Question 1

Conceptually, student diversity comprises many socially constructed variables such as ethnicity, race, gender, culture, sexuality and sexual orientation, and ability and disability status.

Accepted Answer

Student diversity encompasses a variety of socially constructed factors, including but not limited to ethnicity, race, gender, culture, sexuality and sexual orientation, and ability and disability status.

Question 2

Social construction is a theoretical framework that rejects society's historical context and present-day social dynamics in regards to interpretations about an individual's or a group's reality.

Accepted Answer

Social constructionism recognizes the influence of social and historical context on how individuals and groups perceive and experience reality. It emphasizes that social beliefs and values shape our understanding of the world around us.

Question 3

Race refers to the cultural heritage of a particular group of people.

Accepted Answer

Race refers to a person's physical characteristics, such as skin color, hair texture, and facial features, rather than their cultural heritage. Cultural heritage is better defined by ethnicity or nationality.

Question 4

Today, the U.S. Census Bureau and the Department of Education identify five racial categories: American Indian/Alaska Native, Asian Pacific Islander, Black (not Hispanic), Hispanic (not White), and White (not Hispanic).

Accepted Answer

This is currently accurate as of 2021. However, it's important to note that race and ethnicity categorizations are constantly evolving and may vary depending on the organization or institution.

Question 5

Ethnicity is used to identify and categorize individuals based mostly on visible biological features, and such features as skin color and facial features are always supported by genetic indicators.

Accepted Answer

Ethnicity is primarily associated with cultural factors such as nationality, culture, ancestry, language, and beliefs, rather than visible biological features. While race is more often linked to physical characteristics, ethnicity encompasses a broader range of cultural and social attributes.

Question 6

Traditional gender logic is the belief that girls and women are naturally inferior to boys and men in sport and physical activities requiring physical skills and cognitive strategies.

Accepted Answer

Traditional gender logic reinforces harmful stereotypes about gender roles and capabilities, and has been used to justify discrimination against girls and women in the realm of sports and physical activities. However, research shows that physical ability and potential is not determined by gender, and all individuals should have equal opportunities to participate and excel in athletics regardless of their gender.

Question 7

Culture represents beliefs, behaviors, linguistic semantics, practices, and traditions; it cuts across race and ethnicity and is largely associated with socioeconomic status, social positioning, and family histories.

Accepted Answer

This statement accurately describes the nature of culture, as it encompasses a wide range of factors that shape people's identities and social experiences. Although cultural practices may be influenced by factors such as race and ethnicity, they extend beyond these categories and are influenced by a variety of other social and historical factors.

Question 8

Cultural dissonance represents a bonding between students and their teacher and occurs most often when the teacher and students are from the same cultural, ethnic, linguistic, or socioeconomic backgrounds.

Accepted Answer

Cultural dissonance refers to a disconnect or conflict between the cultural norms and expectations of students and their teacher, which is more likely to occur when they come from different cultural, ethnic, linguistic, or socioeconomic backgrounds. When the teacher and students share similar cultural identities, they are more likely to experience cultural resonance rather than dissonance.

Question 9

Teachers should embrace and openly express phobias or biases they have toward gay, lesbian or bisexual students. This ensures a psychologically safe and equitable learning environment for all students regardless of sexual orientation.

Accepted Answer

Teachers should not openly express phobias or biases they have toward any group of students, including those who identify as gay, lesbian, or bisexual. This can create an unsafe and discriminatory learning environment. Teachers should work to recognize and address their own biases and ensure that all students feel respected and valued in their classroom.

Question 10

Which of the following is likely not to promote gender equity in physical education?
A) Monitoring feedback and attention to be sure it is spread equitably among boys and girls and among high-, medium-, and low-ability groups.
B) Making assumptions about students' abilities or interests based on their gender (e.g., all boys like football and all girls like softball).
C) Avoiding dividing or highlighting groups based on gender (e.g., boys vs. girls; boys on this line, girls on that line).
D) In games that require a high-profile position (e.g., quarterback in football), making sure that all students are given opportunities to learn and play all positions.

Accepted Answer

Making assumptions about students' abilities or interests based on their gender perpetuates gender stereotypes and does not promote gender equity in physical education.

