Chapter 3: Personal, Social, and Moral Development
CHAPTER FOUR
LEARNER DIVERSITY
Culture
* 1. The group and individual differences we see in our students is best described as:
a. ethnicity.
b. socioeconomic status.
c. culture.
d. learner diversity.
* 2. Of the following, which is the best definition of culture?
a. A person’s ancestry and the way individuals identify with the nation from which they or their
ancestors came
b. The knowledge, attitudes, values, and customs that characterize a social group
c. Beliefs, values, and behaviors that reject the values of mainstream society
d. The anxiety experienced by members of a group resulting from concern that their behavior might
confirm a stereotype
** 3. Pedro is a boy living in a small Mexican village. Every day he rises early, for he must walk the 2 miles to
his school. He has breakfast of beans and bread made from ground corn, leaves the house, and begins his
trek. He likes the walk, for he can wave to his papa toiling daily in the cornfields that provide the food and
income for the family.
When Pedro comes home from school, he often plays soccer with his friends in the village, and after
dinner his mother usually plays songs on a guitar while papa sings.
The activities Pedro is involved in, such as playing soccer and listening to his mother and father play
and sing, best illustrate which of the following?
a. His culture
b. His ethnicity
c. Stereotype threat
d. Accommodation without assimilation
* 4. Which of the following statements illustrates the relationship between culture and ethnicity?
a. Culture and ethnicity are unrelated.
b. Culture and ethnicity are the same thing.
c. Culture is a part of ethnicity.
d. Ethnicity is a part of culture.
* 5. Which of the following is not a component of ethnicity?
a. Customs and traditions
b. Language
c. Value systems
d. Socioeconomic status
* 6. If they fit general patterns identified by research, which of the following parents are most likely to provide
their children with supplementary science materials?
a. African Americans
b. Chinese Americans
c. Hispanic Americans
d. Native Americans
Chapter 3: Personal, Social, and Moral Development
* 7. According to research, which of the following is the best explanation for the high academic achievement of
Vietnamese and Laotian refugees when they settle in the United States?
a. They have high levels of native intelligence.
b. Their parents communicate values that emphasize achievement.
c. They have learning styles that are compatible with instruction as it typically occurs in American
classrooms.
d. They typically enter the United States fluent in English, so language is not a problem for them.
* 8. The tendency of some groups to adopt beliefs, values and behaviors that reject the values of mainstream
culture best describes:
a. minority alienation.
b. cultural inversion.
c. accommodation without assimilation.
d. resistance cultures.
* 9. According to research, which of the following is the most likely perception of cultural minorities who are
alienated from school?
a. They feel like they are not smart enough to succeed in school.
b. They feel like they are not welcome and do not belong in school.
c. They feel like school is only valuable for extracurricular activities.
d. They feel like they can succeed only if they have wealthy and influential parents.
* 10. Of the following, the most effective strategy for helping reduce or eliminate the effects of resistance
cultures is to:
a. remind students that to succeed in a global economy they must get a good education.
b. tell students that being successful in school doesn’t detract in any way from their cultural identity.
c. expose students to role models who have succeeded while retaining the characteristics of the
minority culture.
d. allow students to do written assignments on topics that are related to their cultural heritage.
** 11. Michael, a high-achieving African American student, is being ostracized by the students from his
neighborhood who he used to hang around with. “Whitey with a dark skin,” they periodically taunt as they
see him in the hallway at school. Michael is experiencing the effects of which of the following?
a. Stereotype threat
b. An ethnic mismatch
c. A resistance culture
d. Cultural pride
* 12. Ogbu’s concept of accommodation without assimilation is best described as:
a. the view that minority students can experience school success while retaining the characteristics of
their culture.
b. the view that members of cultural minorities are most successful if they combine the characteristics
of their culture with White American values.
c. the view that cultural minorities are most successful if schools adapt instruction to accommodate
their unique learning styles.
d. the view that minority students are most successful if they acquire the learning styles of White
American students.
