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Chapter 06 - Working with Diversity in the Small Group
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Chapter 06
Working with Diversity in the Small Group
Multiple Choice Questions
1. (p. 116) Diversity includes
A. gender.
B. sexual orientation.
2. (p. 116) An important point to remember about diversity is that
A. it makes it almost impossible to work together in groups.
B. people are not that much different after all.
E. it is the source of all tension and conflict in small groups.
3. (p. 117) Saul is part of a group that has members from different racial/ethnic backgrounds,
different generations, different genders, and different socioeconomic statuses. This group
would be classified as
A. unique.
B. complex.
4. (p. 117) _____ refers to groups that are composed of members who are similar or alike in
member characteristics.
D. Builders
E. Group oriented
5. (p. 121–122) A person who enters the learning cycle through active experimentation
Chapter 06 - Working with Diversity in the Small Group
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D. tends to learn better by sitting back and observing the actions of others.
E. none of the answers is correct.
6. (p. 121–122) Shanika likes to really think about information, write about it, and talk to other
group members about the information; she most likely prefers which of the following learning
styles?
A. concrete experience
B. active experimentation
7. (p. 123) Don is outgoing, gets along well with others, and is open to new ideas, but he is often
viewed as not being serious. His personality is most closely aligned with which of the
following Myers-Briggs Type Indicators?
D. intuiting
E. perceiving
8. (p. 125) According to the Myers-Briggs Type Indicator, the perceiver personality type tends
to
A. pay close attention to details.
B. be logical, analytical, and organized.
9. (p. 127) "Culture" is defined as
D. cultivation of tastes, morality, and artistic sensitivities.
E. products of acquired skills and technologies such as languages, books, and houses.
10. (p. 127) In collectivist cultures
A. people are more shy.
B. people rarely speak up and get their ideas heard.
Chapter 06 - Working with Diversity in the Small Group
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11. (p. 128–129) If you come from a culture that emphasizes high power distance, you
A. will be likely to seek a group leader who lets others in the group make most of the
decisions.
12. (p. 128–129) Dao is from a culture that emphasizes hierarchy—many members of Dao's
culture believe that one has an assigned "place" in society. Dao's culture most likely follows
D. high collectivism.
E. low collectivism.
13. (p. 128–130) In a low-context culture, the meaning of a message is conveyed primarily by the
speaker's
A. gestures.
B. situation.
14. (p. 131) Major ethnic and racial groups in the United States include all of the following
EXCEPT
A. African Americans.
B. Asian Americans.
15. (p. 128) Most Hispanic cultures tend to be which of the following?
D. individual-based
E. none of the answers is correct.
16. (p. 135) Women tend to place more emphasis on _____ than men do.
A. tasks
B. goals
Chapter 06 - Working with Diversity in the Small Group
17. (p. 137–139) Groups may be diverse not only culturally but also in terms of age. Individuals
who are significantly influenced by the Vietnam War and are willing to challenge tradition are
likely
A. builders.
E. millenniums.
18. (p. 143–144) A fantasy
A. is about how to complete a work.
B. has a lot of exaggerations about a group's assignment.
19. (p. 143) Symbolic convergence theory means that
A. people tend to meet, or converge, in groups.
20. (p. 142–147) Which of the following is NOT an idea for bridging differences in a group?
A. Appreciate the value of diversity.
E. Openly acknowledge differences.
Fill in the Blank Questions
21. (p. 116) _____ in a group refers to differences among members.
22. (p. 117) Homogeneity and _____ are terms typically used to capture the degree of variance in
group composition.
Chapter 06 - Working with Diversity in the Small Group
23. (p. 119–120) Members are _____ when their primary motivation for being in a group is the
goal or business that the group must complete.
24. (p. 119–120) Relationally oriented individuals value _____ more than they do task
accomplishment.
25. (p. 121) The _____ is a learning style model that demonstrates several important differences
in how individuals process information and learn.
26. (p. 121–122) The _____ learning style describes those individuals who learn well from events
they actually observe or activities in which they actually participate.
27. (p. 122) The _____ learning style describes learners who process a considerable amount of
information by reading and solitary study.
28. (p. 123) _____ people tend to direct their energy toward the outer, observable world.
29. (p. 123) _____ people work independently, like working on ideas, and are careful before
acting.
