are not passive recipients of their socialization.
D. Human beings are not limited by physical characteristics.
CLICK HERE to get this paper!!
13. When teachers are acting as cultural mediators, they
A. pay little attention to the needs of diverse learners.
B. are knowledgeable about the role of culture in teaching and learning.
C. keep students with different backgrounds apart from one another.
D. seek to find differences among their students.
14. Acculturation refers to the changes that take place as a result of
A. continuous firsthand contact between individuals of different cultures.
B. the study of multiple cultures, such as in a college-level cultural diversity course.
C. the implementation of multicultural programs in public schools such as Black History Month.
D. participating in a foreign language class at the high school or college level.
CLICK HERE to get this paper!!
15. Some researchers suggest that developing an in-depth understanding of other cultures may
A. be easier than one believes it will be.
B. not be worth the trouble.
C. take as long as two years.
D. make us entirely different people.
16. The following are culture-general themes that reflect people’s emotional responses:
A. time and spatial orientation, anxiety, and prejudice.
B. belonging, prejudice, and communication.
C. disconfirmed expectations, belonging, and categorization.
D. belonging, disconfirmed expectations, and ambiguity.
CLICK HERE to get this paper!!
17. The degree to which one has prestige and power in one’s social group is referred to as
A. differentiation.
B. social status.
C. categorization.
D. roles.
18. Which of the following is not an area in which adjustments may be made as one reshapes one’s cultural identity?
A. categorization
B. differentiation
C. attribution
D. All of the answers are correct.
CLICK HERE to get this paper!!
19. The major goal of the culture-general model is to
A. encourage world peace.
B. make everyone on the planet one “people.”
C. assist individuals in identifying commonalities in other people.
D. None of the answers are correct.
20. Another goal of the culture-general model is to
A. introduce multicultural education to the world.
B. assist individuals in identifying “invisible” differences that may make a difference.
C. keep individuals from thinking about difference.
D. promote more cohesion among ethnic groups.
21. Developmental models provide a
A. model of child development.
B. hierarchical scheme whereby an individual progresses from one level to the next.
C. way of understanding psychology.
D. None of the answers are correct.
CLICK HERE to get this paper!!
22. Developmental models have recently begun to emerge with respect to
A. adolescent identity.
B. adult identity.
C. religious identity.
D. ethnic and racial identity.
23. Individuals who have a strong sense of their own ethnicity, as well as a healthy understanding and respect for others can be said to be in Banks’ category of development called
A. ethnic psychological captivity.
B. biethnicity.
C. ethnic encapsulation.
D. ethnic identity clarification.
CLICK HERE to get this paper!!
24. In the Cross-Spring model of ethnic and racial identity, the pre-encounter stage is one in which
A. one assumes a new ethnic identity.
B. one is confronted by an incident that forces questioning of beliefs.
C. one internalizes negative stereotypes from the mainstream society.
D. one lives comfortably in two worlds.
25. The ability to adapt to and value cultural differences is a characteristic of a
A. member of a pluralistic society.
B. person who has grown up in a monocultural environment.
C. person who dislikes people who are different.
D. person who is interculturally competent.
CLICK HERE to get this paper!!
26. In general, an increase in cultural awareness is accompanied by a/an
A. increase in emotional intelligence.
B. increase in cognitive sophistication.
C. decrease in emotional intelligence.
D. decrease in cognitive sophistication.
27. Early studies of intercultural competence suggest that effectively working across cultures
means that
A. one can manage psychological stress.
B. one is able to communicate effectively.
C. one can develop new and essential interpersonal relationships.
D. All of the answers are correct.
CLICK HERE to get this paper!!
28. All of the following are examples of interculturally competent skills, except
A. the ability to be nonjudgmental.
B. the ability to interpret behavior from more than one perspective.
C. the ability to be intolerant of those who are different from oneself.
D. the ability to mediate conflicts.
29. Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) provides a continuum
from
A. individual to social development.
B. ethnocentric to ethnorelative development.
C. insensitive to sensitive development.
D. None of the answers are correct.
CLICK HERE to get this paper!!
30. According to Bennett, the inability or unwillingness to see cultural differences is called
A. defense.
B. minimization.
C. denial.
D. acceptance.
31. When one can accept superficial cultural differences but still assert that people are more alike than they are different, one is in the
A. denial stage of the DMIS.
B. adaptation stage of the DMIS.
C. minimization stage of the DMIS.
D. acceptance stage of the DMIS.
CLICK HERE to get this paper!!
32. When one can see cultural categories as flexible and becomes more competent in one’s
ability to communicate with those who are different from oneself, it can be said that one is in the
stage of
A. adaptation.
B. acceptance.
C. integration.
D. minimization.
33. During the adaptation stage of the DMIS, the individual is able to
A. shift frames of reference.
B. treat all people exactly the same.
C. ignore his or her own ethnic identity.
D. internalize negative stereotypes.
CLICK HERE to get this paper!!
PART B: COMPLETE SHORT-ESSAY QUESTIONS.
1. In Cushner’s book, the authors discuss three problems with the culture-specific approach to understanding groups and increasing awareness of particular groups of people. Name the three problems and give examples from your life experience that demonstrate your understanding of the problems.
2. Reflect upon a time in your life when you made a major transition. Identify the phases of the U-curve as they applied to your transition experience. Why is it helpful for teachers to understand this process? Why is it helpful for students to understand this process?
CLICK HERE to get this paper!!
3. Carlos Cortes suggests that the media functions much like the school curriculum and serves as a powerful teaching medium, especially with regards to multicultural understanding. In what ways has the media influenced your understanding of our multicultural society?
4. List the three types of defense that Bennett named in the denial phase of the DMIS. Give examples that depict each type of defense using characters from movies, literature, or television. Give a brief explanation of why you chose your examples.
3. Carlos Cortes suggests that the media functions much like the school curriculum and serves as a powerful teaching medium, especially with regards to multicultural understanding. In what ways has the media influenced your understanding of our multicultural society?
4. List the three types of defense that Bennett named in the denial phase of the DMIS. Give examples that depict each type of defense using characters from movies, literature, or television. Give a brief explanation of why you chose your examples.
CLICK HERE to get this paper!!
A description of the role of stories, case studies, and critical incidents is introduced on page 27 of your textbook. Each chapter has a few of these to help you synthesize the contents of the chapter. In chapter 4, on page 134, are examples of critical incidents and a discussion follows afterwards. Consider using 5 or more new concepts you have learned to describe then discuss two crticial incidents you could have experienced. The incidents do not need to be from you personal experience, but they need to be realistic.
A description of the role of stories, case studies, and critical incidents is introduced on page 27 of your textbook. Each chapter has a few of these to help you synthesize the contents of the chapter. In chapter 4, on page 134, are examples of critical incidents and a discussion follows afterwards. Consider using 5 or more new concepts you have learned to describe then discuss two crticial incidents you could have experienced. The incidents do not need to be from you personal experience, but they need to be realistic.
