Instructor’s Manual and Test Bank For Understanding Human Differences Multicultural Education for a by digitaldownload87

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Preface…………………………………………………………………………………………x Introduction for the Instructor Objective, Purpose, Outcome ....................................................................................... xi

Instructor Guide to the Text .............................................................................................................. xi Structure of Text ........................................................................................................................ xi-xii Structure of Chapters ...................................................................................................................... xii Format of Activities ........................................................................................................................ xii Taxonomy for Student Learning Activities .............................................................................. xii-xiii Summary Exercises ........................................................................................................................xiii Community Involvement Exercises ...............................................................................................xiii References ...................................................................................................................................... xiv Glossary ......................................................................................................................................... xiv Supplementary Materials ............................................................................................................... xiv Structure of the Instructor Manual ........................................................................................... xiv-xv Uses for this Text

Overview ......................................................................................................................................... xv General Education ........................................................................................................................... xv Multicultural Education ........................................................................................................... xv-xvi Graduate Programs ........................................................................................................................ xvi Corporate & Public Sector Training .............................................................................................. xvi iii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

A Note to International Readers .................................................................................................... xvi A Note to American Minority Readers .......................................................................................... xvi

Beginning the Course First Class Meeting ........................................................................................................................ xvii Reviewing the Preface ........................................................................................ xvii-xviii

Recognizing the Inquiry-Based Organization of this Text ............................................................ xix Using the Glossary of Terms and Definitions ................................................................................ xix Assessing Process & Product: Test Item Bank .............................................................................. xix Assessing Outcomes: Human Relations Attitude Inventory .......................................................... xix Assessing Quality: Course Evaluation Instrument ......................................................................... xx Classroom Management and Instructional Policy .......................................................................... xx Concluding the Course Plan the Final Course Meeting ................................................................................... xxi Summarize Content of Text Sections ....................................................................xxi-xxii Review Glossary Terms and Definitions .................................................................... xxii Administer Appraisal Instruments ............................................................................ xxii Instructional Perspectives and Resources

Instructor Preparation .................................................................................................................... xxii Summary Activities ............................................................................................................. xxii-xxiii The Student-Focused Classroom ................................................................................................. xxiv

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Section 1: Individual Attitudes and Interpersonal Relations Chapter 1: Understanding Ourselves and Others Overview of Concepts ................................................................................................. 1 Personal Clarification Exercises: Explanation ............................................................. 1 Intergroup Exercise: Explanation ................................................................................ 2 Supplemental Student Activities ................................................................................ 2

Enrichment Activities ..................................................................................................................... 4 Chapter 2: Understanding Prejudice and Its Causes Overview of Concepts ................................................................................................... 8 Personal Clarification Exercises: Explanation .............................................................. 8 Intergroup Exercise: Explanation ................................................................................ 9

Supplemental Student Activities .................................................................................................. 11 Enrichment Activities ................................................................................................................... 13 Chapter 3: Communication, Conflict, and Conflict Resolution Overview of Concepts .................................................................................................................. 16 Personal Clarification Exercises: Explanation ............................................................................. 16 Intergroup Exercise: Explanation .............................................................................. 17

Supplemental Student Activities ................................................................................................. 19 Enrichment Activities ................................................................................................................... 21 Section 2: Cultural Foundations of Oppression in the United States Chapter 4: Immigration and Oppression: The Assault on Cultural and Language Diversity

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Overview of Concepts ................................................................................................. 25

Personal Clarification Exercises: Explanation ............................................................................. 25 Intergroup Exercise: Explanation .............................................................................. 25

Supplemental Student Activities .................................................................................................. 26 Enrichment Activities ................................................................................................................... 27 Chapter 5: Race and Oppression: The Experiences of People of Color in America Overview of Concepts ................................................................................................. 30

Personal Clarification Exercises: Explanation ............................................................................. 30 Intergroup Exercise: Explanation .............................................................................. 30

Supplemental Student Activities .................................................................................................. 30 Enrichment Activities ............................................................................................... 32

Chapter 6: Religion and Oppression: The Struggle for Religious Freedom Overview of Concepts ................................................................................................. 35 Clarification Exercises: Explanation ......................................................................... 35

Supplemental Student Activities .................................................................................................. 38 Enrichment Activities ................................................................................................................... 40 Chapter 7: Rejecting Oppressive Relationships: The Logic of Cultural Pluralism for a Diverse Society Overview of Concepts ................................................................................................. 43

Personal Clarification Exercises: Explanation ............................................................................. 43 Intergroup Exercise: Explanation .............................................................................. 45

Supplemental Student Activities .................................................................................................. 47 vi Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Enrichment Activities ................................................................................................ 48

Section 3: Contemporary Dilemmas for Intergroup Relations

Chapter 8: Racism: Confronting a Legacy of White Domination in America Overview of Concepts ................................................................................................. 50

Personal Clarification Exercises: Explanation ............................................................................. 50 Intergroup Exercise: Explanation .............................................................................. 52

Supplemental Student Activities .................................................................................................. 52 Enrichment Activities ................................................................................................................... 54 Chapter 9: Classism: Myths and Misperceptions About Income, Wealth, and Poverty Overview of Concepts ................................................................................................. 57 Intergroup Exercise: Explanation .............................................................................. 57

Supplemental Student Activities .................................................................................................. 58 Enrichment Activities ................................................................................................................... 62 Chapter 10: Sexism: Where the Personal Becomes Political Overview of Concepts ................................................................................................. 65

Personal Clarification Exercises: Explanation ............................................................................. 65 Intergroup Exercise: Explanation .............................................................................. 66

Supplemental Student Activities .................................................................................................. 68 Enrichment Activities ................................................................................................................... 70 Chapter 11: Heterosexism: Challenging the Heterosexual Assumption Overview of Concepts ................................................................................................. 76

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Personal Clarification Exercises: Explanation ............................................................................. 76 Intergroup Exercise: Explanation .............................................................................. 77

Supplemental Student Activities .................................................................................................. 77 Enrichment Activities ................................................................................................................... 80 Chapter 12: Ableism: Disability Does Not Mean Inability Overview of Concepts ................................................................................................. 82

Personal Clarification Exercises: Explanation ............................................................................. 82 Intergroup Exercise: Explanation .............................................................................. 84

Supplemental Student Activities .................................................................................................. 84 Enrichment Activities ............................................................................................... 86

Section 4: The Challenge of Diversity to American Institutions

Chapter 13: Pluralism in Schools: The Promise of Multicultural Education Overview of Concepts ................................................................................................. 87

Personal Clarification Exercises: Explanation ............................................................................. 87 Intergroup Exercise: Explanation .............................................................................. 89

Supplemental Student Activities .................................................................................................. 89 Enrichment Activities ................................................................................................................... 93 Chapter 14: Pluralism in Society: Creating Unity in a Diverse America Overview of Concepts ................................................................................................. 96

Personal Clarification Exercises: Explanation ............................................................................. 96 Supplemental Student Activities .................................................................................................. 96 viii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

TABLE OF CONTENTS CHAPTER ACTIVITIES and TEACHING GUIDE

Enrichment Activities ................................................................................................................. 100 Suggested Closure Activities ................................................................................... 103

Personal Clarification Exercise ................................................................................................... 100 Intergroup Exercise: Difficult Dialogues ................................................................... 104

Afterword...................................................................................................................................... 110

TABLE OF CONTENTS

TEST BANK Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language ... 110

Chapter 2: Understanding Prejudice and Its Causes ..................................................................... 122 Chapter 3: Communication, Conflict, and Conflict Resolution .................................................... 135 Chapter 4: Immigration and Oppression: The Assault on Cultural and Language ....................... 150 Chapter 5: Race and Oppression: The Experiences of People of Color in America .................... 164 Chapter 6: Religion and Oppression: The Struggle for Religious Freedom ................................. 180 Chapter 7: Rejecting Oppressive Relationships: The Logic of Cultural Pluralism for a Diverse Society ....................................................................................... 195 Chapter 8: Racism: Confronting a Legacy of White Domination in America ............... 209 Chapter 9: Classism: Misperceptions and Myths About Income, Wealth, and Poverty 223 Chapter 10: Sexism: Where the Personal Becomes Political ...................................... 240 Chapter 11: Heterosexism: Challenging the Heterosexual Assumption ..................... 255 Chapter 12: Ableism: Disability Does Not Mean Inability .......................................... 268 Chapter 13: Pluralism in Schools: The Promise of Multicultural Education .............. 283 Chapter 14: Pluralism in Society: Creating Unity in a Diverse America .................... 298

APPENDICES Appendix A: Human Relations Attitude Inventory ..................................................... 309 Appendix B: Course and Instructor Assessment, Feedback, and Evaluation .............. 314 Appendix C: Answers to Fourteen Questions about Diversity in America .................. 315

Appendix D: Original Research Summary: Human Relations Attitude Inventory ....................... 317 Appendix E: Glossary ................................................................................................................... 319 PREFACE x Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Fourteen Questions About Diversity in America The questions below each represent a concept discussed in the corresponding chapter of Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition (2014). Each item represents an important component of the history of majority-minority relations in the United States. As a means of beginning your study of human differences, test yourself. Can you provide appropriate replies?* 1. What is the difference between race and ethnicity? 2. Can discrimination occur if there is no prejudice? 3. How does communication break down? 4. What was required for United States citizenship in 1790? 5. How was the first form of United States government influenced by Native Americans? 6. Where does the word “God” appear in the United States Constitution? 7. What is the difference between diversity and pluralism? 8. Is the United States today more–or less–segregated than it was in 1954? Why? 9. Compared with the wages of men in comparable jobs, what is the estimated financial loss of lifetime wages for women in the United States who have high school or college educations? 10. What has been the result of the “Don’t Ask, Don’t Tell” policy of the United States military? 11. How is middle class defined? 12. When people with mental illness were first institutionalized in Europe, where were they taken? 13. What is the impetus for teachers in America today to be skilled in multicultural education? 14. How is the United States business community today responding to America’s increasing diversity?

