Becoming a Multicultural Educator MCQs
Becoming a Multicultural Educator MCQs
Our team has conducted extensive research to compile a set of Becoming a Multicultural Educator MCQs. We encourage you to test your Becoming a Multicultural Educator knowledge by answering these 20+ multiple-choice questions provided below.
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1: One who focuses on changing behavior by manipulating stimulus and response is known as:
A. Ethnic
B. Behaviorist
C. Both
D. None of these
2: These are expectations of what students should know and be able to do.
A. __________ are expectations of what students should know and be able to do.
B. Curriculum standards
C. Ethnic
D. Social equity
E. Immigrants
3: What is a condition in which students have comparable environments, opportunities, and achievement levels?
A. Social equity
B. Social justice
C. Educational equity
D. Equality of educational opportunity
E. Socioeconomic equity
4: What are the common characteristics of a group of people based on a common language, racial, or national origin?
A. Ethnic
B. Social equity
C. Immigrants
D. None of these
5: What are the common characteristics of a group of people based on a common language, racial, or national origin?
A. Ethnic
B. Social equity
C. Immigrants
D. None of these
6: Viewing and understanding events from the point of view of people who are culturally different is known as ______.
A. Affirmative action
B. Multiple perspectives
C. Affirmative action
D. None of these
7: Proponents of Common Core standards believe the standards were designed to promote ______.
A. Equity by ensuring all students are supported in achieving success
B. Continued gaps in education for students around the United States
C. A lack of clarity of expectations for what students should know and be able to do
D. Inequities for students
8: Being a multicultural educator means that one has a solid knowledge of the content area in which one is teaching, and that knowledge is grounded in ______.
A. Multiple perspectives
B. A Eurocentric perspective
C. The teacher’s perspective
D. The principal’s perspective
9: Howe & Lisi’s four stages of becoming a multicultural educator include ______.
A. Awareness, Kinesiology, Content, and Action
B. Awareness, Knowledge, Content, and Action
C. Acknowledgement, Knowledge, Concepts, and Accounts
D. Acknowledgement, Knowledge, Concerns, and Accounts
10: Effective teachers make a commitment to learning about ______.
A. Students’ grades
B. Students’ standardized assessment scores
C. Students’ cultures
D. Students’ favorite food
11: Educational equity means that every student ______.
A. Receives the same grades
B. Receives the same food at lunch
C. Receives the same type of instruction as all other students
D. Receives unique and appropriate teaching matched to their learning style and cultural background
12: If someone is effective at teaching all students in a variety of settings, that person is probably a
A. Special educator
B. General educator
C. Multicultural educator
D. Teacher educator
13: Historically, classrooms in the United States were designed so that students listened passively and were assessed about the extent of their learning through ______.
A. Their capacity for memorization
B. Their capacity for application
C. Authentic assessment
D. Group projects
14: Effective teachers develop a knowledge base in three primary areas, which are ______.
A. Subject matter, dispositions, and culture
B. Human development, culture, and literature
C. Subject matter, human development, and pedagogy
D. Culture, literature, and religion
15: Multicultural educators believe that families and communities ______.
A. Should rely more on the professional expertise of teachers
B. Should focus on goals in the home only
C. Offer little to the educational system
D. Are an important contributor to the success of every student
16: Transformative pedagogy is ______.
A. The third level of James Bank’s approaches to multicultural education
B. An instructional approach in which effective teachers of diverse students design learning experiences such that students can relate the curriculum to their own lives
C. An instructional approach in which teachers design learning experiences around their personal background, thus teaching students about the teacher
D. An instructional approach that teaches students to transform themselves into who they want to be
17: Multicultural educators have solid knowledge of the content area in which they teach and that knowledge is grounded in ______.
A. Personal experiences
B. Eurocentric perspectives
C. Historical references
D. Multiple perspectives
18: How many knowledge bases for diversity have been identified by G. Pritchy Smith?
A. 10
B. 12
C. 15
D. 18
19: Schools at the ______ focus minimally on token representations of culture in the curriculum, not connected to the curriculum.
A. Transformation level
B. Contributions level
C. Additive level
D. Social action
20: Why should teachers be aware of their own cultural identities?
A. It can encourage students to be knowledgeable and proud of their culture.
B. It can encourage students to conform to the demands of the teacher.
C. It will eliminate stereotypes and biases in the classroom.
D. It will demonstrate the teacher’s superiority to the students.
21: Why should teachers be aware of their own cultural identities?
A. It can encourage students to be knowledgeable and proud of their culture.
B. It can encourage students to conform to the demands of the teacher.
C. It will eliminate stereotypes and biases in the classroom.
D. It will demonstrate the teacher’s superiority to the students.
22: When teachers have equal expectations for all students, ______.
A. There are fewer interracial friendships and interaction among students
B. Diverse students consistently fall behind their White counterparts
C. There is more interracial friendship and interaction among students
D. Diverse students excel beyond their White counterparts
23: When teachers have equal expectations for all students, ______.
A. There are fewer interracial friendships and interaction among students
B. Diverse students consistently fall behind their White counterparts
C. There is more interracial friendship and interaction among students
D. Diverse students excel beyond their White counterparts
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Becoming a Multicultural Educator MCQs
