Study Guide--Chapter 4--Slavin (1997).  				Page 1

** Questions marked with asterisks are not necessarily answered directly in the text; you may need to expand on the information provided in the book.

1.  Why is Marva concerned about the Thanksgiving pageant as described in the introduction?  ** What would you do about this?

2.  How can one's culture interact with one's formal education?

3.  How is socioeconomic status associated with one's education?   How is it associated with one's race or ethnicity?

4.  How is one's socioeconomic status related to child-rearing practices?  How do these practices interact with education?  With school achievement?

5.  Why are schools considered middle-class institutions?  

6.  Why are schools considered to work against some lower-class and minority children?  What are the implications of this finding for teachers?

7.  Who are considered minority groups in the U.S. today?  How do some of these minority groups perform on standardized tests?

8.  What are reasons for differences between minority and majority group achievement?

9.  Has school desegregation been successful in the U.S.?  Explain your answer.

10.  What are ways teachers can teach in a culturally diverse school?  (See "Theory into Practice", pp. 122-123).

11.  What does it mean to be a language minority or limited English proficient (LEP)?  What are different views on how to deal with students who are of a language minority or LEP?

12.  What is the purpose of bilingual education programs?   

13.  Have bilingual programs been successful in the U.S.? Support your answer.

14.  Why is gender included in a chapter on student diversity?  ** Should it be?  Why or why not?

15.  Do males and females learn differently?  Support your answer.

16.  How have males and females been socialized differently?  How has gender bias been apparent in curriculum materials and teacher behavior?

17.  How can teachers avoid gender bias in teaching?  (See "Theory into Practice", pp. 130-131).

18.  What is intelligence?  ** How many types of intelligence are there?

19.  Why has there been a debate over the question of the origin of intelligence?  Which side to this question has been supported by research?

20.  How do field dependent and field independent individuals differ in their learning styles?

21.  How do impulsive and reflective individuals differ in their learning style?

22.  Why are psychologists searching for aptitude-treatment interactions?

23.  What types of culture-based classroom behaviors might teachers experience?

24.  What is multicultural education?    

25.  What are the five dimensions of multicultural education identified by Banks (1995)?

26.  How can multicultural classroom activities be integrated into education?  (See "Theory into Practice", p. 142-143).

27.  How can multicultural activities/goals be assessed?