Use the following information for items 13 and 14.
Chapter 3: Personal, Social, and Moral Development
Rafael, a recent immigrant from Mallorca, an island in the Mediterranean off the coast of Spain, is very proud of his
Spanish heritage. He usually speaks Spanish at home and loves evenings and weekends where he basks in the laid–
back, relaxed lifestyle and lack of concern about time that are characteristic of the way he grew up. However, he
never misses school, turns in all his assignments, and is always on time for school and his classes.
** 13. Rafael’s Spanish heritage and identification with Mallorca best describes his:
a. culture.
b. ethnicity.
c. diversity.
d. assimilation.
** 14. Of the following, Rafael is best illustrating:
a. a resistance culture.
b. accommodation without assimilation.
c. stereotype threat.
d. a cultural mismatch.
* 15. For which of the following groups is stereotype threat most likely to exist?
a. Minority students who form resistance cultures
b. Minority students who are high achievers in an area, such as math
c. Nonminority boys in an area where minorities typically excel, such as basketball
d. Girls in athletics, such as tennis or soccer
** 16. Kirsten is experiencing a great deal of anxiety about her first Algebra II test. “I know that Mr. Dade has a
reputation for being tough, and everyone thinks that girls are no good in math. I’ll do terrible, and he’ll
think, ‘Sure, she’s a girl; she can’t do math.’ I can hardly breathe.” Kirsten is experiencing:
a. cultural resistance.
b. gender identity.
c. gender bias.
d. stereotype threat.
Use the following information for items 17 and 18.
Mrs. Henderson states to her second graders, “All right everyone, let’s put our math papers away now.” Don, a
White student, puts his math materials away, while Leroy, an African American student, does not.
** 17. If the students’ behavioral patterns are typical of White and African American students’, according to
research, which of the following is the most likely explanation?
a. Leroy is more likely to be disobedient than is Don, so he is more likely to disregard the directive.
b. Leroy is more likely to “misread” Mrs. Henderson’s directive, not interpreting it as a command, than
is Don.
c. Leroy is less likely to be attentive than is Don, so he is more likely to not hear the directive.
d. Leroy is more likely to socialize with his peers than is Don, so he is more likely to be off-task than is
Don.
** 18. Of the following, which is the most important factor causing the issue in Mrs. Henderson’s classroom?
a. Stereotype threat
b. A resistance culture
c. A cultural mismatch
d. Ethnic diversity
Chapter 3: Personal, Social, and Moral Development
* 19. Which of the following best describes color blindness?
a. The belief that students’ ethnicity or culture should not be a consideration in teaching
b. The belief that behaving like the mainstream culture strips students of their cultural identity
c. The belief that students from some cultures are higher achievers than those from other cultures
d. The belief that instruction should be adapted to the learning styles of students from different cultures
Essay Item
** 20. Mrs. Bodin attended a workshop designed to improve her effectiveness in working with members of
cultural minorities. She attempted to implement the information in her class the following day.
She began a reading group by having the students read a story and then discussing it. She started by
reminding the students to remember who the story was about and what the people were doing. After the
students were finished reading the story, she began discussing it by asking questions, such as, “Now tell us
some things about the story,” and “Describe the story for us,” distributing the questions equally among the
students in the class. She also asked questions such as, “What was the boy’s name in the story?” directing
these questions equally to both minority and nonminority students and giving them plenty of time to
answer.
Finally, as the time approached to finish the activity, she said, “Now, everyone, close your reading
books and take all your materials back to your desks.”
Based on the information in the case study, describe three things Mrs. Bodin did that were effective for
working with cultural minorities.
Linguistic Diversity
* 21. A variation of standard English that is distinct in vocabulary, grammar, or pronunciation refers to:
a. an accent.
b. a dialect.
c. a deviation.
d. an inflection.