*The answers are found in Appendix C of this Instructor’s Resource Manual and Test Bank.

Introduction for the Instructor

Objective, Purpose and Outcome

Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition, provides instruction about the issues regarding how humans are different from one another, including the history, effects upon American culture, and backgrounds of current majority and minority populations in the United States. The text is meant to be a first in-depth study for students at any level – community or technical college, university, or on-the-job training in a business or non-profit agency – and regardless of any plans to further study issues of human difference by race, class, gender, or economic inequity in the United States. Objective: The objective of this Instructor Manual is to enhance instructional effectiveness. Purpose: Three purposes for developing this Instructor Manual are: 1. to provide chapter-by-chapter explanations of text-based review and discussion activities; 2. to include answer keys to activities in the review and discussion sections at the end of each chapter; and 3. to recommend a broad variety of additional learner-centered activities that can be used to enhance depth and breadth of understanding, as time permits. Outcome: The desired result of a study of human differences is that readers will become more circumspect in their comments, increasingly aware of the sentiments of others, wiser in decisionmaking, and more readily able to recognize the needs and circumstances of others. Instructor Guide to the Text

Comments in the following pages will acquaint instructors with the text, its structure, format, and individual sections. Another section will describe formal, informal, and ongoing means for assessing student progress in discovering, enhancing, and verbalizing their personal values related to human differences. This manual is intended to assist instructor preparation for teaching a course about race, class, gender, and other human differences. The concluding comments will explain how this text can be used in community colleges, universities, and in public and private American institutions to build skills necessary for good communication, for effective interpersonal and intergroup relations, and for other contemporary daily purposes. Recommendations that appear represent practical advice for beginning a study of how humans are different. In addition, occasional items will appear in text or in boxes headed with the term “Suggestion” as a means of making strong recommendations for teaching practice. Structure of Text

The Preface to Understanding Human Differences, Fifth Edition, explains the structural framework for the text. The text itself is divided into four sections with accompanying chapters related to each: 1. Individual Attitudes and Interpersonal Relations ....................... Chapters 1–3 2. Cultural Foundations of Oppression in the United States. ......... Chapters 4–7

3. Contemporary Dilemmas for Intergroup Relations ................................. Chapters 8–12 4. The Challenge of Diversity to American Institutions ............................. Chapters 13-14 xii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Each section is introduced with an illustration and explanation representing a component of the conceptual framework (interlocking circles) used to organize the content of the text: Section 1 – Examines intergroup relations from the perspective of the Individual Section 2 – Considers American cultural influences upon individuals and institutions Section 3 – Illustrates the influence of both individuals and culture upon American Institution Section 4 – Describes the present status of diversity within American Institutions such as schools and the military Structure of Chapters

Major headings guide readers through each chapter; subsequent secondary headings appear as questions, presenting an inquiry approach to content; information provided in response to these questions leads to further questions within each chapter. Format of Activities

A hallmark of the Understanding Human Differences text is the provision for extensive participant involvement in exercises that involve group dynamics of questioning, team, triad, and group discussion, interviews, role-plays and situational responses. Provide adequate time in class for students to participate in chapter exercises. Classroom discussion activities are presented at the end of chapters in the text itself. Directions for each activity in the text recommend how students can participate and how each activity might best be conducted. This Instructor Manual provides further personal insight concerning the implementation of these activities, explains their relevance to each chapter, and suggests successful implementation strategies. Instructors will profit from using this manual in their course and lesson planning. Suggestion: Encourage interaction among participants; it is the activities and the time provided for interpersonal discussion that create high degrees of interest and participant motivation in studying the ways in which humans are different. Taxonomy for Student Learning Activities The discussion activities provided at the end of every chapter in this text prompt students to formulate, expand, challenge and/or demonstrate their beliefs, attitudes, and values. Each taxonomic category fulfills a developmental function and relates to specific skill-building tasks as described below: 1. Develop Comprehension and Application Skills: Personal Clarification Exercises are designed for individuals to analyze their own beliefs, attitudes, and opinions.

As in the study of any new body of information, individuals profit from examining implications or cases representing chapter concepts in order to improve their personal xiii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

conceptual frameworks. The intent of personal clarification exercises is to help individual participants relate to information presented in the chapter. 2. Develop Application and Analysis Skills: Interpersonal or Intergroup Exercises are designed to reveal and compare personal perspectives on societal issues; these exercises provide readers with opportunity to discuss, question, or react to facts, events, and phenomena. In interpersonal and intergroup activity, participants are encouraged to express themselves and to listen for perspectives and critiques from others. Beyond personal comprehension, greater cognitive understanding and affective appreciation derive from action and reaction in conversation provided by pairs, teams, and groups. Suggestion: Require course or workshop participants to bring their text to class in order to consult references and to have personal access to end-of-chapter exercises. Develop the habit of referencing the text directly to discourage ill-informed comments or misinterpretations. Since discussion exercises are designed to lead to self-discovery and tend to stimulate follow-up learning, instructors are encouraged to utilize as many of these exercises as possible. Summary Exercises

In the Supplemental Activities section for each chapter we suggest that instructors consider providing time to have a chapter focus review and a term and concept review in order to summarize the information from each chapter and to emphasize significant concepts presented. Although this activity is not required, we highly recommend it as a way to ensure that participants fully comprehend the message, terms and concepts. Community Involvement Exercises

Community involvement is the most effective means of student learning. This unique form of learning involves actual investigation of policies or procedures within institutional organizations – governmental, not-for-profit or service programs are notable examples. Action Research in the field requires permissions and carefully designed studies that may be beyond the experience and/or purview of notice instructors. Instructors must be particularly vigilant that students performing either descriptive or inferential research studies have all appropriate approvals, possibly including IRB approval. Service Learning activities presented in this manual are intended to be unpaid volunteer field experiences; instructors take responsibility for leadership and site-specific development of permissions and task specific designs. Instructors check with field learning and/or cooperative internship offices for coordination and clearances. References

Works cited within chapters are referenced at the end of each chapter. Authors and titles may be valuable sources of information for students when they subsequently engage in further reading or research on individual topics.

Glossary

A comprehensive glossary of all terms defined at the end of each chapter appears in an Appendix in this Instructor Manual. Encourage readers to maintain a terms and definitions listing in their note-taking journals rather than to rely upon the lists provided. In the text, glossary terms are identified in boldface type. Supplementary Materials

PowerPoint Presentations – Visual supplements are available for instructor use in lectures or discussions. With adequate preparation, instructors will find that the use of visuals greatly enhances student comprehension. Research Instrument – An assessment instrument appears in this Instructor Manual – a standard split-half inventory with 70 attitude measurement items. Unique to this college-level textbook, the instrument has been designed to survey pre-and post-assessments of student responses toward issues regarding human differences. In addition, an open-ended course and instructor assessment, feedback, and evaluation instrument is provided in this manual. Test Items: My Test Bank – A unique, new, online test bank supplements this Instructor Manual. Instructors are provided an accessible assortment of exam items from which to develop their own assessment programs. For each chapter there are multiple choice, true/false, matching, and essay questions available. The test bank was developed in two categories:

• •

Internal items pertain directly to text materials and External items challenge participants to apply, analyze or synthesize knowledge to life-like situations.

