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| 1 | |
A schema within which to consider changes in human growth is called a: |
| | A) | racial identity model |
| | B) | psychological model |
| | C) | sociological model |
| | D) | developmental model |
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| 2 | |
Two physical criteria used to define one's racial identity are: |
| | A) | skin color and shared language |
| | B) | skin color and facial features |
| | C) | customs and shared language |
| | D) | skin color and shared history |
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| 3 | |
In an adaptation of Cross's racial identity model, Spring proposed that an individual goes through the following five stages as he/she internalizes a positive black identity: |
| | A) | birth, sensorimotor, preoperational, concrete operational, and formal operational |
| | B) | trust versus mistrust, industry versus inferiority, identity versus role confusion, and intimacy versus isolation |
| | C) | pre-encounter, encounter, immersion-emersion, immersion, and internalization |
| | D) | ethnic psychological captivity, ethnic encapsulation, ethnic identity clarification, multiethnicity |
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| 4 | |
Which of the following Banks categories of ethnic and racial development are similar to the Cross-Spring category of pre-encounter? |
| | A) | ethnic identity clarification |
| | B) | ethnic psychological captivity and encapsulation |
| | C) | ethnic pluralism |
| | D) | ethnic acculturation |
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| 5 | |
In Banks's model of ethnic development, when individuals are in the globalism stage: |
| | A) | they are able to clarify their own cultural identity |
| | B) | they reflect positive ethnic, national, and global identities |
| | C) | they are engaged in global economic activities |
| | D) | they are less than happy about the new global economy |
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| 6 | |
Schools are good places to begin progress toward the goal of developing global competencies because: |
| | A) | students of many different backgrounds are likely to be found there |
| | B) | teachers want to be members of a global community |
| | C) | school boards believe such competencies will help them pass levies |
| | D) | principals and parents are enthusiastic about such goals |
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| 7 | |
Which of the following is not a skill associated with intercultural competence? |
| | A) | the ability to respond to others in a nonjudgmental way |
| | B) | the ability to propose more than one interpretation of behavior |
| | C) | the ability to learn a second language |
| | D) | the ability to promote effective intercultural interaction |
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| 8 | |
Which of the following characteristics reflects the DMIS stage of defense? |
| | A) | inability to see cultural differences |
| | B) | ability to recognize cultural differences but denigration of most |
| | C) | acceptance of superficial cultural differences |
| | D) | ability to recognize and accept cultural differences on their own terms |
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| 9 | |
The following statements describe acceptance, the first of the ethnorelative stages of the DMIS, except: |
| | A) | acceptance represents an individual's ability to interpret phenomena within a cultural context |
| | B) | acceptance represents an individual's ability to analyze interactions in culture-contrast terms |
| | C) | acceptance represents an individual's ability to seek out cultural difference |
| | D) | acceptance represents an individual's ability to accept, respond, and agree with cultural differences |
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| 10 | |
Which of the following represent necessary skills of the interculturally competent person? |
| | A) | the ability to communicate across cultures |
| | B) | the ability to respond to others in a nonjudgmental manner |
| | C) | the ability to accept and value cultural differences |
| | D) | all of the above |
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