Professor Barrera EDCI 2400 LSU Spring 2025 Final Exam

(1) What percentage of the American teaching force is European-American?

82%

(1) What portion of the teaching force in the United States is female?

3/4s of the population (75%)

(2) Teachers may have authority in the classroom, but they lack authority in the _____

schools

(1) Administrators have a ________________ than teachers, and tend to be mostly European American men.

greater authority, higher pay, and higher status

(2) Acculturation involves changes that take place as a result of continuous _______________.

firsthand contact between individuals of different cultures.

(3) What is Transition Stress?

the variety of ways that individuals may experience the challenges that accompany major transitions

(3) Individuals with different cultural patterns develop very different worldviews. Because of this, Individuals who are most likely to confront their new cultural environment are ______________.

likely to succeed

(4) John Berry identified which groups when comparing the degree of mobility and the degree of choice among acculturating groups?

Immigrants, Sojourners, Refugees, and Ethnic Groups

(5) What are the culture-general themes that reflect people's emotional responses in intercultural interaction?

-Anxiety (about whether ones behavior is approptiate)

-Ambiguity in the clarity (of the messages recieved)

-Disconfirmed Expectations (bcs situations differ from what is expected)

-Belonging or rejection (due to not knowing the rules of behavior)

-Confronting personal prejudices (because it may be found that the previously held beliefs about certain groups or kinds of behavior are inaccurate)

(6) What behavior related to the stages of intercultural encounters does communication and language use help analyze?

Verbal and nonverbal

communication customs such as facial expressions and gestures differ

across cultures.

(7) What are the three Ethnorelative stages of the DMIS?

Acceptance, Adaption, and Integration (the final stage).

(7) Define the Acceptance stage in Bennett's Model of Ethnorelative Stages.

The first stage. Individual's ability to recognize and appreciate cultural difference in terms of both people's values and their behavior

(7) Define the Adaption stage in Bennett's Model of Ethnorelative Stages.

The second stage. People see cultural categories as more flexible and become more competent in their ability to communicate across cultures.

(7) Define the Integration stage in Bennett's Model of Ethnorelative Stages.

The last stage. Although rarely achieved, it reflects those individuals who have multiplied frames of reference and can identify and move easily within more than one cultural group

(8) What else increases when you increase cultural awareness?

improved cognitive sophistication

(9) What is Unconscious Incompetence?

Not being aware you lack a skill.

(9) What is Conscious Incompetence?

Aware that you lack a skill

(9) What is Conscious Competence?

Working hard to acquire a skill

(9) What is Unconscious Competence?

So skilled, thought no longer needed

(10) Interculturally competent individuals can:

Listen empathetically,

Percieve others accurately,

Maintain a nonjudgemental approach,

Gather appropriate information about another culture,

Shift their frame of reference as required.

Take appropriate risks.

Recognize and respond appropriately to cultural differences

(11) What is an issue with Assessments?

They may be developed and normed with only one race or ethnic group in mind.

(11) What should be considered in terms of the sociocultural context of the learner when making Assessments? (List four issues to consiider)

-Biases and stereotypes.

-Prior experience of the learner.

-Selection of appropriate testing instruments or interview procedures.

-Issues of language and its complexities.

(12) What is the Adjustment funtion of prejudice?

It explains that prejudicial attitudes may help one adjust to a complex world.

(13) What is the value-expressive function of prejudice?

It explains that prejudicial attitudes may help demonstrate one's own self-image to others.

(14) What is the cognitive component of prejudice?

It refers to the need people have to simplify the world around them known as the process of categorization.

(15) What is the affective component of prejudice?

It refers to the feelings that accompany a person's thoughts about members of a particular group.

(16) Describe the practice of racial profiling.

Law enforcement practices of targeting someone who fits a particular profile while passing through some public space.

(16) What does racial profiling use to profile people?

Statistical profile of the detainee's race, ethnicity, or national origin.

(17) What are the best conditions under which social contact can be improved?

Improving:

-Social Contact & Inter-group relations

-self esteem

Increasing:

-cognitive sophistication

-empathy

-understanding of other groups.