Exam items for this edition are greatly expanded from the original edition; instructors will find items to be effective means for assessing participant learning, regardless of instructor style and/or preference. Structure of the Instructor Manual

This Instructor Manual has been designed to support Understanding Human Differences: Multicultural Education for a Diverse America, Fifth Edition. Each chapter following this Preface explains a related text chapter; within each, entries contain: Overview of Concepts: Generally a brief paragraph describing content presented and the need or purpose for which the chapter was intended in developing an understanding of human differences. Explanation of Exercises: Exercises that appear in the text itself are explained, and, where appropriate, answer keys are provided in the manual; these sections are identified with the bracketed word [TEXT] before the heading. Further, the Instructor Manual includes remarks regarding background, purpose, and recommended means of conducting each exercise along with the anticipated outcome. If answer keys or follow-up information is provided, they are labeled with the boldface [TEXT/KEY] and are located at the end of each manual chapter. xv Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Supplemental Student Activities: Follow-up activities aid in the development of specific understanding; the activities presented in this section serve to provide students with experience in developing that understanding. Answer keys and/or explanations to these exercises will be labeled [KEY] similarly at the end of each manual chapter. Suggestion: Reproduce activity worksheets from the text and/or this manual to distribute to course, workshop, or training participants; all copyright regulations apply. Uses For This Text Overview

Leaders in higher education in the United States today have come to realize the lifelong value of including in graduation requirements the study of human differences; they recognize the importance to graduates of being able to live and work productively in a diverse society. The text for which this Instructor Manual was created serves a variety of functions, each focused upon providing personal and professional value. In higher education and in the pursuit of lifelong education, we endorse the following applications. General Education

Faculty of community, two-and four-year colleges and universities regularly require diversity courses; we have come to expect all candidates, in any degree program, to know and behave with considerable knowledge of how human beings are different biologically, economically, ideologically, and geographically. In meeting general education expectations, we recommend our text for students preparing to enter • • • • • • •

Teacher Education Adult/Continuing Education Arts and Humanities Programs Science, Medicine or Nursing Business Administration or Management Mathematics, Engineering or Computer Sciences Applied or Practical Physical Fitness or Health Promotion

Multicultural Education

Increasingly, faculty in higher education and corporate trainers have moved beyond the concept of general education alone to provide extensive study of human differences for candidates in industry as well as in teacher preparation, the Liberal Studies, Behavioral Sciences – Sociology, Psychology, the Applied Sciences and Social Services – and other arenas. This text has been employed in pre-service and continuing education programs with much success. At the same time, it must be acknowledged that this text is a first step; if Understanding Human Differences, Fifth Edition, is utilized as a foundational text, other materials and other authors may provide additional information that should be readily understood, allowing readers to establish a deeper understanding of diversity issues.

This text strives to provide fundamental information in a carefully classified system. The four sections build from the personal to interpersonal and then to cultural history; following that, we examine contemporary intergroup situations in the most critical areas – race, gender, sexual orientation, wealth and poverty, and ability. The final two chapters suggest how American institutions are – and will – continue to thrive in an increasingly diverse American society. Graduate Programs

Standard in most graduate programs is the study of diversity and human relations. The information and examples provided in Understanding Human Differences, Fifth Edition, have been presented successfully in several graduate programs. Select graduate students who have completed courses where this text information is employed may, with use of this manual and other guidance, qualify for consideration as discussion leaders under mentor professors of undergraduate courses. Corporate and Public Sector Training

In the public sector, Understanding Human Differences has provided a basis for training in corporate settings and within public service agencies. The materials have proven themselves in ecumenical applications where textual information has supplemented backgrounds of laity and experienced scholars of comparative religions and those of differing faiths. As basic knowledge, this text and its context support the recommendations of Title IX and the EEOC. In all situations, instructor orientation is of the utmost importance; information and explanation provided in this Instructor Manual have been developed as a mini-training workshop for successfully managing courses based upon our text with its interrelated history, background, rationale, and purpose for study of human differences. A Note to International Readers

To foreign national and international readers: The focus of this textbook is upon events and behaviors that are unique to the United States and that developed as a result of the founding and building of modern day America. No blame is directed upon other people or other nations for the events that we describe. These stories and descriptions are open for your interpretation in the hope that the results will yield a deeper understanding of America. A Note to American Minority Readers

To all individuals who are members of American minority groups: No author can hope to be an expert representative for every ethnicity, race, nationality, or other minority group. Instead, the intent of this textbook is to describe the effects of majority–minority conflicts as it fits with the book’s broader objective: to explain with supportive facts an analysis what has occurred in the United States from the earliest days of the republic until the current time. The narrative tells the story of the past and present diversity in American society in the hope that all Americans who have the opportunity to explore the information and exercises in this textbook and as well as the supplementary materials that are available may develop a better understanding of the diverse groups in American society that have contributed to the development of this country.

Beginning the Course First Class Meeting

A close reading of the Preface is prerequisite to study of the text. The Preface introduces and explains the element most critical in order to benefit from reading this text: a conceptual framework to understand human differences and the oppression of subordinate groups by a dominant group. This framework is critical to being able to visualize how culture, individuals, and institutions are interdependent and how each represents a component of human interaction. The Preface provides instructors with an opportunity to prepare students for reading, a practice that is recommended for all readings assigned in courses that utilize this text. Suggestion: Introduce sections and chapters to student readers prior to assigning reading; eliminate the expectation that readers delve into material without your advance overview, explanation, and guidelines. In the Preface, instructors help readers focus upon the important building blocks for all fourteen chapters. Instructors make the Preface the basis for an introductory explanation; study the concepts and discuss this section with the class before they read it; explain the interlocking circle design and define the three representative terms: Culture, Individual and Institution. Examine the notes directly below regarding contents of the Preface to the text. Reviewing the Preface

The first section of the Preface–“Why do we need to understand diversity?”–explains how population diversity differs from pluralist behavior. Consider the first sentence; expand on it to help students better comprehend how diverse the United States is. Explain that the purpose of the text is to provide clear definitions of terms, explain the historic/cultural background, and report research findings, and not to present unsupported opinions or personal perspectives. Take time to read the “Inquiry Approach/Organization” section because it explains how each of the four sections has been crafted with careful attention to having chapters create a sequence that develops separate notions: “What are our values and how do we attain them?” is the focus of Section 1: Individual Attitudes and Interpersonal Relations. This section subsequently leads to a historical review of attitudes and consequent behaviors in Section 2: Cultural Foundations of Oppression in the United States. Section 3: Contemporary Dilemmas for Intergroup Relations describes specific difficulties of significant minority groups in the United States and sets the stage for Section 4: The Challenge of Diversity to American Institutions. In introducing the text, and prior to providing the first reading assignment, study Section 1 and then explain it with elaboration so that readers will have an accurate sense of what they will be reading. Emphasize in your instructor explanation the central issue of what people need to know about individual values and how they influence interpersonal relationships. Suggestion: Schedule adequate time to introduce Sections 2, 3, and 4 at the beginnings of the appropriate Chapters: 4, 8, and 13. xviii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

The “Conceptual Framework for This Book” section of the Preface is important in comprehending chapters of Understanding Human Differences: Multicultural Education for a Diverse America because throughout the book, information is provided pertaining to each of the interlocking circles that is critical to learning how to recognize human differences in terms of individual qualities and perceptions, how cultural traditions and expectations have resulted in mutually shared values, and how both individual and cultural values are reflected in institutional policies and practices. Although readers will comprehend this framework over time, the instructor can assist students by employing personal knowledge to enhance student understanding of human differences. Examine the framework; prepare your own visual for your class or use visuals provided for the Fifth Edition of the text; add your expertise to the framework so that students recognize (a) that although individuals are not born with prejudice, it is something we all learn early; (b) that institutions often do, whether intentionally or unintentionally, maintain unfair policies and practices; and (c) that culture in a multicultural society will reflect biases of the dominant group. Since cultures tend to pass on their patterns and products of learned behavior to their young, and since the notion of culture is the primary vehicle through which individuals and institutions serve one another, instructors may wish to introduce students to a thoughtful definition of culture, as the following: “Culture is defined as the behavioral patterns, ideas, values, attitudes, norms, religious and moral beliefs, customs, laws, language, institutions, art and artifacts, and symbols characteristic of a given people at a given period of time.” “In complex societies such as the United States, individuals will also be members of various subgroups, or microcultures, that are distinguished by their ethnic, racial, religious, geographic, social, economic, or lifestyle traits. Most people are members of a number of a variety of microcultures.” Webb, D., Metha, A., & Jordan, K. F. (2007] Foundations of American Education, (5th ed.), p. 222 Upper Saddle River, NJ: Merrill/Prentice Hall After reading the Discussion Exercises section of the Preface, review the activities of the first three chapters that comprise Section 1 of this text. Explain to students that these activities are included to give them opportunity to think aloud and to test their ideas on others and that others will hopefully do so in return. Recognize that well-managed student involvement in discussion activities is often central to effective learning. Become familiar with the activities in advance of assigning the individual chapters in order to better focus reader attention on chapter content. Notice also that the Intent section explains to readers the notion that the text intends to provide information rather than to advocate a change in their value systems. Overt efforts to change someone’s values are rarely effective and should not be the objective of a course. The objective of this text is to provide individuals with information that either can supplement existing values or can be used by individuals to re-evaluate values that they hold. Expect narratives in this text to provide information that will challenge beliefs and attitudes, not denounce them. The outcome of a well-developed course using Understanding Human Differences, Fifth Edition, should be influenced by having engaging discussions that maintain a respect for the values of those involved in discussions, and that discussions take place in an atmosphere emphasizing cooperation, collaboration, and mutual interpersonal regard.

