Quiz 11: Social Class, Race, and School Achievement
Education
Q 1Q 1
The high-school dropout rates, high-school completion rates, and college enrollment for African American and Latino students have been a cause of alarm for many educators.Discuss these rates, and suggest what schools could do to minimize problems in these areas.
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High-school completion rates for blacks and Latinos are much lower than for whites.Dropout rates for each group may reach 40 to 60 percent in big cities.College enrollment for African Americans and Latinos is still relatively low.More details appear in the chapter.There may be many suggestions for how to deal with these problems.They may include hiring more minority teachers, modifying the curriculum and instructional techniques, expanding Title I programs, developing special academic assistance programs in high school, and sponsoring recruitment and assistance programs for college.
Q 2Q 2
Describe five of the twelve classroom obstacles that working-class students face as discussed in Chapter 11.
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(1) Inappropriate curriculum and instruction; (2) Lack of previous success in school; (3) Ineffective fixation on low-level learning; (4) Difficulty of teaching conditions in working-class schools; (5) teacher perceptions of student inadequacy; (6) Ineffective homogeneous grouping; (7) service delivery problems.(8) Overly large classes; (9) Teacher preparation experience; (10) Negative peer pressure; (11) Differences in teacher and student backgrounds; and (12) Incompatibility between classroom expectations and students' behavioral patterns.
Q 3Q 3
Socioeconomic status is used primarily to classify people by their
A) education.
C) occupation.
B) housing value.
D) social class.
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D
Q 4Q 4
Technical workers, technicians, and sales personnel would probably be in the
A) upper class.
C) under-class.
B) middle class.
D) lower working class.
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Q 5Q 5
Concentrated poverty schools are located in
A) big cities.
C) medium-size cities.
B) suburban areas.
D) rural areas.
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Q 6Q 6
Research indicates that the achievement of rural students is hampered by
A) a lack of community support.
C) poverty and inequality.
B) isolation and poor instructional materials.
D) the need for quality teachers.
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Q 7Q 7
The students most likely to attend college are those with
A) moderate achievement from middle-income families.
B) moderate achievement from upper-income families.
C) high achievement from middle-income families.
D) high achievement from upper-income families.
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Q 8Q 8
Horace Mann's work established that __________________.
A) there should be equal opportunity education for everyone
B) the educational system was designed to better the wealthy
C) closing the economic gap was impossible
D) social class was fixed for a lifetime
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Q 9Q 9
Generally speaking, the effect of class on student achievement tends to
A) decrease as the student moves on to higher grades.
B) remain a barrier to academic achievement among the lower socioeconomic classes, even through college and university education.
C) disappear as students go to colleges and universities.
D) remain difficult to determine, even when based on the achievement levels of college and university students.
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Q 10Q 10
People who have common ancestry and generally are similar in language, religion, and other cultural patterns belong to the same
A) ethnic group.
C) race.
B) lineage.
D) socioeconomic group.
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Q 11Q 11
People who have common ancestry and physical characteristics are members of the same
A) ethnic group.
C) race.
B) ethnicity.
D) socioeconomic group.
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Q 12Q 12
After examining academic achievement by ethnic groups, which of the following conclusions can one draw?
A) the higher the socioeconomic status (SES), the lower the academic scores
B) the higher the SES, the higher the academic scores
C) the lower the SES, the higher the academic scores
D) none of these; no conclusions cannot be drawn
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Q 13Q 13
Latino and African American students
A) have registered gains in reading, math, and other subjects according to the NAEP.
B) have narrowed the achievement gap that exists between them and white students.
C) are attending college at a slightly higher rate than during the 1960s.
D) all of the above
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Q 14Q 14
In terms of school achievement, working-class students as a group tend to ___________middle-class students.
A) underperform
B) outperform
C) equal
D) none of the above; this value is not measurable
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Q 15Q 15
Which statement accurately describes trends in the African American community?
A) Overall status and income have increased, yet many are sinking deeper into poverty.
B) The rate of enrollment in colleges remains low.