(18) Why should one be cautious when applying the contact hypothesis? (bringing students from different groups together)

-Many schools are monocultural.

-Segregated housing patterns reduces the possibility of an intergroup contact.

-Equal status contact within the school may conflict with that which occurs outside the school.

(18) What should one stress when applying the contact hypothesis in a monocultural school?

The diversity that is present, such as socioeconomic, religious, or gender differences.

(19) What are the recommendations to teachers for creating classroom environments that encourage critical thought?

- Students should feel respected, safe, and trusting.

- Classroom should reflect a learning community.

- Balance should be maintained between teacher talk and student talks.

- Students should be taught about metacognition or becoming aware of how one has come to a decision.

- Mistakes are not perceived as sins or personal faults but as opportunity to keep learning.

(20) What impact does improving self-confidence and self-acceptance in students have on prejudice?

They will feel a reduction of prejudice.

(21) What are the characteristics of a linguistically diverse classroom?

- It is organized for activity.

- Everyone present in the classroom participates in this activity-oriented environment.

- In the classroom, there is a sense that everyone belongs to the community

(22) What is the definition of code-switching?

Ability to shift between dialects or languages depending on the context of a situation

(23) Define accent in relation to standard English.

Differs from standard language only in pronunciation. (It often results from pronunciation habits shared by people from a geographical region.)

(24) What is African American Vernacular English (Ebonics) an example of in relation to standard English?

A Dialect: Variation of some standard language form that includes differences in pronunciation, word usage, and syntax

(25) What is the definition of "bidialectalism."

The ability to speak two or more dialects and to switch

back and forth easily.

(26) What percentage of messages we send and receive is nonverbal communication?

50 to 90%

(27) What is the definition of Proxemics?

Culturally determined comfortable distance between two

people speaking.

(28) What is the silent, receptive, or preproduction stage of Second Language Acquisition according to Robertson and Ford?

Student takes in the new

language but does not speak it.

(28) What is the early production stage of Second Language Acquisition according to Robertson and Ford?

Individual starts speaking using short words and sentences.

(28) What is the speech emergence stage of Second Language Acquisition according to Robertson and Ford?

Speech becomes more frequent.

(28) What is the beginning fluency stage of Second Language Acquisition according to Robertson and Ford?

Speech is fairly fluent at social events with minimal errors.

(28) What is the intermediate language proficiency stage of Second Language Acquisition according to Robertson and Ford?

Communicating in second

language is fluent, especially in social language situations.

(28) What is the advanced language proficiency stage of Second Language Acquisition according to Robertson and Ford?

Individual communicates

fluently in all contexts.

(29) Which court cases was significant in the development of multicultural and multilingual education?

Lau v. Nichols & Castenada v. Pickard

(29) What did Lau v. Nichols (1974) establish?

School districts must provide students an education in languages that meet their needs

(29) What did Castenada v. Pickard (1981) establish?

The need to develop

programs for limited English proficient (L E P) students and to train special staff.

(30) Who participates in and what kind of environment is a linguistically diverse classroom?

- It is organized for activity.

- Everyone present in the classroom participates in this activity-oriented environment.

- In the classroom, there is a sense that everyone belongs to the community

(31) What is the importance of English learners first language while teaching English to them?

-Maintaining and developing the first languages of linguistically diverse students help students identify words and ideas in another language if they know the content in one language.

-There is no more personal tool that bridges the gap between home and school than language--If the language that a child has spoken since babyhood is not found in the school, it is all the more disconcerting.

(32) Human beings depend on the production of sound in the form of verbal

language as their primary means of communication. What are some elements that differ within any language very widely?

Vocabulary, Pronunciation, Syntax, and Semantics

(32) Define Syntax.

The grammatical structure of a language.

(32) Define Semantics.

The meaning of words in a language.

(33) What is sign language?

A form of nonverbal communication, which can also be a form of verbal expression. Used instead of a spoken language.

(33) What is American Sign Language (ASL)?

The only sign system recognized as a language in the United States.

(34) What is the affective filter hypothesis—importance of emotions?

