Question 1

Integration is the final stage of the developmental model of intercultural sensitivity.

Accepted Answer

A) True 
 B)False

Question 2

Cultural adaptation refers to the internalization of more than one complete worldview, enabling people to shift into different frames without much conscious effort and then act in culturally appropriate ways.

Accepted Answer

A) True 
 B)False

Question 3

Briefly discuss at least three characteristics of an interculturally competent person.

Accepted Answer

An interculturally competent person poss

Question 4

Models of intercultural competence:

Accepted Answer

A)  promote the acceptance of one's own group. 
B)  focus on managing effectively across cultures. 
C)  focus on one's own understanding of cultural identity. 
D)  insist that members of minority groups ignore the dominant society. 
A)  promote the acceptance of one's own group. 
B)  focus on managing effectively across cultures. 
C)  focus on one's own understanding of cultural identity. 
D)  insist that members of minority groups ignore the dominant society.

Question 5

The ability to adapt to and value cultural differences is a characteristic of a:

Accepted Answer

A)  member of a pluralistic society. 
B)  person who has grown up in a monocultural environment. 
C)  person who dislikes people who are different. 
D)  person who is interculturally competent. 
A)  member of a pluralistic society. 
B)  person who has grown up in a monocultural environment. 
C)  person who dislikes people who are different. 
D)  person who is interculturally competent.

Question 6

Cultural adaptation refers to the ability to accept another's culture as superior to one's own.

Accepted Answer

A) True 
 B)False

Question 7

Which of the following stages of the developmental model of intercultural sensitivity (DMIS) represents an individual's ability to recognize and appreciate cultural difference in terms of both people's values and their behavior?

Accepted Answer

A)  the integration stage 
B)  the minimization stage 
C)  the acceptance stage 
D)  the adaptation stage 
A)  the integration stage 
B)  the minimization stage 
C)  the acceptance stage 
D)  the adaptation stage

Question 8

According to Bennett, intercultural sensitivity is a natural human phenomenon.

Accepted Answer

A) True 
 B)False

Question 9

Acceptance of another's difference does not necessarily mean agreement.

Accepted Answer

A) True 
 B)False

Question 10

Which of the following would NOT be considered an ethnorelative stage based on Bennett's developmental model of intercultural sensitivity (DMIS)?

Accepted Answer

A)  the denial stage 
B)  the acceptance stage 
C)  the adaptation stage 
D)  the integration stage 
A)  the denial stage 
B)  the acceptance stage 
C)  the adaptation stage 
D)  the integration stage

Integration is the final stage of the developmental model of intercultural sensitivity.

Cultural adaptation refers to the internalization of more than one complete worldview, enabling people to shift into different frames without much conscious effort and then act in culturally appropriate ways.

Briefly discuss at least three characteristics of an interculturally competent person.

Models of intercultural competence:

The ability to adapt to and value cultural differences is a characteristic of a:

Cultural adaptation refers to the ability to accept another's culture as superior to one's own.

Which of the following stages of the developmental model of intercultural sensitivity (DMIS) represents an individual's ability to recognize and appreciate cultural difference in terms of both people's values and their behavior?

According to Bennett, intercultural sensitivity is a natural human phenomenon.

Acceptance of another's difference does not necessarily mean agreement.

Which of the following would NOT be considered an ethnorelative stage based on Bennett's developmental model of intercultural sensitivity (DMIS)?

Education in a Changing Society

Multicultural and Global Education: Historical and Curricular Perspectives

Culture and the Culture-Learning Process

Classrooms and Schools As Cultural Crossroads

Creating Classrooms That Address Race and Ethnicity

The Classroom As a Global Community: Nationality and Region

Teaching in a Linguistically Diverse Classroom: Understanding the Power of Language

Religious Pluralism in Secular Classrooms

Developing Gender Inclusive Schools and Classrooms: The Emergence of Gender and Sexual Diversity

Creating Developmentally Appropriate Classrooms: The Importance of Age and Developmental Status

Creating Inclusive Classrooms: The Abilitydisability Continuum and the Health Dimension

Improving Schools for All Children: The Role of Social Stratification in Teaching and Learning

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Exam 5: Intercultural Development: Considering the Growth of Self and Others

Integration is the final stage of the developmental model of intercultural sensitivity.

Cultural adaptation refers to the internalization of more than one complete worldview, enabling people to shift into different frames without much conscious effort and then act in culturally appropriate ways.

Briefly discuss at least three characteristics of an interculturally competent person.

Models of intercultural competence:

The ability to adapt to and value cultural differences is a characteristic of a:

Cultural adaptation refers to the ability to accept another's culture as superior to one's own.

Which of the following stages of the developmental model of intercultural sensitivity (DMIS) represents an individual's ability to recognize and appreciate cultural difference in terms of both people's values and their behavior?

According to Bennett, intercultural sensitivity is a natural human phenomenon.

Acceptance of another's difference does not necessarily mean agreement.

Which of the following would NOT be considered an ethnorelative stage based on Bennett's developmental model of intercultural sensitivity (DMIS)?

Education in a Changing Society

Multicultural and Global Education: Historical and Curricular Perspectives

Culture and the Culture-Learning Process

Classrooms and Schools As Cultural Crossroads

Creating Classrooms That Address Race and Ethnicity

The Classroom As a Global Community: Nationality and Region

Teaching in a Linguistically Diverse Classroom: Understanding the Power of Language

Religious Pluralism in Secular Classrooms

Developing Gender Inclusive Schools and Classrooms: The Emergence of Gender and Sexual Diversity

Creating Developmentally Appropriate Classrooms: The Importance of Age and Developmental Status

Creating Inclusive Classrooms: The Abilitydisability Continuum and the Health Dimension

Improving Schools for All Children: The Role of Social Stratification in Teaching and Learning

Filters