Recognizing the Inquiry-Based Organization of the Text An important and unique feature of Understanding Human Differences is its inquiry approach to content; major headings identify categories within each chapter. Following major headings, note that secondary headings direct the reader with questions. Throughout the text, headings in the form of questions focus the reader’s attention toward subsequent text information. Behavioral research has demonstrated the question/inquiry approach to be especially effective in attracting and holding reader attention and in obtaining long-term retention of that information. An inquiry approach to presentation of textual content has also proved to extend time on task. Using the Glossary of Terms and Definitions

Point out to students the value of creating a personal glossary in their note-taking journals. Recommend to them that they add to their glossary as they encounter boldfaced words in the text and when they review the glossary terms at the end of each chapter. The entire Glossary appears as at the end of this Instructor Manual. Assessing Processes and Products: Test Item Bank

Test items are available for each chapter of Understanding Human Differences, Fifth Edition. Instructors are encouraged to use the item bank as the basis for establishing their own assessment materials. Exam items may also be employed to create opportunities to motivate participants to read, discuss, and develop their understanding of diversity issues. Remind students that the goal of multicultural education is not to memorize facts but to develop a personal conceptual framework of beliefs, attitudes, and assumptions about diversity and diversity-related issues that evolves as a result of shared and interdisciplinary inquiry. Suggest that students will not be expected to memorize facts or indiscriminately assess separate events. A goal for teaching about human differences is that instructors challenge students to respond without regard to political correctness. Also remind students that a fundamental characteristic of constructivist learning is that the stories of how Americans are different comprise a single picture, not separate events. The task is to weave information about diverse groups into the whole cloth that accurately represents American society. Assessing Outcomes: Human Relations Attitude Inventory

Consider on-site research employing the 70-item Human Relations Attitude Inventory. (See Instructor Manual, Appendix A.) Administer the assessment to a random half of the class or training group. Dismiss those not involved in the pre-assessment; allow time for those remaining to respond to each item. (Note: Be certain to keep the names of those randomly selected, in order that those being pre-assessed can be identified as post-assessment candidates.) At the conclusion of the course, administer the assessment inventory to those who did not participate at the beginning of the course; again, be certain to allow adequate time for individuals to complete the post-treatment assessment component. Arrange computer scoring in advance according to departmental systems, and develop descriptive analyses of the pre-and post-groups to discover significant participant growth.

Assessing Quality: Course Evaluation Instrument

Fair and impartial instruction should always include introductory remarks regarding end-ofcourse evaluation. At the beginning of the course, explain to students that a Course and Instructor Evaluation will be a final component for course completion. Other evaluation instruments may be included, such as is recommended or required as standard departmental, college or system-wide policy. (Instructor note: A post-course appraisal is located in this Instructor Manual–– see Appendix B.] Classroom Management and Instructional Policy

Role of Instructor – Teaching from Understanding Human Differences, Fifth Edition, may be almost entirely contained within the text itself. It is possible that the text could be the basis for a series of fourteen or more lectures, whereby each lecture is followed with discussion periods of from one to three hours. Teachers and trainers may elect to facilitate or shape discussions of the text content as well as incorporating the discussion exercises, which are designed to relate course content with individual values and behavior. Suggestions for facilitating discussion exercises and analysis activities appear in this Instructor Manual. Pace of Instruction – Although remarks abound in this manual regarding the need for adequate time to effectively pursue chapter exercises, suggested times for activities are not identified. Each instructor needs to observe students to determine when to bring discussions to an end in order to move on to the next classroom activity. Note-Taking Journal – Engaging in discussion activities based on the text content will require that students create and maintain note-taking journals in which they can make personal responses to text content or to class discussions, and where they develop their own glossaries of individual chapter terms and definitions. Note-taking journals are also useful to participants as reference, with the text, when creating written assignments. Instructors may wish to collect journals to assess the depth of remarks and/or to assess progress of participants. Although actual “grading” of work is discouraged, occasional collection of journals for making remarks about progress or encouragement is helpful. Classroom Configuration – A standard classroom can be modified to better establish team, triad, and group discussion and activity. Ideal classrooms would have comfortable movable chairs so that groups can be formed and re-formed with minimal effort. Seminar rooms with large tables have not been effective in working in the activity mode that requires shifting of group sizes and purposes. Chairs need to be comfortable for extended discussion, and maneuverability of chairs in classrooms is critical to effective group discussion and to team activity. Reading Assignments – Course or training syllabi are easily developed based upon information provided in the Instructor Manual and text. When instructors preview thoroughly, each chapter is a manageable assigned unit of reading. Concluding the Course Plan the Final Course Meeting No learning experience is complete without a time for readers to make a conscious and deliberate synthesis of their study and for instructors to assess participant learning. A summary class xxi Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

meeting (or meetings) could include (a) a retrospective of chapters studied and exercises undertaken; (b) a review and discussion using the activities provided; (c) an evaluation of the course via the open-ended Course and Instructor Assessment, Feedback and Evaluation; and (e) the second split-half administration of the Human Relations Attitude Inventory. Instruments are provided in the appendices to this Instructor Manual. Suggestion: Provide adequate synthesis time for thoughtful reflection; schedule one or more class periods for summary activity and discussion. The object: time for students to review personal values and commit to managing, adding, supplementing, or eliminating specific interpersonal behaviors. Summarize Content of Text Sections 1. Review of Section 1 – Individual Attitudes and Interpersonal Relations Section 1 focuses on individuals and individual behavior. Throughout the section, terms are defined and major components of the interpersonal communication cycle explained. The notion of an attitudinal continuum – from stereotyping to bigotry – is advanced, and the concept that, different from one’s attitude, discrimination is the observable act of responding negatively toward another person or group. Suggest that, using their texts and their notes, groups of three readers review the first three chapters in order to list ten of the major concepts provided in this portion of the text. Constructing a master list from those of each group will serve to further provide summary information for each participant. 2. Review of Section 2 – Cultural Foundations of Oppression in the United States Section 2 focuses on the history of oppression: how it occurred, and what were the outcomes from actions of dominant groups upon minorities in the United States. For a majority of readers, much of this information will be new; history is the basis upon which we strengthen our values, and the objective of the section has been to provide accounts of relevant events that directly shaped dominant aspects of a U.S. culture and its micro-or sub-cultures, individual opinions, and institutional policies and procedures. Suggest that in analysis groups of no more than five, participants summarize Chapters 4, 5, 6, and 7 by employing the course’s conceptual framework for intergroup relations as a semantic map to categorize information of value. Ask each group to explain their analyses as a poster with all relevant concepts entered on a concept or mind map. 3. Review of Section 3 – Contemporary Dilemmas for Intergroup Relations Section 3 devotes study to specific minority groups, including those of race, gender, sexuality, class, and ability. Activities from these chapters likely will have created a significant personal reaction from most readers. As a review activity, ask again: “How are humans different?” An activity in this manual will aid in review of the answer: the original four categories and subcategories. See Chapter 14 of the Instructor Manual for the clarification exercise that provides an excellent listing of the categories and sub-categories. Recommend that as a class, participants in work groups of four identify other legitimate minority groups that fit within the sub-categories. 4. Review of Section 4 – The Challenge of Diversity to American Institutions xxii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Section 4 proposes the adoption of the concept of pluralism as a means of mutual survival in an increasingly diverse society. Multicultural education is explained in contrast to the essentialist concept for public education in the United States today. Suggest that participants supplement the list of institutions with others where diversity is being met with pluralist solutions; or suggest discussion of those institutions' most recent successes. Review Glossary Terms and Definitions

A list of terms with definitions is provided at the end of this manual and may be reproduced for participant use as needed to supplement individual student note-taking guides. Summary exercise #2 for each chapter provides opportunity for assembly of student glossaries. Administer Appraisal Instruments