* 22. Of the following, the best definition of a dialect is:
a. a variation in English usage that lacks both the structure and complexity of standard English.
b. a variation in English usage that lacks the structure but not the complexity of standard English.
c. a variation in English usage that is an immature form of standard English.
d. a variation in English usage that is distinct in vocabulary, grammar, or punctuation.
* 23. According to research, which of the following is the best practice for dealing with children who use
nonstandard English dialects in your classroom?
a. Accept the children’s use of dialects without correcting them to prevent feelings of rejection.
b. Accept the children’s use of dialects until you think they are comfortable in the class, and from that
point on, correct them when their English is nonstandard.
c. Accept the children’s use of dialects, and then offer alternatives that are standard English usage.
d. Require correct use of standard English as part of your classroom routines, and reinforce students
when they use standard English.
* 24. Bidialecticism is best defined as:
a. the ability to switch back and forth between two forms of a language.
Chapter 3: Personal, Social, and Moral Development
b. the ability to understand two forms of a language.
c. the ability to recognize two forms of a language.
d. the ability to talk in one form of a language but write in another.
* 25. Of the following, which is the best description of English Learners (ELs)?
a. Students who are skilled in speaking, reading, and writing English
b. Children who are bilingual
c. Students who understand basic grammar, punctuation, and spelling in English
d. Students whose first or home language is not English
* 26. Three of the following programs are types of EL programs. The one that is not an EL program is a(n):
a. immersion program.
b. assimilation EL program.
c. maintenance EL program.
d. ESL pullout program.
* 27. One type of EL program is called immersion. When using immersion:
a. teachers instruct learners only in their native tongue.
b. teachers instruct learners only in English.
c. teachers instruct learners in both languages.
d. teachers instruct learners in their native tongue and then transition to English.
** 28. David Nalbandian, a third grader, has recently come to the United States from Armenia. He is quickly
learning English on his own, since all of his instruction is in English and his school provides him with no
extra support with learning English. The EL program he is in is best described as:
a. an immersion program.
b. a transitional EL program.
c. a sheltered English program.
d. a maintenance EL program.
* 29. Which of the following is the most accurate description of maintenance bilingual programs?
a. It builds on language skills that children already bring with them to class through their native
language.
b. It can be used effectively when several different languages are spoken in a classroom or school.
c. It maximizes language development, although studies show initial losses in math and reading due to
the catch-up time involved in learning English.
d. It will be needed less and less in the future as the influx of non-English-speaking students decreases.
* 30. Which of the following best describes the primary disadvantage of maintenance bilingual programs?
a. They maintain the native language at the expense of English.
b. They require teachers who speak two languages.
c. They place unreasonable learning demands on students.
d. They maintain outmoded and ineffective ways of thinking about the world.
** 31. Estella, a native Spanish speaker who is in the first grade, is learning to read in both Spanish and English.
Her teacher also teaches science in Spanish part of the time and in English at other times. The EL program
she is in is best described as:
a. an immersion program.
b. a functional EL program.
c. a sheltered English program.
d. a maintenance EL program.
Chapter 3: Personal, Social, and Moral Development
** 32. Andrei, whose native language is Russian, gets all of his instruction in English except for one period a day.
During that period he goes to another room and works with a teacher who helps him with pronunciation,
grammar, vocabulary, and oral comprehension in English. The EL program he is in is best described as:
a. an immersion program.
b. an ESL pullout program.
c. a sheltered English program.
d. a maintenance EL program.
* 33. Another name for Specially Designed Academic Instruction in English classes is:
a. Transitional EL programs.
b. EL pullout programs.
c. Sheltered English programs.
d. Maintenance programs.
* 34. How many years does it take for students in a language-rich environment to develop basic interpersonal
communication skills?
a. Approximately 1 year
b. Approximately 2 years
c. Approximately 4 years
d. Approximately 8 years
* 35. A level of proficiency in English that allows students to handle demanding learning tasks with abstract
concepts is best described as:
a. basic interpersonal communication skills.
b. bilingual communication skills
c. transitional language efficiency.
d. academic language proficiency.
