Explain the factors beyond low income level that are associated with ethnic/racial differences in school achievement.
What will be an ideal response?
The ideal answer should include:
1. Factors beyond low income level that are associated with ethnic/racial differences in school achievement include stereotype threat, which can lower scores on standardized tests because the student becomes anxious and devotes excess working memory capacity to worrying about the test outcome; the sense of familismo; having an obligation to one's family that may derail plans to finish school; and having recent immigrants' values of working hard to do well in a new country that lead to higher school achievement than second- or third-generation members of the same ethnic group.
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Which of the following is an example of the sentence verification technique?
a. Indicate whether the following statement was previously presented:An apple is a fruit. YES NO b. Indicate whether the following statement is true:An apple is a fruit. YES NO c. Fill in the blank in the following sentence: An apple is a(n) . d. Fill in the blank in the following sentence: A(n) is a fruit.
Katya looks straight ahead. Everything in the left side of her visual field goes to the ________ of her brain
a. right half b. left half c. front half d. top half
Sometimes Helena wakes up in the middle of the night screaming and trembling with fear. Her wife always manages to calm her down and help her get back to sleep, and Helena never remembers the episode. Which of the following is Helena LEAST likely to be experiencing during these episodes?
A. REM sleep B. Stage II sleep C. Stage III sleep D. Stage IV sleep
Sheila, age 14, tells you that she has almost 200 friends in her online network. She is most likely a member of
A. Instagram. B. Facebook. C. Twitter. D. eHarmony.