Which of the following statements best describes the lower socioeconomic class in the United States

1. Marva Vance and John Rossi discuss their students' diverse norms, traditions, behaviors, languages, and perceptions. Which of the following terms best describes the essence of their conversation? ANSWER: d) culture: Multiculturalism encompasses a variety of factors, including race, socioeconomic status, and intelligence.
2. In regard to the students of Marva Vance and John Rossi, which of the following statements on socioeconomic status is most likely true? ANSWER: b) Students from disadvantaged homes are more likely to have inadequate access to health care, due to the generally lower levels of parental education and less health insurance coverage.
3. Marva Vance and John Rossi discuss their students' tendencies to accept the stereotypical roles assigned to them by society. According to research, what should the teachers do about stereotyping? ANSWER: d) Write a Thanksgiving play that includes the contributions of all under-represented groups, so that all children can feel like they are valued members of American culture.
4. José, a student in Marva Vance's class, wants to be the narrator of the Thanksgiving pageant, even though he is not proficient in English. According to the research on the effectiveness of bilingual programs, which strategy might Ms. Vance use to improve all her students' English speaking and writing skills? ANSWER: c) Ms. Vance should support bilingual education since researchers have found that students in bilingual programs ultimately achieve in English as well as or better than students taught only in English. Therefore, allowing José the opportunity to participate in this pageant as a narrator will likely continue his progress in language competence, consistent with the findings of researchers in bilingual education.
5. Marva Vance and John Rossi discuss stereotypical gender roles in the Thanksgiving pageant. From the research reported in this section, how should the teachers assign male and female students to the roles of the pageant? ANSWER: a) Teachers should encourage students to select roles for which the students have interest, not roles that society expects them to play. Teachers can assign atypical roles. However, that may be offensive to some students. It is better to teach children freedom of choice, instead of imposing values upon them.
6. What is multicultural education? What steps can teachers, administrators, and other school personnel take to reach their students from underrepresented groups? POSSIBLE ANSWER: Multicultural education is teaching children to understand and respect diversity. To reach students from underrepresented groups, instructors and administrators should seek to diversify their staff first. They should provide parental education programs and parental counseling to help parents find needed services. Administrators should train instructors in multicultural awareness and promote cooperative learning while de-emphasizing unnecessary competition.
7. Students differ in their prior learning and their cognitive learning styles. What strategies can teachers use to reach all of their students? POSSIBLE ANSWER: It is very difficult to teach to the level of every student, as students come to school with vast differences in experience as well as learning styles. To enhance each student's learning experience, teachers should urge cooperative learning, which enhances scaffolding, pushing group members to their zones of proximal development in a variety of dimensions of learning. Multifaceted lessons that tap visual as well as auditory learning styles and field independence and dependence strengthens weaknesses while taking advantage of strengths. The goal should be that no student suffers low self-esteem from negative education experience; instead, students strengthen their feelings of self-worth through education.
8. List six strategies that a teacher could implement to involve parents or caregivers to help students meet their potential. POSSIBLE ANSWERS:
   • Positive phone calls home
   • Voicemail announcements
   • Homework notebooks
   • Home visits
   • Newsletters
   • Frequent parent conferences
   • Invite parents to volunteer
   • Plan activities that welcome parents

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