Use the following information for items 37 and 38.
About a third of Susan Fisher’s students are not native English speakers. When students encounter new terms in
their reading, such as cave, party, tarmac, or exciting, she illustrates them with concrete examples, and she has
labeled common objects around the room, such as table, chair, clock, bulletin board, window, wall, and others in
both their native languages and in English. She speaks slowly and clearly when she reads her students stories, and
she refers to pictures in the books as additional examples. Susan also frequently comments on how lucky they are to
have so much diversity in their backgrounds and emphasizes how much they learn from each other.
** 36. Her efforts best illustrate what kind of EL program?
a. An immersion program
b. An ESL pullout program.
c. A sheltered English program
d. A maintenance EL program
** 37. Susan’s emphasis on how lucky they are and how much they learn from each other can also be described as
an attempt to implement:
a. a transitional EL program.
b. multicultural education.
c. bilingual education.
d. an immersion program.
Essay Item
** 38. Describe and illustrate four guidelines that can help teachers as they work with culturally and linguistically
diverse students.
Chapter 3: Personal, Social, and Moral Development
Gender
* 39. Research suggests that three of the following are characteristics of girls. Which one is not a characteristic
of girls?
a. They develop faster than boys.
b. They have slightly higher self-esteem than boys.
c. They develop motor skills at an earlier age than boys.
d. They are more trusting than boys.
* 40. With respect to gender, research suggests that three of the following are characteristic of the school
curriculum and boys’ experiences. Which one is not a characteristic of the school curriculum and boys’
experiences?
a. Boys are portrayed in stories as warm and sensitive.
b. The main characters in video games are usually male.
c. Computer programs are strongly oriented toward boys.
d. Male characters in literature are described as strong and adventurous.
* 41. Of the following, what is the most likely cause of gender-role identity?
a. It is primarily determined by genetics, which determines not only physical characteristics but also
factors such as temperament and verbal ability.
b. It is primarily environment, resulting from different treatment by parents, peers, and teachers.
c. It is a combination of genetics and environment, with both contributing in varying degrees.
d. It is the result of gender-specific treatment during infancy, resulting in behavioral traits that endure
throughout life.
** 42. Albert believes that since he is a boy he is supposed to be strong and in charge, but he isn’t supposed to
reveal uncertainties about himself. This belief is best described as:
a. gender stereotyping.
b. gender-role identity.
c. gender self-efficacy
d. gender-specific behavior.
* 43. In terms of genetic differences between boys and girls that could impact their learning in various subjects,
which of the following is most accurate according to research?
a. Boys are innately superior in math but are innately inferior in reading.
b. Girls are innately superior in elementary school but fall behind later.
c. Girls are innately superior in most subjects but are discriminated against in school.
d. Innate differences between boys and girls are very small.
* 44. Which of the following is the most accurate description of a gender-related difference in achievement?
a. Girls generally score higher on the SAT than do boys.
b. Women score higher on the Graduate Record Exam than do men.
c. Girls score higher on measures of reading and writing ability than do boys.
d. Slightly more bachelor’s degrees are earned by men than by women.
* 45. Which of the following is not true of research on gender differences?
a. Males are more likely to be found in remedial and special education classes.
b. Males score lower on tests such as the SAT and ACT.
c. Males receive lower grades in school.
d. Males earn proportionally fewer bachelor’s and master’s degrees.
** 46. Kelli and John are prekindergartners. If the children are consistent with patterns of development identified
by research, which of the following would be the most valid prediction?
Chapter 3: Personal, Social, and Moral Development
a. Kelli’s verbal ability will be superior to John’s.
b. John’s verbal ability will be superior to Kelli’s.
c. Their verbal abilities will be about equal.
d. No prediction of verbal ability differences can be made as early as prekindergarten.
