TEST BANK
Comprehensive Multicultural Education: Theory and Practice | 9th
Edition
By Christine I. Bennett
TU
TO
R
G
U
R
U
,Table of Content
Part I: The Case for Multicultural Education
1. Multicultural Schools: What, why, and how
2. Culture, Race, and the Contexts for Multicultural Teaching
3. Race Relations and the Nature of Prejudice
4. Affirming Religious Pluralism in U.S. Schools and Society
Part II: Roots of Cultural Diversity in the United States: The Conflicting
Themes of Assimilation and Pluralism
TU
5. Immigration and Cultural Pluralism: Anglo-European American Perspectives
6. Colonialism, Involuntary Immigration, and the American Dream: American
Indian and African American Perspectives
7. Colonialism, Immigration, and the American Dream: Latino Perspectives
8. Contemporary Immigration and the American Dream: Asian American
TO
Perspectives
9. U.S. Immigrants from the Middle East: Arab American Perspectives
Part III: Reaching All Learners: Perspectives on Culture, Gender, Class,
R
and Exceptionalities
10. The Promise of Culturally Competent Teaching
11. How Does Gender Make a Difference?
G
12. The Impact of Poverty on American Children and Youth
13. The Challenges of Special Education in Inclusive Classrooms
U
Part IV. Teaching in a Multicultural Society
14. Teaching in Linguistically Diverse Classrooms, James S. Damico and Suriati
R
Abas
15. Curriculum Transformation: A Multicultural Curriculum Development Model
U
for Teacher Decision Making
, Chapter 1 Test Bank
Test Bank
Chapter 1 Test: Multicultural Schools: What, Why, and How
Instructions: For the multiple-choice questions write the one best answer in the blank.
1. Multicultural education in the United States is
A. An approach to teaching and learning based on democratic values and affirmation of a
culturally pluralistic society.
B. A movement to insure that each student is treated absolutely equally.
C. Focused on the basic differences that exist between people in the United States and the
TU
world.
D. Mainly for African American and Latino children and youth.
2. Multicultural competence includes all of the following EXCEPT
A. Insight into one's own cultural assumptions.
B. The ability to interact effectively with people from another culture.
TO
C. Empathy for different "world views."
D. Acceptance of all cultural differences.
3. Multicultural education does NOT emphasize
A.
Equal educational opportunities and equity for all ethnic groups.
B.
Efforts to help all students reach their fullest potential.
C.
Commitment to combat racism, as well as all forms of prejudice and discrimination.
R
D.
Inclusion of multiple perspectives related to race, class, culture, and gender in the
curriculum.
E. Total assimilation of ethnic minorities into mainstream culture.
4. A primary assumption of multicultural education is that
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A. Elimination of cultural differences will ultimately end conflicts between individuals and
nations.
B. Individuals who identify with different ethnic groups can retain and preserve some of
U
their original culture and still function in mainstream society.
C. The socio-political interests of different ethnic groups should take priority over a
common national identity.
R
D. Individuals benefit in competitive environments that bring out their best.
5. The critics of multicultural education in the United States argue that it
A. Is a threat to national unity.
U
B. Ignores inaccuracies and omissions in the curriculum.
C. Neglects our nation’s role in an interdependent world.
D. Focuses on educational equity and excellence.
E. Favors Christianity and democratic values.
6. Advocates of multicultural education argue that
A. It is easy to correct inaccuracies and omissions in the curriculum.
B. Mono-cultural schools can be effective in a multicultural society.
C. It is fundamental to the democratic ideas of the United States.
130
Copyright © 2019, 2015, 2011 Pearson Education, Inc. All rights reserved.
, Chapter 1 Test Bank
D. It emphasizes academic success for the best students.
TU
TO
R
G
U
R
U
131
Copyright © 2019, 2015, 2011 Pearson Education, Inc. All rights reserved.
Comprehensive Multicultural Education: Theory and Practice | 9th
Edition
By Christine I. Bennett
TU
TO
R
G
U
R
U
,Table of Content
Part I: The Case for Multicultural Education
1. Multicultural Schools: What, why, and how
2. Culture, Race, and the Contexts for Multicultural Teaching
3. Race Relations and the Nature of Prejudice
4. Affirming Religious Pluralism in U.S. Schools and Society
Part II: Roots of Cultural Diversity in the United States: The Conflicting
Themes of Assimilation and Pluralism
TU
5. Immigration and Cultural Pluralism: Anglo-European American Perspectives
6. Colonialism, Involuntary Immigration, and the American Dream: American
Indian and African American Perspectives
7. Colonialism, Immigration, and the American Dream: Latino Perspectives
8. Contemporary Immigration and the American Dream: Asian American
TO
Perspectives
9. U.S. Immigrants from the Middle East: Arab American Perspectives
Part III: Reaching All Learners: Perspectives on Culture, Gender, Class,
R
and Exceptionalities
10. The Promise of Culturally Competent Teaching
11. How Does Gender Make a Difference?
G
12. The Impact of Poverty on American Children and Youth
13. The Challenges of Special Education in Inclusive Classrooms
U
Part IV. Teaching in a Multicultural Society
14. Teaching in Linguistically Diverse Classrooms, James S. Damico and Suriati
R
Abas
15. Curriculum Transformation: A Multicultural Curriculum Development Model
U
for Teacher Decision Making
, Chapter 1 Test Bank
Test Bank
Chapter 1 Test: Multicultural Schools: What, Why, and How
Instructions: For the multiple-choice questions write the one best answer in the blank.
1. Multicultural education in the United States is
A. An approach to teaching and learning based on democratic values and affirmation of a
culturally pluralistic society.
B. A movement to insure that each student is treated absolutely equally.
C. Focused on the basic differences that exist between people in the United States and the
TU
world.
D. Mainly for African American and Latino children and youth.
2. Multicultural competence includes all of the following EXCEPT
A. Insight into one's own cultural assumptions.
B. The ability to interact effectively with people from another culture.
TO
C. Empathy for different "world views."
D. Acceptance of all cultural differences.
3. Multicultural education does NOT emphasize
A.
Equal educational opportunities and equity for all ethnic groups.
B.
Efforts to help all students reach their fullest potential.
C.
Commitment to combat racism, as well as all forms of prejudice and discrimination.
R
D.
Inclusion of multiple perspectives related to race, class, culture, and gender in the
curriculum.
E. Total assimilation of ethnic minorities into mainstream culture.
4. A primary assumption of multicultural education is that
G
A. Elimination of cultural differences will ultimately end conflicts between individuals and
nations.
B. Individuals who identify with different ethnic groups can retain and preserve some of
U
their original culture and still function in mainstream society.
C. The socio-political interests of different ethnic groups should take priority over a
common national identity.
R
D. Individuals benefit in competitive environments that bring out their best.
5. The critics of multicultural education in the United States argue that it
A. Is a threat to national unity.
U
B. Ignores inaccuracies and omissions in the curriculum.
C. Neglects our nation’s role in an interdependent world.
D. Focuses on educational equity and excellence.
E. Favors Christianity and democratic values.
6. Advocates of multicultural education argue that
A. It is easy to correct inaccuracies and omissions in the curriculum.
B. Mono-cultural schools can be effective in a multicultural society.
C. It is fundamental to the democratic ideas of the United States.
130
Copyright © 2019, 2015, 2011 Pearson Education, Inc. All rights reserved.
, Chapter 1 Test Bank
D. It emphasizes academic success for the best students.
TU
TO
R
G
U
R
U
131
Copyright © 2019, 2015, 2011 Pearson Education, Inc. All rights reserved.