It suggests that emotions are a factor in the ease

or difficulty of learning another language.

(34) What are the other important contextual factors of Second-Language Acquisition?

- The linguistic distance between two languages.

‑ The student's level of proficiency in his or her first language.

- The dialect of the first language.

- The relative status of the student's first language in the community.

- Social attitudes toward the student's first language.

(35/45) What are the characteristics of the demand model of assessment?

- Students are perceived as workers who are obligated to do a better job.

- If they do not succeed are said to have chosen not to study or not to have earned a given grade.

- Responsibility is removed from the teacher.

- Attention is deflected away from the curriculum and the context in which learning is supposed to occur.

(36) What are the dimensions of differentiation in the place of content knowledge when teaching children of different social classes.

Emphasis:

-on advanced versus basic skills.

-on conceptual understanding.

-on range and variety of academic tasks.

-Degree of repetition.

-Extent of topic coverage.

-Attention to practical or vocational knowledge.

(37) What are the characteristics of the support model of assessment?

-The assumption is that students are active contributors to the learning

process.

-Teachers are responsible for guiding and stimulating students' natural

curiosity and desire to learn.

-Teaching and learning become child- or student-centered.

-The goal is to help students build on their desire to make sense of and

become competent in their world.

(38) What are the American beliefs and behavior about social class?

-After the major expansion of the middle class in the 20th century, most Americans believed that they live in a society in which the opportunity to rise on the social and economic scales was open to anyone who wanted to work hard.

-American ideology promotes the idea that upward mobility is possible through proper attention, diligent effort, and some luck.

- Nevertheless, there are variations in economic standards of living,

status of occupations, and the extent of expectations or life chances among American citizens.

(39) What are the traditional class markers in the United States?

-Family income.

-Prestige of one's parents' occupations.

-Prestige of the neighborhood one lives in.

-The power one has to achieve one's ends in times of conflict.

-The level of schooling achieved by the family's head

(40) Know what may give rise to potential ethical issues in assessments.

- Assessment is a subjective process that may turn into bias.

- The official labeling of children and identification of cognitive difficulties happen chiefly in the elementary years.

- Inadequate or biased assessments can result in over-representation of ethnic and language minorities.

The attributions that teachers make about the future behavior or academic achievement of their students, based on what they presently know about them.

(41) What is the definition of teacher expectation?

(42/46) What is Social Status?

It refers to a hierarchical position in society determined not so much by one's wealth, or lack of it, but by the prestige, social esteem, and honor accorded with one within one's own social milieu.

(42) How can Social Status differ from different viewpoints? Can it differ?

Star athletes may be accorded different status by students and teachers..

(42) What is Social Class?

It is a kind of stratification system that layers the population in terms of worth or value.

(42) How can assignment to to Social Class categories serve as a way to seperate populations?

As one of several stratification systems, it can be used to distinguish one individual or group from another in such a way as to assign "worth."

(43) What are the five social classes found in the United States.

-upper class or social elite, who have generally inherited social privilege from others.

-upper-middle class, who are professionals with extensive higher education

-a large middle class, consisting of white-collar workers, small business owners, teachers, nurses, etcetera.

-somewhat smaller working class consisting of blue-collar workers or employees in low-paid service occupations, often with little job security and no benefits.

-lower class, sometimes called the working poor, consisting of those who work at low-paying jobs as well as those who may not work at all. (sometimes called the underclass)

A class of people that have generally inherited social privilege from others

(43) upper class or social elite

They are a class of people who are professionals with extensive higher education.

(43) upper-middle class

They consist of white-collar workers, small business owners, teachers, nurses, etcetera.

(43) middle class

This is a class consisting of blue-collar workers or employees in low-paid service occupations, often with little job security and no benefits.

(43) working class

This class is consisting of those who work at low-paying jobs as well as those who may not work at all.

(43) lower class (also referred to as the working poor, or underclass)

(44) Self fulfilling prophecy (in terms of teacher expectation) is defined as...

When a teacher expects a student to do poorly

or well, and the student does in fact live up to that expectation.