** 47. Sandra and Robert are both fourth graders. If their math achievement fits typical patterns for boys and
girls, which of the following is most likely?
a. Sandra’s achievement will be slightly higher now, but she will fall behind when they are in high
school, particularly on tasks that require abstract reasoning.
b. Sandra’s achievement will be slightly higher than Robert’s now, but they will be about even when
they are in high school.
c. Robert’s achievement will be higher now, and the gap will be wider when they are in high school.
d. Their achievement will be about even now, and it will remain about even through high school.
** 48. Janet and Peter are in the second grade. If their reading achievement fits typical patterns for boys and girls,
which of the following is most likely?
a. Janet is slightly more likely to have problems with reading than is Peter.
b. Janet is much more likely to have problems with reading than is Peter.
c. Peter is much more likely to have problems with reading than is Janet.
d. They are equally likely to have problems with reading.
* 49. Research indicates which of the following is the most likely cause of girls’ gender–stereotyped belief that
girls aren’t supposed to excel in math?
a. Their past performance in math
b. Their mothers’ gender-stereotyped attitudes
c. Their fathers’ gender-stereotyped attitudes
d. The behavior of their teachers
* 50. Which of the following statements most accurately describes teachers’ interaction patterns with boys and
girls?
a. They ask boys more questions than girls.
b. They ask girls more questions than boys.
c. They give girls more approval than boys.
d. They give girls more attention than boys.
* 51. Gender differences in the behavior of boys and girls in school are most pronounced in:
a. reading.
b. language arts.
c. music and art.
d. math and science.
** 52. Don James, a chemistry teacher, attended a series of workshops designed to make him aware of gender
stereotypes in secondary math and science. As a result, he made a conscious effort to eliminate the
stereotype of math and science as the domain of male students, and he consciously made an effort to
improve his female students’ attitudes toward math and science. If his results were consistent with research
outcomes in the area, which of the following is most likely?
a. His female students’ attitudes toward math and science are likely to become more positive.
b. His female students’ attitudes toward math and science are likely to become more negative.
c. No change in the attitudes of his female students is likely.
d. His female students’ attitudes toward math and science are likely to become more positive, but at the
same time his male students’ attitudes will become more negative.
Chapter 3: Personal, Social, and Moral Development
Essay Item
** 53. Describe three guidelines that can help teachers as they attempt to eliminate gender bias and gender
stereotyping in their teaching, and provide an example of each.
Socioeconomic Status
* 54. Three of the following are included in the definition of socioeconomic status (SES). Which of the following
is not included within the definition?
a. Parents’ level of education
b. Parents’ intelligence
c. Parents’ occupation
d. Parents’ income
* 55. Socioeconomic status consistently predicts three of the following. Which one does it not predict?
a. Students’ scores on intelligence tests
b. Students’ athletic ability
c. Student truancy
d. Student dropout and suspension rates
* 56. Socioeconomic status exerts the most powerful influence on learning and achievement at which level?
a. Upper class
b. Middle class
c. Working class
d. Lower class
Use the following vignette for items 58 and 59.
Jackie is a fifth grader at Landmark Elementary School—a school near an affluent neighborhood in a suburb of a
major city. Jackie, who lives with her divorced mother—a high school dropout with a steady job as a minimum
wage housekeeper—has a limited experiential background. In a discussion of the “Old West,” for example, she
asked what a saddle horn was, as Mrs. Markham talked about the western saddles the cowboys used. Also, she had
never heard of the wild turkey, thinking of turkey as what we eat on Thanksgiving. However, Jackie “picks up” new
ideas in class more quickly than most of her classmates, and she periodically asks questions atypical of fifth graders,
such as, “Wouldn’t our country be better off if some of the money we spent on war materials was spent on educating
poor people instead?”
** 57. Based on the information in the case study, we would conclude that Jackie’s socioeconomic status is:
a. lower than that of her peers.
b. about the same as that of her peers.
c. higher than that of her peers.