Two learning outcome measurement instruments are provided for this text: Human Relations Attitude Inventory: The Human Relations Attitude Inventory is provided as Appendix A within this Instructor Manual; it is recommended that the assessment be administered to a random half of participants at the beginning of the course of study. At the end of your course arrange to follow up with the second group of those not assessed at the beginning. If the Human Relations Attitude Inventory was administered at the beginning of the course, those participants who were not initially selected should be scheduled at this time to reply to the 70 items. From records retained from beginning the course, the second group of enrollees can be identified. Expect that data collected from post-study respondents will differ significantly from that collected at the beginning of the course. Instructors are free to develop their research based on single classes or upon a number of sections, depending on the research plan. Course and Instructor Evaluation: A course evaluation instrument titled Course and Instructor Assessment, Feedback and Evaluation is provided in this manual as Appendix B; it is an openended response form useful in acquiring information from participants about course and instructional quality and means of improvement. Instructional Perspectives and Resources Instructor Preparation

Entries throughout this Preface recommend developing specific instructional strategies, presentation techniques, and purposes for review and assimilation exercises. This section provides a final reminder to (a) re-read and review the previous sections and (b) include the two complete summary exercises that we recommend should begin each chapter discussion. Taking time to read this entire Preface thoroughly before going further with the text will be a wise investment in time – and a future time-saver. Summary Exercises

In the Supplemental Activities section for each chapter we suggest that instructors consider providing time to have a Chapter Focus Review and a Term and Concept Review in order to summarize the information from each chapter and to emphasize significant concepts presented. Although this activity is not required, we highly recommend it as a way to ensure that participants fully comprehend the message, terms and concepts. xxiii Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Chapter Focus Review – Clarifying what readers gained from a chapter introduces them to a selfsustaining approach to Understanding Human Differences, Fifth Edition. Each phase, A through E, can be managed within independent groups; phase F provides excellent closure to any review; we recommend that instructors plan to utilize this activity at the end of every chapter. Activity – In assigned triads or groups, create at least five summarizing statements that jointly represent the major ideas of the chapter. Paraphrase and condense rather than debate the merits of the concepts presented. In your groups, follow each step below: A. List major components of the chapter; then combine and edit the list for a total of five statements. B. Agree on the wording of each statement. C. Write the statements in a personal note-taking journal. D. Select the two most salient statements to read to another triad or group. E. Discuss the chapter with that triad or group, basing your discussion upon your summary statements. F. Contribute to a whole-class list of five summarizing statements for the chapter. Term and Concept Review – Terms and definitions are a major component of each chapter of Understanding Human Differences, Fifth Edition. In this activity, participant-derived lists of terms permit self-discovery and a high degree of retention. Follow steps A through F routinely as part of concluding each chapter studied. Suggest that readers identify a separate section of their note-taking journals for listing terms introduced in each chapter. Instructor follow-up with a composite visual list contributed by the whole group will allow each member to share his or her terms with others. A complete Glossary appears at the end of the Manual (Appendix E). Activity – In assigned triads or groups, refer to the terms and definitions presented at the end of this chapter and then locate the term in the text of the chapter. Explain how each term relates to understanding the concept of how values are transmitted through our language. Instructors will be available to consult with any group as needed. In groups, follow each step below: A. B. C. D. E. F.

Place a star (*) next to any term that is unclear to you. Place a hash mark (#) next to those terms that you feel you comprehend. Canvass your group for all terms that are unclear; share your understanding so that each term is discussed (1–3 minutes); record page numbers from the text for reference to each term. As discussion occurs, add remarks in your personal note-taking journal or text. As a group, review the remaining terms and their definitions to be certain of your comprehension. Enter final explanations into your note-taking journal or beside the terms in your text.

Suggestion: Edit, add, or modify the summary activities above and reproduce or print for each participant to follow and to file for future use. xxiv Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

The Student-Focused Classroom

Activities offered in the text, Understanding Human Differences, and in this Instructor Manual are all student-centered, meaning that students are expected to work in groups, teams, and pairs to clarify and expand their personal understanding of the content that was presented. As will be noted within the chapter discussions, this manual reminds instructors of the need to acquaint students with the concept of learning without traditional lecture/note-taking methods. It is most important that instructors remain firmly in control of each class by managing the learning exercises rather than leading them. Boxed texts throughout the chapters of this manual advise instructors of means of conducting student-centered learning. Suggestion: Print this entire Preface and all chapters of the Instructor Manual and create an instructor binder to consult when planning and conducting a course in human differences, such as Understanding Human Differences, Fifth Edition represents.

Section 1: Individual Attitudes and Interpersonal Relations Section 1 examines individual human differences. From the beginning human beings have been social animals; interpersonal relationships are the bedrock of our social nature. How we perceive and react to others is a complex combination of values, attitudes, beliefs, assumptions, and behaviors. This section introduces terms commonly employed in the behavioral sciences, related to discussions of human differences, interpersonal communications, and intergroup relations. Emphasize the focus that is outlined in each of the section explanations and use materials regarding each chapter to provide strong basic reader understanding before students approach the reading assignments.

Chapter 1: Understanding Ourselves and Others: Clarifying Values and Language Overview of Concepts

Chapter 1 explores individual values in terms of our cultural context. We can be expected to share certain dominant cultural values, but we first must understand how individuals learn values in families and communities and how those values affect individual behaviors. This chapter provides definitions for a number of important terms and concepts such as race, ethnicity, nationality, and minority group. It is essential to have shared meanings of terms and concepts to understand how individual human differences can thrive and how our differences may suffer from the influence of people and groups. Personal Clarification Exercise: Explanation

[TEXT] – My Values: What I Believe Activity Instructor note: Begin a reading of this text with participants who first understand their own personal values before examining, and perhaps passing judgment, on the values of others. This exercise will help participants to clarify their values and to focus on the purpose of the chapter. Starting a course with activities such as this, when participants may not know one another, can be an advantage; encourage small groups to be open with one another in discussion of the ten items. Final responses of individuals need not be disclosed; however, it is likely that most people will volunteer their selections and criteria. Directions: All directions for this exercise appear in the text; follow them to establish the basics for this exercise. As follow-up, select particular items from the list of ten; any two or three items may serve to illustrate the value of participant priorities. Alternatively, small groups may wish to present their views regarding particular items. Suggestion: If chapters are assigned in order, students will be approaching this activity with little knowledge of each other; always be aware of the progress of group discussions. Be alert to highly verbal groups or classes that become bogged down in minutiae of a single item; keep momentum and progress in such discussion situations.

Intergroup Exercise: Explanation

[TEXT] – A Mutual Support Dilemma Activity Instructor note: This exercise is highly engaging; it also serves as an icebreaker within groups. Group members will likely wish to read the case study silently to themselves, which is preferable; urge members to begin assigned group discussion as soon as everyone has finished reading; cue the class to begin if any groups aren’t readily engaged. Discussion is best managed with minimal oversight. Provide discussion time; then direct groups to move to the questions for discussion. Instructors: notice that women may take stances different from more traditional men; urge participation by men less strident in their responses, and calm or divert those who tend to dominate discussion. The goal is to develop positions based upon representative group values; aim that process and product to be instructive to those involved. Before adjourning, take time for students to write journal entries synthesizing their personal positions as a result of the exercise, as a replacement for further debate about a desired result. Suggestion: Train class members to work in groups; students may not have learned such skills from other classes or other situations. (Tell Discussion leaders to ensure that one or several outspoken members do not dominate groups and that each person is recording discussion exchanges in his or her own note-taking journal.) Supplemental Student Activities

The activities below are highly recommended; they are provided as additional student-centered tasks designed to contribute to greater understanding of concepts, terms, and situations. The more learner-centered activities that can be provided, the better able individuals will be to enhance with facts and history their own values and behaviors. Summary Exercises

Summary exercises are intended to provide: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface. Suggestion: Encourage participants to always complete summarizing exercises in class. Whether in pairs, adjacent seat partners, or pre-or self-selected teams of two or three, participants will prepare themselves for active involvement when summary exercises are conducted for each assigned chapter. Personal Clarification Activity Activity: Survey of Personal Attitudes and Values

Instructor note: In this activity, groups of five participants discuss implications of each alternative before recording their personal responses. A second phase to the activity might have group members share and explain their responses within their groups. 2 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Several outcomes occur within this survey exercise: (a) understanding one’s own attitudes and values; (b) hearing opinions of other individuals; and (c) being required to discuss each item aloud. Instructors must be prepared to offer explanation to any group observed to be confused about the nature of the question they are asked to discuss. Follow-up with the whole group is critically important; as with other exercises, take the time to get maximum learner discussion. Directions: The survey below will provide a thumbnail sketch of personal attitudes and values. Complete all five items as the basis for some personal insight and for a discussion of what personal attitudes and/or values are reflected. Compare responses with others in the class. How does a tally of the results reflect your personal attitudes and values? Those of your group? The class? Larger societies? 1. What is the most important measure of success in life? A. Being the best person possible B. Maintaining a work/life balance C. Faith in God D. Work E. Family and friends 2. Which of the following is closer to your point of view? A. I would sacrifice family time for exciting opportunities and higher pay at my job B. I would sacrifice exciting opportunities and higher pay at my job for more time with my family 3. When you are at home with your family, how do you spend your free time? Note: Express your answers in terms of percents, as in Watching television = 20%. Your total should be 100%. A. _____% Being with my family B. _____% Hanging out with my friends C. _____% Playing sports/exercising D. _____% Watching television E. _____% Attending sports events F. _____% Working around the house G. 100 % = Total 5. How do you feel about discussing your personal problems with others? A. Comfortable B. Uncomfortable C. OK when it is _____________________ D. Not comfortable when it is ___________________ 6. How many hours a week are you prepared to work in order to be successful? A. 40 hours B. More than 40 hours C. More than 40 hours plus weekends Adapted from: “Stress and the Superdad” Michele Drecklin, Time, August 23, 2004 3 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Community Involvement: Action Research