Question 11

What are risk ratios?
A) Risk ratios are mathematical calculations that show that, for every 100 individuals tested, about 68% fall in the middle of the normal curve designated as +1 to û1 standard deviations from 0, the mean (average score) for the group.
B) Risk ratios are used to compare the proportion of a particular racial/ethnic group served under IDEA to the proportion served among the other racial/ethnic groups combined.
C) Risk ratios are values that indicate the percentage of a particular racial/ethnic group's distribution that is equal to or below a particular score.
D) Risk ratios are estimates indicating how a child's scores on a standardized test relate to her or his ethnic/racial group's scores.

Accepted Answer

Risk ratios are used to compare the proportion of a particular racial/ethnic group served under IDEA (Individuals with Disabilities Education Act) to the proportion served among the other racial/ethnic groups combined. This helps to identify potential disparities in access to special education services for certain groups. Option A refers to normal distribution and standard deviation, option C refers to percentile ranks, and option D refers to standardized scores and group comparisons, which are not the same as risk ratios.

Question 12

A teacher should do which of the following in striving to close cultural gaps and reduce cultural dissonance?
A) Make assumptions about students' and their parents' intelligence, values, and other attributes based on their socioeconomic status.
B) Learn about the history and experiences of diverse groups, visit students' families and communities, and learn about successful teachers in diverse settings.
C) Identify and take a stance on political and religious issues that may be controversial.
D) Ignore students who make homophobic remarks, tease their peers, or tell inappropriate jokes.

Accepted Answer

Learning about the history and experiences of diverse groups, visiting students' families and communities, and learning about successful teachers in diverse settings are effective ways for a teacher to close cultural gaps and reduce cultural dissonance. Making assumptions based on socioeconomic status, taking a stance on controversial issues, or ignoring inappropriate behavior are not helpful in creating an inclusive classroom culture.

Question 13

Which statement does not reflect an essential component of social justice teaching?
A) It comprises those curricula, pedagogies, and teachers' expectations and interactional styles that will improve the learning opportunities of each individual student.
B) It includes the transformation of any educational structures or policies that diminish students' learning opportunities.
C) It promotes structural inequities in schools and supports hegemonic policies that adversely affect student learning.
D) It challenges students to envision themselves as active citizens with the power to transform unjust structures.

Accepted Answer

Option C does not reflect an essential component of social justice teaching as it promotes structural inequities and supports policies that adversely affect student learning, which is contrary to the objectives of social justice teaching. Social justice teaching aims to promote equity and equality in education, ensuring that all students have equal learning opportunities, regardless of their socio-economic status or other factors that may affect their learning.

Question 14

Which statement best describes culturally responsive pedagogy?
A) It is an approach to teaching that allows teachers to use each student's prior knowledge and lived experiences to educate and positively affect all students in a holistic manner.
B) It is a curriculum model that lends itself well to teaching students self- and social responsibility through cooperative learning in the context of sport.
C) It is a curriculum model that emphasizes teacher-centered educational experiences.
D) It is a psychodynamic behavior management approach that facilitates conflict resolution.

Accepted Answer

Culturally responsive pedagogy is an approach to teaching that recognizes and values the diversity of each student and their prior knowledge and experiences. It allows the teacher to create a holistic learning environment that positively affects all students.

Question 15

Which statement contradicts socially just teaching?
A) Learn to embrace any ethnocentric views one may have stemming from a dominant social hegemony.
B) Become culturally literate (e.g., learn cultural traditions) and regularly include various cultural practices in relevant activities.
C) Have a no tolerance policy concerning disability-related stereotypical phrases or demeaning remarks such as "you are a retard."
D) Have a no tolerance policy for bullying, negative stereotypes, and racist, homophobic, or sexist comments.

Accepted Answer

Embracing ethnocentric views contradicts socially just teaching, as social justice emphasizes the importance of recognizing and valuing diverse perspectives and cultures.

Question 16

Culturally responsive teaching has which of the following components?
A) It acknowledges the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students' dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum.
B) It builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived socio-cultural realities.
C) It teaches students to know and praise their own and each others' cultural heritages.
D) All of the above are components of culturally responsive teaching.

Accepted Answer

All the options listed are essential components of culturally responsive teaching. Acknowledging the legitimacy of cultural heritages, bridging home and school experiences, and teaching students to know and appreciate various cultures are all integral to being a culturally responsive teacher.