** 58. Based on information in the case study and research on school dropouts, if Jackie fits typical patterns for
students with her background and socioeconomic status, which of the following is the most valid
prediction?
a. She is much less likely to drop out of school than is a typical classmate.
b. She is slightly less likely to drop out than is atypical classmate.
c. The likelihood of Jackie dropping out is about the same as that of a typical classmate.
d. Jackie is more likely to drop out than is a typical classmate.
Chapter 3: Personal, Social, and Moral Development
** 59. Marcella’s mom graduated from high school, beauty school, and got a job in a salon. The two, Marcella
and her mom, live in an apartment that they rent and make do with her mom’s $19,000 yearly salary. To
which of the following socioeconomic classes does Marcella’s family belong?
a. Lower class
b. Working class
c. Middle class
d. Upper class
* 60. Which of the following best describes the percentage of families below the poverty line in the United States
compared to other industrialized nations?
a. Much greater in the United States than in other industrialized nations
b. About the same in the United States as in other industrialized nations
c. Slightly less in the United States than in other industrialized nations
d. Much less in the United States than in other industrialized nations
* 61. Which tends to be true of students from lower socioeconomic status homes?
a. They have fewer school-related background experiences than students from higher SES
backgrounds.
b. They are unable to learn in general education classrooms and usually are placed in classes for
students with exceptionalities.
c. They tend to gravitate to activities out of the academic mainstream, such as sports, music, and art.
d. They tend to have more fully developed social lives than students from higher SES backgrounds.
* 62. Of the following, low SES parents tend to place the greatest emphasis on:
a. autonomy and initiative.
b. affiliation and sensitivity.
c. achievement and independence.
d. conformity and obedience.
* 63. According to research, which of the following generalizations is the most accurate comparison of high– and
low-SES parents?
a. In interacting with their children, low-SES parents are more likely to give reasons for their directions
than are high-SES parents.
b. In interacting with their children, low-SES parents are less likely to give reasons for their directions
than are high-SES parents.
c. In interacting with their children, low– and high-SES parents are equally likely to give reasons for
their directions.
* 64. According to research, what is the most common characteristic of parents of high-achieving students?
a. The parents talk to their children about their expectations for achievement.
b. The parents restrict the number of extracurricular activities that their children are allowed to
participate in.
c. The parents help their children with their homework.
d. The parents communicate with school officials to be certain that their children are not placed in
classes beyond their ability.
* 65. The description “students who are in danger of failing to complete their education with a level of skills
necessary to survive in a modern technological society” best describes which of the following?
a. Low-SES students
b. Cultural minority students
c. Students with ineffective learning styles
d. Students placed at risk
* 66. Which of the following best explains why educators prefer the term at risk to the term underachiever?
a. The term underachiever suggests that an inherent deficiency exists in the character of the students.
b. The term at risk has the political advantage of being able to solicit increased school funding.
Chapter 3: Personal, Social, and Moral Development
c. The term underachiever places an inappropriate emphasis on high grades and performance
compared to others.
d. The term at risk more nearly describes the long-term consequences of school failure.
* 67. If they fit general patterns identified by research, which of the following is not a background factor for
students placed at risk?
a. Being female
b. Being a member of a cultural minority
c. Having low SES
d. Being a non-native English speaker
* 68. Of the following, which most strongly contributes to the development of resilience?
a. The nurturing of a caring adult.
b. A variety of experiences in the preschool years.
c. Positive identity with cultural attitudes and values.
d. An instinctive desire to succeed.