Instructor note: If a student finds global issues interesting, it may be a sign that making friends with a student from the international community could be helpful in clarifying differences in personal values. In this project, suggest that the researcher follow this chapter’s personal attitudes survey and the values clarification activities. Contact your campus international education office to establish this kind of experience. Activity: How do values of foreign students at your campus or facility differ from your values? Locate your campus international education and/or student support or human resources office; arrange to be a term-long conversation partner to a recently enrolled foreign student. As you work regularly with that person, discuss the differences and similarities in personal values learned as children. Keep a journal log of your conversations, with sections bulleting those likenesses and dissimilarities. Community Involvement: Service Learning

Instructor note: Values are demonstrated through behavior shaped by individual attitudes. We assume in this scenario that attitudes have led to behaviors unacceptable to the community; being able to compare one’s attitudes with those of someone incarcerated for his/her behavior could have lifelong impact. This project can be meaningful to the mature student who possesses proficient skill at interpersonal communication. Be cautioned that the altruistic student, of any age, should be counseled to pursue other projects. Activity: What personal values result in culturally unacceptable behaviors? Visit a city or county jail; arrange to contribute to the operation of the facility and/or to be of regular, reliable service to incarcerated individuals. Focus your efforts on meeting the mission of the agency and on adding to your understanding of how the values of inmates have displayed unacceptable behaviors. When is a choice a bad choice made by otherwise good people? In what ways have the offending behaviors reflected specific values that are different from your own? Maintain required agency logs and your personal reflections following each visit. Enrichment Activities Activity: Choose Your Community

Directions: The three alternative situations below serve to suggest that perhaps it is possible to have too much of a good thing. Our ultimate reasons also provide us – and others – with an idea of where our values lie. Given the choices presented below, in which community would you prefer to live? Respond to each of the following options and be prepared to explain your combination of choices. Can you or your team suggest a fourth pair of choices? 1. Annual salaries in your community: A. You earn $50,000; the average earned salary is $25,000 Or: B. You earn $100,000; the average earned salary is $200,000 2. Educations in your community: A. You have a B.A.; most people have high school diplomas Or: B. You have a Masters Degree; most people have their doctorates 4 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

3. Intelligence of persons in your community: A. Your IQ is 110; others have lower IQs. (Average = 90) Or: B. Your IQ is 130; others have higher IQs. (Average = 150) 4. ________________________: A. ____________________________________________ Or: B. ____________________________________________. Based on a study cited in Barry Schwartz: The Paradox of Choice: Why More is Less Suggestion: Conclude any activity with group discussion and self-reporting procedures. Assume the role of secretary for the class; take notes and use categorization to group remarks and conclusions. A good secretary generates participant interaction and will illustrate that class conversation is key to meaningful learning. Activity: A Question of Values

Directions: Respond to each of the situations posed below; first consider your own values base. Then, in teams of three, discuss each item and share your initial personal values response. Select several items for further discussion and possible explanation to the class. 1. As a college freshman you are given the choice of befriending the most attractive person, the smartest person, or the most gifted athlete in your class. Which would you choose? 2. Assume that you have a job you really enjoy but it only pays enough to have a modest middle-class lifestyle. You are offered a job that would be much less enjoyable but will pay you twice what you are making now. How will you decide whether to accept this job offer? 3. You are arguing with a close friend on the phone when she gets angry and hangs up. Assume that she was the one at fault in the quarrel, but she makes no attempt to contact you. How long would you wait to get in touch with her? 4. Your job is all right and you are making a decent living but you have just been offered a far better job in a city far away. This will mean moving away from your 5. best friend and you know that if you take the job it will mean slowly drifting away from this friend as the years pass. Will you still take the job? 6. Where would you place your best friend or significant other on a scale from one-to-ten where one is hardship, struggle, and extraordinary accomplishment and ten is comfort, peace of mind, and ordinary accomplishments? Why? 7. If you could wake up tomorrow morning having gained one ability or quality, what would it be? Why would you choose that particular ability or quality? 8. If you could choose between having one intimate soul mate and no other close friends, or no such soul mate but many good friends and acquaintances, which might you choose? 9. Which would you choose: (A) To have a wonderful new experience that you would remember for the rest of your life or (B) Be given something you’ve always wanted to own. What would each be? Which would you ultimately choose? 10. If you had had a younger brother or sister who idolized you and tried to copy everything you did, would you have behaved differently? Explain. 11. On a busy street, a well-dressed stranger approaches you and explains that he has lost his wallet and asks you for a dollar to catch a bus so he can go home. What would you do? How would the appearance of that stranger affect your decision?

Activity: Expert Advisor Selection

Directions: A group of fifteen experts, considered miracle workers by those who have used their services, has agreed to provide these services for the members of this group. Their extraordinary skills are guaranteed to be 100 percent effective. It is up to you to decide which three of these people can best provide you with what you want. The experts and their qualifications are listed below. Part One: In groups of three or five, review the qualifications of each expert advisor [See Part 5 below: “Cast of Characters”] Part Two: Discuss with group members each of the fifteen experts. As needed, ask clarifying questions, such as “Could this person . . . ?” or “Do you believe that she could also . . . ?” Part Three: Select those whom you think could be of value to you personally. Narrow your selection to the three who are most likely to help you achieve your goals. Part Four: Explain to your group why you selected the three expert advisors that you did. You need not apologize for your selections, since the needs upon which you based your selection will not be the same as the needs of others in your group. Ask any questions you have about the rationale others used to select their expert advisors. Part Five: Cast of Expert Characters

1. Dr. Dorian Grey – A noted plastic surgeon, he can make you look exactly as you want to look by means of a new painless technique. (He also uses hormones to alter body structure and size.) Your ideal physical appearance can be a reality. 2. Susan Surenuff – A job placement expert. The job of your choice, in the location of your choice, will be yours. 3. Jedediah Methuselah – Guarantees long life (to the age of 200) with your aging process slowed down proportionately. For example, at the age of 60 you will look and feel like 20. 4. Dr. Masters Johnson – Expert in the area of sexual attraction and compatibility, she guarantees that you will be the perfect male or female who will contribute to a successful marriage. 5. Dr. Yin Yang – An organic expert, she will provide you with perfect health and protection from physical injury throughout your life. 6. Dr. Knot Not Ginott – An expert in dealing with peers, he guarantees that you will never have any problems with your peers again. They will accept your values and your behavior. 7. Cultipower – An expert on authority, she will make sure that authorities never again bother you. Her services will make you immune from all control that you consider unfair by the administration, the police, and the government. 8. “Pop” Larity – He guarantees that you will have the friends you want now and in the future. You will find it easy to approach those you like and they will find you easily approachable. 9. Dr. Sandy Smart – She will develop your common sense and intelligence to a level in excess of 150 I.Q. It will remain at this level through your entire lifetime. 10. Rocky Fellah – Wealth will be yours, with guaranteed schemes for earning millions within weeks. 11. Dwight D. Degawl – This world famed leader will train you quickly. You will be listened to, looked up to, and respected by those around you. 12. Dr. Otto Carengy – You will be well liked by all and will never be lonely. A life filled with love will be yours. 6 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

13. Dr. Claire Voyant – All of your questions about the future will be answered, continually, through the training of this soothsayer. 14. Dr. Hinnah Self – Guarantees that you will have self-knowledge, self-liking, self-respect, and self-confidence. True self-assurance will be yours. 15. Prof. Val U. Clear – With her help, you will always know what you want, and you will be completely clear on all the muddy issues of these confused days. Suggestion: For an out of class activity, encourage students to share this list with a family member or a friend. Since the activity concerns not only an individual’s values but his or her priorities, it is a relatively risk-free way of ascertaining how other people are perceiving that individual. In addition, they can also ask their family member or friend to make their three choices and try to guess what experts the other person chose. The result could be entertaining, even amusing, and certainly a “reality check” on how they view others who are close to them and how those others view them.