C) Both A and B
D) Neither A nor B
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Q 16Q 16
In terms of the socioeconomic levels children will achieve as adults, children raised in poverty tend to ______________________.
A) fall below the levels of their parents
C) freeze in the same levels as their parents
B) rise above the levels of their parents
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Q 17Q 17
Increasing polarization of the African American population is especially evident in
A) ability scores.
C) dropout rates.
B) college attendance.
D) socioeconomic status.
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Q 18Q 18
___________ helps explain why some students with low socioeconomic status refuse to conform to school expectations or to comply with their teacher's demands.
A) Resistance theory
C) Developmental theory
B) Critical theory
D) Social class
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Q 19Q 19
The variables used to identify social class include
A) education, housing price, occupation and income.
B) housing value and occupation.
C) occupation.
D) income.
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Q 20Q 20
What of the following statements is most likely to be true of Bobby, a kindergarten student, whose father has been gone since he was a baby and whose mother is poor and undereducated?
A) He did not begin school at a disadvantage, but discrimination may cause him to decline in performance over the years relative to his wealthier classmates.
B) He began school with less ability than his more advantaged peers, but the differences between his school performance and theirs will decrease each year that he is in school.
C) He began school at a disadvantage, and without intervention his performance will probably always lag behind that of his more advantaged peers.
D) At this time, there are no known interventions that can compensate for his disadvantaged background and help him perform academically as well as his more advantaged peers.
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Q 21Q 21
According to proponents of the environmental disadvantage theory,
A) the most rapid development of cognitive skills occurs during the preschool years.
B) the quality of a child's home life is more important in later years of schooling.
C) remediation of learning deficits associated with a disadvantaged home environment is impossible.
D) good prenatal care does nothing to enhance the intellectual development of a child born into a disadvantaged environment.
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Q 22Q 22
Elaborate language typically includes
A) complex grammar.
C) gestures.
B) explanations to clarify meaning.
D) all of the above.
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Q 23Q 23
To understand the causes of low school achievement, it is important to consider the home environment of children from lower- or working-class families, because
A) their parents often mimic many of the behaviors teachers use, thus reinforcing messages at home that children receive at school.
B) although it may be difficult to remedy learning deficits, schools must strive to develop programs that can counter the effects of environmental disadvantages.
C) children from the middle and upper classes spend much more time away from home than do children from working-class homes.
D) parents from working-class families too often feed children misinformation and inaccurate knowledge when trying to help their children with schoolwork.
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Q 24Q 24
Educators who adopt the environmentalist position concerning the development of intelligence would probably support
A) compensatory education.
C) physical punishment.
B) segregated schools.
D) use of IQ tests in program placements.
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Q 25Q 25
The new working class is best identified as _________________.
A) middle class
C) upper class
B) lower class
D) wealthy
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Q 26Q 26
Environmentalists maintain that differences in IQ test scores by African Americans and Euro-Americans are due to
A) genetic differences.
C) systematic discrimination.
B) inadequate test questions.
D) biological factors.
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Q 27Q 27
Research that supports environment more strongly than heredity as a factor in student achievement most consistently emphasizes that
A) conclusions supporting heredity are based more in the bias of the researcher than in the evidence of the research.
B) heredity has never been accepted as the most influential factor in determining human intelligence.
C) in situations where the environment for achievement was positively altered, achievement for groups in such situations improved over time.
D) we have no knowledge about intelligence as a genetically determined trait.
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Q 28Q 28
The _______________________ are often the third or fourth generation to live in poverty and depend on public assistance.
A) underclass
C) middle class
B) upper class
D) lower class
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Q 29Q 29
Efforts to improve the academic performance of working-class students in the primary grades should focus on
A) homogeneous grouping.
C) large-class instruction.
B) individualized instruction.
D) remediating basic skills.
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Multiple Choice
Q 30Q 30
Middle-class teachers may have difficulty understanding and motivating low-income minority students because of
A) a lack of parental support.
C) the curriculum.
B) language and cultural differences.