* 69. Of the following, which school practice is most likely to promote resilience?
a. Uncompromising academic standards
b. Clear and focused lectures
c. Ability grouping in all grades
d. Direct instruction practices
* 70. Which of the following school characteristics is not related to student resiliency?
a. High and uncompromising academic standards
b. Strong personal bonds between teachers and students
c. Extracurricular activities
d. Emphasis on authoritarian discipline
* 71. Which of the following teacher characteristics is related to student resiliency?
a. An authoritarian style
b. A permissive style
c. An authoritative style
d. An uninvolved style
** 72. A new teacher was hired to teach in an urban school and wanted to know what adjustments she needed to
make to work with students placed at risk. Which of the following is the most important adjustment?
a. Allow the students to work individually, such as on worksheets and computer drill-and-practice
activities.
b. Carry the content to the students personally through interactive teaching.
c. Expect student apathy and boredom; be prepared to maintain high levels of classroom discipline.
d. Decrease expectations to ensure that students will be successful.
** 73. Gerry Giordano is teaching in a school with a large number of students placed at risk. Which of the
following interventions is likely to be most effective for increasing the achievement of his students?
a. Increase the number of quizzes given, and provide detailed feedback for all items.
b. Increase the number of A’s and B’s given, and praise the students for their high grades.
c. Slightly relax the standards for classroom management and discipline, and tell the students you
understand where they’re coming from.
d. Give the students more opportunity to work individually and respond to written materials, such as
worksheets.
Use the following information for items 74 and 75.
Chapter 3: Personal, Social, and Moral Development
Donna Keenan, Enita Barrett, Keith Van Nagel, and Joe Lynch all teach in an urban school with large numbers
of students who are at risk.
Donna works very hard with her students. She carefully explains each of her topics, and gives the students
plenty of seat work to provide them with practice with the topics they’re studying.
Enita attempts to provide her students with successful experiences, so she tells them exactly what will be on all
of her homework and quizzes. She is careful to avoid exercises and quiz items that might be too hard for the
students, and she emphasizes that once they have something memorized, they have it forever.
Keith attempts to motivate his classes by using the most successful students as role models for the others. He
posts the students’ scores for each quiz on the board and reminds the students that if they work hard, they could also
have their name on the board. He says that learning to work on their own will help them learn self–discipline, so he
has the students spend much of their class time on individual seat work.
Joe starts his lessons with a question or problem taken from the school or neighborhoods around the school. He
then uses questioning to help the students see the points in his examples. He gives the students a quiz each
Thursday, and they discuss the quizzes on Fridays.
** 74. If the students’ achievement in each class is consistent with patterns identified by research, the teacher who
is most likely to be successful in promoting resilience in his or her students is:
a. Donna.
b. Enita.
c. Keith.
d. Joe.
** 75. If the students’ achievement in each class is consistent with patterns identified by research, the teacher who
is least likely to be successful in promoting resilience is:
a. Donna.
b. Enita.
c. Keith.
d. Joe.
Essay Items
Use the following vignette for items 76 and 77.
Henry Martinez, whose native language is Spanish, is a fifth grader who came to Roni Davidson’s class a month
after school began. As she did with any new student, Roni checked on Henry’s background, so she could try to
better meet any special needs that he might have. She found that his parents were divorced shortly after they had
immigrated to this country from the Philippines. Henry lives with his mother, who is transferred regularly in her job
as a government liaison for minority federal programs. Henry has attended four different schools in the last 3 years.
In a letter to the school, Mrs. Martinez expressed concern over the frequent moves, but said she couldn’t afford to
give up her $40,000-a-year job. She also proudly pointed out that Henry was an all–star on his youth soccer team at
the last school he attended. Henry speaks of her and his two younger sisters often, frequently citing examples of
some of the fun things they do together on the weekends and the interesting stories his mother reads to them in the
evenings.
** 76. Consider the description of Henry Martinez. Identify two characteristics that tend to make Henry a student
placed at risk.
** 77. Now identify one characteristic for Henry that is unlike typical students placed at risk.
** 78. Describe four guidelines that teachers can use in their attempts to work effectively with students placed at
risk.
Chapter 3: Personal, Social, and Moral Development
CHAPTER FOUR ANSWERS
Culture
Linguistic Diversity
Chapter 3: Personal, Social, and Moral Development
Gender
Socioeconomic Status
Chapter 3: Personal, Social, and Moral Development