30. (p. 130) In a _____ culture, the verbal part of the message carries the most meaning.
31. (p. 130) In a _____ culture, the situation or context carries most of the meaning.
32. (p. 135) Gender differences in _____ involve how much somebody talks, interrupts others,
claims personal space, or otherwise calls attention to him- or herself in the conversation.
33. (p. 139) Confidence, willingness to challenge "old ways" of doing things, and taking on big
causes are found among the _____ generation.
34. (p. 139) _____ are individuals, born between 1901 and 1945, influenced by the Great
Depression and World War II.
Chapter 06 - Working with Diversity in the Small Group
35. (p. 142–143) _____ communication is open to multiple perspectives, shows a willingness to
see the world from another's standpoint, and shifts perspective if necessary.
True/False Questions
36. (p. 120–122) According to the Kolb Learning Cycle, individuals who learn best by directly
observing events or participating in activities possess the concrete experience learning style.
37. (p. 121–122) The reflective observation learning style describes individuals who process a
considerable amount of information by reading and solitary study.
38. (p. 125) Perceivers are like sponges; they tend to gather as much information as possible
before coming to any conclusions.
39. (p. 126) Cognitive/informational diversity refers to differences in knowledge, skills,
experience, and the way information is processed.
40. (p. 127) A co-culture is a smaller identifiable group contained within a larger cultural
grouping and has its own norms and patterns of communication.
41. (p. 127–128) Members of a highly collectivist culture value independence and rights of
individuals more than conformance and harmony.
42. (p. 127–128) The dominant culture of the United States is collectivist.
43. (p. 128–130) In a low-context culture, the words used convey more meaning than the situation
or context.
44. (p. 127–128) Asian cultures tend to be both collectivist and high context.
45. (p. 131–132) Unlike European Americans, African Americans tend to look others straight in
the eye while listening to what others have to say.
Chapter 06 - Working with Diversity in the Small Group
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46. (p. 135) Women generally place more emphasis on relationships and are more likely to show,
by their communication behavior, that they care and want to help.
47. (p. 135) Either-or thinking is the best way to understand gender differences within a group.
48. (p. 138–140) Gen-Xers are sometimes referred to as the echo boom generation.
49. (p. 143) Group members not discussing the present task of the group but rather discussing an
apparently unrelated topic are engaging in fantasy.
50. (p. 143) "Agreement" means that members have "come together" on what certain events,
ideas, words, and so forth will mean.
51. (p. 145) Openly acknowledging and talking about differences is an effective way to manage
diversity.
Essay Questions
52. (p. 120–122) Name and describe the four main learning styles enumerated in the Kolb
Learning Cycle. What can each learning style preference contribute to the functioning of a
small group?
Answers will vary.
53. (p. 123–125) Having read the principles behind the Myers-Briggs Type Indicator, describe
which personality type you believe you possess. What are the strengths of this personality
type and how can those strengths contribute to the functioning of a group? How might you
avoid allowing the weaknesses of this personality type hinder group functioning?
Answers will vary.
54. (p. 127–131) Describe three dimensions of culture, and explain how these affect
communication between people.
Answers will vary.
55. (p. 127–129) Describe the differences between beliefs of members of "collectivist" and
"individualist" cultures.
Answers will vary.
56. (p. 131–133) Describe four ways in which a group can encounter racial and ethnic differences
in their interaction.
Answers will vary.
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57. (p. 133–137) Four areas characterize general differences between male and female
communication. List them and give one example from your group's communication.
Answers will vary.
58. (p. 137–141) Describe the characteristics, strengths, and weaknesses of the four dominant
generations.
Answers will vary.
59. (p. 143–144) Describe the concepts of fantasy, fantasy chain, and fantasy theme. Provide an
example of how a fantasy evolves into a fantasy theme. How can this help create group
identity?
Answers will vary.
60. (p. 127 & 138) What might you do to help improve how well you understand a group member
from a co-culture that is unfamiliar to you? Examples are dairy farmers, police officers, drug
dealers, or orthopedic surgeons.
Answers will vary.
61. (p. 145–148) When communicating in a group, what are the principles for bridging differences
among group members? Briefly explain the reasoning behind each tip as being of value to
effective group functioning with diverse members.
Answers will vary.