Chapter 2: Understanding Prejudice and Its Causes Overview of Concepts Chapter 2 explains how negative behaviors can result from prejudice, creating conflicts harmful to individuals and communities. Since the term prejudice is often confused with other terms, distinctions are made between important and related terms: bias, stereotype, prejudice, bigotry, and discrimination. This chapter also describes factors that promote prejudice in our society along with the rationalizations that Americans employ to avoid identifying and confronting their prejudices. Personal Clarification Exercise: Explanation

[TEXT] – Rationalizations: Victim-Blame, Denial, and Avoidance Activity Instructor note: Finding illogical rationale in the form of victim-blaming, denial, or avoidance statements is a valuable interpersonal skill. This exercise directs teams to use their notes, text, and instructor coaching to analyze the thirteen statements provided. An answer key furnishes instructors with explanations for the answers to each statement. (More examples of rationalizations are given at the end of the list of additional activities for Chapter 2.) Follow-up activity: Go beyond analysis of language by revising selected statements to make them more accurate. Explain that if the thirteen passages are illogical remarks, ask “How can we revise them so that they are completely accurate and true?” Conclude by conducting a sharing session in which individuals provide their suggestions of how each statement could be revised. [KEY] – Rationalizations Exercise – Answers and Explanations

1. Denial – The speaker denies discrimination against women and minorities by claiming that they are favored in hiring practices (the reverse discrimination argument). 2. Avoidance – The speaker identifies the problem as being one of communication and offers the (partial) solution of programs to improve interpersonal communication. 3. Victim Blame – The speaker refers to a specific group (“these people”) that he or she identifies as “poor people” and claims that they have chosen the way they want to live and will resist efforts to change them. They are the cause of their problems. 4. Avoidance – Although the speaker claims that time and education are required to solve “these issues,” he or she does not provide any specific information about how much time is required (One year? Ten?), nor how much (or what kind of) education is needed (red herring). 5. Victim Blame – The speaker identifies the problem as one of “too many babies” that ignores the fact that the average welfare family is about the same size as families not on welfare (two or three children). This rationalization can lead to proposing sterilization as a (Victim Blamer’s) solution to the “welfare problem.” 6. Avoidance – The speaker identifies the problem as consisting of all the divisive labels that exist for different groups, and he or she proposes the (false) solution of a unifying label (human). The reply is a false solution because it ignores the significance of racial and ethnic labels for individual identity. 8 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

7. Victim Blame – The speaker defines the problem as being the lack of unity among Indians, but Indians are under no obligation to agree with each other any more than any other group. The real issue for white society is to identify what ethical and economic obligations are owed to Indians by white society for the history of treaty violations and other injustices. 8. Victim Blame – The speaker identifies the problem as the nonconforming behavior of black people who refuse to imitate white behavior that is necessary for them to succeed. (The Victim Blamer’s solution to the problem is for blacks to change their behavior.) 9. Avoidance – The speaker admits to problems of discrimination, but instead of confronting the problem with ideas to stimulate a reduction of discrimination, the speaker merely notes that it is not as bad as it used to be, and he or she claims that discrimination against women and minorities is worse everywhere else in the world (red herring). 10. Victim Blame – The speaker claims that the problem women face is due to their excessive sensitivity. (As Professor Higgins complained in My Fair Lady, “Why can’t a woman be more like a man!”) 11. Avoidance – The speaker identifies the problem as being based on ignorance and offers the (partial) solution of developing more courses to provide for better dissemination of information about minorities. 12. Victim Blame – The speaker blames women who advocate for equal rights as being too “pushy” and too “demanding.” The speaker not only blames women for insisting upon their civil rights, but claims that they are making the situation worse – exactly what racist whites in the South said during the time black people demanded civil rights. 13. Avoidance – The speaker implies recognition that there is a problem, but argues that obstacles can be overcome simply by working hard. Although this may be true for many middleclass white people, the statement avoids dealing with the specific and enormous obstacles facing people of color in urban ghettoes and barrios and low-income families in rural areas like Appalachia. Intergroup Exercise: Explanation

[TEXT] – The Liver Transplant Activity Instructor note: This is a problem-solving task that requires four-or five-person groups to agree on a candidate for a liver transplant. Before concentrating on the situation itself, direct group members’ attention to their tasks by reading to the assembled groups the background, role, problem, and directions for the activity. Offer to be available to groups to clarify terms or meanings. Monitor group discussions and redirect discussants to the task if they digress or adopt hopeless or cynical philosophies. Some individual groups may opt for a drawing or lottery instead of selecting individuals for the liver transplant; allowing this option defeats the purpose of debating based upon one’s individual values. Require lottery advocates to justify the process, especially how giving in to chance and abdicating a caring society role makes chance a morally correct approach for candidate selection.

Close the exercise by applying group decisions to the three discussion questions. Ask for some generalizing statement that can put everyone at ease regarding the fairness or unfairness of the candidate selection. [KEY] – Liver Transplant Problem There are no correct answers to this exercise; its purpose is to provide a basis for readers to think about which groups of people we each have been taught to value and whom to devalue. Each person on the list has some aspect that can lead to stereotyping, therefore devaluing him or her (e.g., being “just a housewife” or being labeled “gay.” The words we use to describe someone are important. Some people may eliminate the “disabled” woman because they believe that the person selected should be “healthy,” although having a disability does not mean one is unhealthy. There are other words that elicit negative reactions similar to the concept of what is “healthy.” The use of the term “welfare mother” in combination with the fact that she is listed as unmarried with nine children conjures up for many people the image of a promiscuous woman who has had these children by different fathers. In contrast to this stereotypical image, this woman could be a foster mother who is trying to live up to the ideals of her Christian faith by providing a home for abandoned or unwanted children. The important goal here is to recognize that the assumptions we make are often based on minimal information (such as this activity requires); then we need to analyze why we make such assumptions. Note too, that participants who develop “objective” and “unbiased” criteria in this activity are often attempting to provide a rational basis for selecting the person they want to select. Sometimes they hope to ”save” the person most like himself or herself or the one who seems to reflect some strongly held personal value. Actual criteria are irrelevant. Point out the obvious: that others who employed essentially the same criteria often selected different candidates. For example, most people want to select a person who “makes a significant contribution to society” and yet, with that as the primary criterion participants will likely select B, C, D, F, or G. The fact that A, E, H, and I are almost never chosen suggests how negatively people in our society view those who are viewed as radicals, gay, or developmentally disabled. If someone really believed that all candidates listed were of equal value, it would be impossible to choose any of them other than by a random selection (i.e., a lottery). The fact that a person can make a choice means that he or she HAS learned to view certain people as better – as preferred – and has learned to devalue others. So now what? This course asserts that the first step to eliminating or at least reducing prejudices is to be able to identify them; one must know what prejudices one holds in order to deal with them. This activity attempts to help people identify what at least some of their prejudices might be. The next step is to think about the messages we each learned growing up (i.e., from parents, family, peers, media) that might have fostered a prejudicial attitude toward a certain group. Remind the group that we are not born prejudiced. We are taught to be prejudiced, and anything that we have learned can be unlearned. Suggestion: Instructors: Include your own experience or admission of prejudice; explain when you realized that you had a learned prejudice. An example follows. Example: When I first encountered this exercise I was someone who denied that I had any prejudice; I developed my criteria and made my selection. In discussion later, I had to admit that 10 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

I had eliminated “I” (people with mental retardation) because I didn’t believe that such people had much to contribute to society. This forced me to recognize that I had learned to devalue persons with mental retardation, and that I was NOT free of prejudice. As I tried to understand this rather disturbing truth, I began to consider how I could have learned such a prejudice. In reflecting on my youth, I remembered watching the telethons on television that were full of pity for people with disabilities; often they were presented as a burden on society for whom the rest of us were responsible. People with disabilities were often not presented as valuable or productive people – or as people who could be responsible for themselves. I remember several instances when children with developmental disabilities were born to friends or relatives; how sorrowful the responses were to the parents! Sorrowful messages may have been intended to show compassion; they did not teach me to respect or value people with disabilities. I had learned to devalue and develop negative images instead. I had learned to be prejudiced. Since that time I have been reading and attending workshops that have helped me to discard this negative image and create a more realistic image of people with disabilities. This is not as easy as it may sound, but it is essential for all of us to attempt. It is the process that is necessary to unlearn prejudice, and this is the process we encourage you to pursue using whatever insights this exercise may have provided you. – KLK Supplemental Student Activities

Summary Exercises

Summary exercises are intended to provide: (1) Focus review and (2) Term and concept review as described in Part Five of the Instructor Manual Preface. Personal Clarification Exercise

