Using the symbolic-interaction approach, how do we explain how stereotypes can shape classroom outcomes?
a. People create the reality they experience in their day-to-day interaction, and this reality can be shaped by both positive and negative stereotypes.
b. Formal education supports the operation and stability of society through cultural innovation.
c. People who are being discriminated against based on some stereotypes are motivated to try harder.
d. Schooling both causes and perpetuates social inequality.
Answer: a. People create the reality they experience in their day-to-day interaction, and this reality can be shaped by both positive and negative stereotypes.
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The frustration-aggression explanation of prejudice and discrimination was first developed to explain
a. anti-Semitism in Germany. b. slavery in the United States. c. genocide against Native Americans. d. ethnic cleansing of Croatians by the Serbs. e. all of the above
Which of the following statements is true about filial piety?
A. It refers to shared religious beliefs and behaviors. B. It refers to a lack of sibling rivalry. C. It refers to respect and honor for one's elders. D. All of these answers are correct.
Answer the following statement(s) true (T) or false (F)
While there is widespread agreement that certain acts, such as homicide or sexual molestation, are deviant, there is a lack of consensus about many other behaviors, such as visible tattoos and facial piercings.
After calculating the between-group sum of squares and the within-group sum of squares, the next step is to calculate the mean square between and the mean square within. This is achieved by
A. calculating the average group mean. B. multiplying the between-group sum of squares and the within-group sum of squares. C. adding the between-group sum of squares and the within-group sum of squares. D. dividing each sum of squares by its respective degrees of freedom.