D) the students' high absenteeism rate.
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Multiple Choice
Q 31Q 31
Homogeneous grouping of low achievers has some drawbacks because teachers often
A) are too permissive in controlling student behavior.
B) maintain low expectations for student achievement.
C) provide excessive support materials, which lead to student confusion.
D) spend a disproportionate amount of time with the students.
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Multiple Choice
Q 32Q 32
By the time working-class students with low achievement reach high school,
A) there are not enough supplies at hand to provide the extra help that is necessary.
B) student absentee rates are low.
C) teachers have formed low expectations of them.
D) class sizes are too small.
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Multiple Choice
Q 33Q 33
Studies show that when working-class students accept academically oriented school norms, they
A) are sometimes ridiculed by peers.
C) experience problems with self-esteem.
B) continue to misbehave in class.
D) participate in extracurricular activities.
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Q 34Q 34
Problems with the way classrooms operate-inappropriate curriculum and instruction, difficulty in teaching conditions, teacher perceptions of student inadequacy, large classes and negative teacher and peer expectations-and the social context thus created suggest that
A) not all problems that contribute to low performance among lower- or working-class children come from outside the schools.
B) conditions for teaching and learning might be altered so that lower- or working-class children are more likely to experience academic success.
C) schools not only re-create many of the conditions that lead to social failure for some groups, but also perpetuate conditions that lead to the success of certain groups.
D) all of the above.
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Q 35Q 35
James Coleman's study of U.S.public schools reported that the most important variable affecting student achievement was
A) expenditure per student.
B) class size.
C) the socioeconomic background of the child's family.
D) the teacher's level of graduate study.
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Q 36Q 36
According to Coleman, the most logical way to improve the education of disadvantaged students is to
A) increase school funding.
B) integrate schools and classrooms on a social-class basis.
C) reduce class size.
D) train teachers to deal with the multicultural differences among students.
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Q 37Q 37
Studies by Christopher Jencks revealed that there is little evidence that school reform efforts
A) have improved the quality of instruction.
B) have significantly altered the curriculum.
C) have substantially reduced the achievement gap between students of different socioeconomic status.
D) have been widely accepted in communities.
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Q 38Q 38
In terms of educational achievement, students in the low income minority groups rank _______ students in the high income social class.
A) slightly lower than
C) higher than
B) lower than
D) far above
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Q 39Q 39
Your mother argues that schools are the best route to success.She says, "If you want to get ahead in life, then get as much education as you can." Your mother's views are most similar to those of
A) traditionalists.
C) Social Darwinists.
B) hereditarians.
D) revisionists.
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Q 40Q 40
Your friend Joel argues that schools, as traditionally organized, are set up not to help people get ahead in life but to keep them "in their place." What label best fits Joel's beliefs?
A) traditionalist
C) Social Darwinist
B) hereditarian
D) revisionist
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Q 41Q 41
Advocates of resistance theory maintain that working-class students show resistance in schools partly because school norms and expectations
A) allow permissive behavior.
B) promote the irrelevant middle-class values of teachers.
C) promote a college preparatory program.
D) all of the above
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Multiple Choice
Q 42Q 42
Which is the fastest growing minority population in the United States?
A) African American
C) Mexican Americans
B) Puerto Ricans
D) Hispanic/Latino
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Q 43Q 43
How might the low rate of college attendance by low-income students affect their social class?
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Q 45Q 45
What difficulties do African American males from the inner city experience, and how do those difficulties affect the socioeconomic status of African Americans?
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Q 46Q 46
How does the use of language by parents at home affect the academic performance of their children at school?
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Q 47Q 47
What data does the National Assessment of Educational Progress (NAEP) collect, and how does it relate to culture?
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Q 48Q 48
Why are the prenatal stage and the early home environment (before kindergarten) so important to student achievement?
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Q 49Q 49
What arguments support the environmentalist view concerning the development of intelligence?
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Q 51Q 51
Why might the difference between teacher and student backgrounds create a problem in classrooms with working-class students?
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