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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A. Ethnic
B. Behaviorist
C. Both
D. None of these
A. __________ are expectations of what students should know and be able to do.
B. Curriculum standards
C. Ethnic
D. Social equity
E. Immigrants
A. Social equity
B. Social justice
C. Educational equity
D. Equality of educational opportunity
E. Socioeconomic equity
A. Ethnic
B. Social equity
C. Immigrants
D. None of these
A. Ethnic
B. Social equity
C. Immigrants
D. None of these
A. Affirmative action
B. Multiple perspectives
C. Affirmative action
D. None of these
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
A. Multiple perspectives
B. A Eurocentric perspective
C. The teacher’s perspective
D. The principal’s perspective
A. Awareness, Kinesiology, Content, and Action
B. Awareness, Knowledge, Content, and Action
C. Acknowledgement, Knowledge, Concepts, and Accounts
D. Acknowledgement, Knowledge, Concerns, and Accounts
A. Students’ grades
B. Students’ standardized assessment scores
C. Students’ cultures
D. Students’ favorite food
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
A. Special educator
B. General educator
C. Multicultural educator
D. Teacher educator
A. Their capacity for memorization
B. Their capacity for application
C. Authentic assessment
D. Group projects
A. Subject matter, dispositions, and culture
B. Human development, culture, and literature
C. Subject matter, human development, and pedagogy
D. Culture, literature, and religion
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
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
A. Personal experiences
B. Eurocentric perspectives
C. Historical references
D. Multiple perspectives
A. 10
B. 12
C. 15
D. 18
A. Transformation level
B. Contributions level
C. Additive level
D. Social action
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.
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.
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
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