Question 17

Research shows which of the following regarding culturally responsive teachers?
A) They communicate low expectations toward ethnic minority students, particularly those who are at risk of educational failure.
B) They avoid linking classroom content to students' lived experiences.
C) They organize learning as a social event, rather than as a competitive or individual experience.
D) They avoid incorporating aspects of students' home and cultural communication patterns in their teaching.

Accepted Answer

Research shows that culturally responsive teachers organize learning as a social event, rather than as a competitive or individual experience. This approach allows students to collaborate and learn from one another, while also valuing the cultural backgrounds and experiences of all students.

A, B, and D are all incorrect based on research. Culturally responsive teachers communicate high expectations for all students, avoid colorblindness and instead link classroom content to students' lived experiences, and intentionally incorporate aspects of students' home and cultural communication patterns in their teaching.

Question 18

Which statement is false about cultural awareness?
A) Cultural awareness means a teacher is alert to, acknowledges, and shows an appreciation for various cultures.
B) The three progressive stages of cultural awareness move from culturally unaware to a transitional stage and then onto cultural resistance.
C) Teachers who are culturally aware are responsive to the distinctions between the cultural capital of the students and the school.
D) Teachers who are culturally aware are able to integrate students' languages and cultures in the teaching and learning process by using a variety of teaching strategies appropriate for their diverse classes.

Accepted Answer

The statement about three progressive stages of cultural awareness is false. The correct stages are: cultural unawareness, cultural sensitivity, cultural competence, and cultural proficiency.

Question 19

In order to create culturally responsive physical education programs, teachers must do which of the following?
A) Recognize their ethnocentric assumptions and biases and strive to acquire cultural content knowledge in terms of student diversity.
B) Understand the broader social, economic, and political context of schools.
C) Acquire competence and a will to implement culturally appropriate management strategies and commit to building caring and interactive classes.
D) All of the above are components necessary in creating a culturally responsive physical education program.

Accepted Answer

All three options are necessary components in creating a culturally responsive physical education program. Teachers must recognize their own biases and strive to learn about student diversity in order to create a program that is inclusive of all students. They must also understand the broader social and political context of schools to create a program that is informed by the diverse communities they serve. Finally, teachers must implement culturally appropriate management strategies and create a caring classroom environment to facilitate student success.

Quiz 2: Teaching a Diversity of Learners

Conceptually, student diversity comprises many socially constructed variables such as ethnicity, race, gender, culture, sexuality and sexual orientation, and ability and disability status.

Social construction is a theoretical framework that rejects society's historical context and present-day social dynamics in regards to interpretations about an individual's or a group's reality.

Race refers to the cultural heritage of a particular group of people.

Today, the U.S. Census Bureau and the Department of Education identify five racial categories: American Indian/Alaska Native, Asian Pacific Islander, Black (not Hispanic), Hispanic (not White), and White (not Hispanic).

Ethnicity is used to identify and categorize individuals based mostly on visible biological features, and such features as skin color and facial features are always supported by genetic indicators.

Traditional gender logic is the belief that girls and women are naturally inferior to boys and men in sport and physical activities requiring physical skills and cognitive strategies.

Culture represents beliefs, behaviors, linguistic semantics, practices, and traditions; it cuts across race and ethnicity and is largely associated with socioeconomic status, social positioning, and family histories.

Cultural dissonance represents a bonding between students and their teacher and occurs most often when the teacher and students are from the same cultural, ethnic, linguistic, or socioeconomic backgrounds.

Teachers should embrace and openly express phobias or biases they have toward gay, lesbian or bisexual students. This ensures a psychologically safe and equitable learning environment for all students regardless of sexual orientation.

Which of the following is likely not to promote gender equity in physical education?

What are risk ratios?

A teacher should do which of the following in striving to close cultural gaps and reduce cultural dissonance?

Which statement does not reflect an essential component of social justice teaching?

Which statement best describes culturally responsive pedagogy?

Which statement contradicts socially just teaching?

Culturally responsive teaching has which of the following components?

Research shows which of the following regarding culturally responsive teachers?

Which statement is false about cultural awareness?

In order to create culturally responsive physical education programs, teachers must do which of the following?