Activity: I’m Not Prejudiced, But. …. Instructor note: The ten items in this exercise focus directly upon one’s personal life. Explain in assigning this in-class experience that it is not designed to insult or humiliate. Many participants will be verbalizing their preferences for the first time; others may explain that their behaviors may be in need of adjustment. Manage domination by one or several individuals in order that everyone may participate freely. Expressing one’s motivations for certain behaviors – and hearing those of others – meets the goals for this activity. Note that in the text directions, individuals are invited to share only those responses they choose. Directions: Read privately each of the following statements and respond as honestly as you can about whether in the past you have felt, expressed, or heard within your family thoughts similar to those below. Enter your responses next to each number. Your responses should be one of the following: S = Sometimes, O = Often, N = Never. Share those responses that you are willing to discuss. 11 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

I’m Not Prejudiced, But…

1. If I’m in a social setting and a joke with racial overtones is told, I laugh. 2. When I’m walking on campus and I see a group of people of another race coming toward me, I feel uneasy. 3. I don’t see the point in separate ethnic courses such as Native American history or African American literature. 4. People who are U.S. citizens should not identify themselves with double names such as Asian American or Irish American. We should just be Americans. 5. Racism is not a high priority topic for me. 6. Because Asian Americans have been able to pull themselves up from hardship and discrimination, other minorities should be able to do the same. 7. I believe that minorities are responsible for their own poverty. 8. Placing too much emphasis on the ethnic and racial identity of minority students just makes race relations worse. 9. Flying a Confederate flag or having one in your home should not be seen as a racist act. 10. I can see having multicultural education in urban schools, but I don’t see why we should have multicultural education in rural and suburban schools. Community Involvement: Action Research

Instructor note: Many students lack the daily routine of reading newspapers and possibly other media as well, although they may be enthusiastic about the possibility of watching television as part of an assignment or research. Pursue an action plan with each individual or group when beginning; be aware of those who are perhaps too eager to begin this research activity with only minimal advance planning. Activity: In our media, are all races and ethnicities portrayed similarly? Are disabled persons featured proportionally to their numbers? Are both men and women featured, and are their images treated equally? Conduct a mini-research project in which you select a number of weeks of a daily publication, such as your regional newspaper; a number of months of a specific magazine; or a number of hours of a single channel of television programming. From the advertisements presented, tally ratios of able to disabled persons featured, men vs. women, number of ethnic groups, and/or how many races you see regularly. Chart your information a specifically as possible. Develop a final page in which you draw conclusions regarding the equality of representation in our media: people with disabilities, men and women, major ethnic groups, and races. You may wish to add categories as you analyze your data. Community Involvement: Service Learning

Instructor note: Unbiased examination of a person’s actual Activity is often difficult; clearly evident prejudicial expressions or policies are unlikely to be expressed; however, subtle practices 12 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

more difficult to examine may include high degrees of prejudice toward specific categories of people or groups. Work closely with those undertaking this activity since conclusions may be inaccurate and/or offensive to the organization. Activity: How prevalent is prejudice between races and classes in America today? Consult a local chapter of Habitat for Humanity or an organization with a similar mission; volunteer to work for the group to begin and achieve a major goal or project. How is racial or economic prejudice being encountered? How is that prejudice being alleviated? Regardless of whether your course has concluded, report your conclusions to the director or project coordinator; report also to your original instructor to explain how your experience was a positive study of human differences. Enrichment Activities

Activity: My Experiences with Culture, Race, and Ethnicity Directions: This is an excellent two-part activity; students complete the first section individually; the task requires some introspection, probably with alone-time provided either within class or assigned to be completed between sessions. Part One: Complete your own recollection of experiences with culture, race, and ethnicity. Begin with your earliest recollection and move forward to the present, listing as many instances as are comfortable to recall. Part Two: Explain to others (a) the impressions these experiences made on you at the time, (b) your reactions to them then and now, and (c) how your reactions have changed over time, specifically regarding: Culture, Race, and Ethnicity Experiences

1. What age(s) over your life span you have had personal, direct contact with someone of a different culture, race, and ethnicity? A. What was the setting: Home? School? Family? B. What was the nature of the contact: Neighbor? Family guest? Classmate? Playmate? C. What was different about that person, family, or group? 2. Identify your earliest exposures to race, culture, or ethnicity through movies or television shows, including newscasts. A. What was the situation or program? B. What was the story about? C. What was different about that person, plot, or presentation? 3. Identify your earliest exposure to race, culture, or ethnicity through newspapers, storybooks, novels, or magazines. A. What was the media? B. What was the event or story about? C. What was different about a person or persons in that report, story, or article? 13 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

Activity: Rationalizations: Issues of Racism and Sexism

Instructor note: The text below provides definitions that may be of help to those learning to identify A-D-VB statements. Numbered items are practice items for recognizing Avoidance, Denial, and Victim Blaming kinds of statements. Print this section for students to add to their files regarding this critical perspective on interpersonal communication. As time permits, ask individuals or groups to develop 13-5 additional statements for each category. Illustrations and Examples Denial Rationalizations – The denial rationalization rejects the existence of the problem. The speaker truly doesn’t recognize that there is a problem! Or the speaker may recognize a problem, but denies that anything can ever be done about it by stating: “That’s just the way things are,” or implying that a perceived inferior trait is somehow genetic or innate. 1. “When I see minorities on television, most of them are happy; they’re always singing and having a good time. I don’t think racism is a problem any more...” 2. “I’m fed up with all these people accusing me of being racist and sexist and all the other things and blaming me for all their problems. I’ve heard it all before and I’m tired of it. Besides, my ancestors never owned slaves. I had nothing to do with it then and I have nothing to do with it now.” 3. “We’d all be better off training these people for some useful trade, something they can more easily adapt to, instead of lowering our academic standards at our colleges and universities or hiring them for jobs without the proper qualifications.” 4. “Women are just naturally emotional and soft-hearted. They are not equipped to make the hard decisions required of people in positions of authority.” Victim Blame Rationalizations – The victim blame rationalization makes reference to a specific person or group and either directly or by implication blames that person or group for having created their own misfortune. The speaker refuses to accept responsibility for the plight, even though that person or an allied group may have been highly responsible. 1. “The problem with radical minority organizations is that they are often led by minority who are extremists.” 2. “The problem today is that minorities and women think that everyone owes them a living.” 3. “The solution to the Indian problem is in the hands of the Indians. If they forget about the old ways and join in our modern technological society, they’ll do just fine.” 4. “What’s all this stuff about police brutality? If people break the law, they deserve whatever treatment they get.” Avoidance Rationalizations – The avoidance orientation accepts the existence of the problem but attempts to avoid it. Avoidance rationale may propose a false or inadequate solution, or make a statement that attempts to sidetrack the listener away from the real issue. The effect of this orientation is the misplacement of the problem, leading to faulty or incomplete solutions 14 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

focusing on victims, such as the need for: more research, more law enforcement, and more remedial programs. 1. “Don’t you think these people have gone too far with all this sitting in, protecting law breaking, and demanding? After all, there are established procedures for people to air their grievances in our society.” 2. “We don’t discriminate here. We’re an affirmative action, equal opportunity employer.” 3. “Yes, but if we were all just good Christians and learned to love one another...” 5. “Let’s look at this issue objectively. What, exactly, do you mean by racism and sexism? Do you have any substantive data to support what you’re saying?” 6. “Yes, but isn’t this all part of human nature? Aren’t we all prejudiced in one way or another? And, isn’t everybody discriminated against in some way, shape, or form?” 7. “I’m against forced busing, reverse discrimination, hiring and promotion quotas, lower standards, and government interference. I want local community control.” 8. “I have the right to like or dislike anybody I want and the First Amendment of the Constitution guarantees me the right to say so.”

Chapter 3: Communication, Conflict, and Conflict Resolution Overview of Concepts

Perceptions of or reactions to human differences may result in disagreement; conflict, however, does not have to become a destructive force. Chapter 3 investigates interpersonal communication beginning with an analysis of misperceptions about communication. With the help of a communication model, the chapter explains elements of communication, the origins of interpersonal conflict, and certain attitudes that promote conflict resolution. Personal Clarification Exercise: Explanation

[TEXT] – Statements Illustrating Perry’s Continuum Activity Instructor note: This exercise provides direct instruction in judging Perry levels of moral development; when understanding of the concept comes first, rules can be implemented for selecting levels. Consider this activity as practice. Follow up a review and discussion of the Perry items with whole-class discussion of Perry-like statements that participants suggest that they might hear. [KEY] – Perry’s Continuum Activity – Answers and Explanations Instructor note: Brief explanations accompany each statement in the Perry exercise. Some patterns emerge in these explanations that should aid in responding to student questions. 1. B (Multiplicity) – This student insists that all opinions are equal. This clearly moves beyond the focus of dualism upon facts yet is not sophisticated enough to qualify as Relativism that would recognize differences in the quality of opinions. 2. D (Commitment) – This student’s emphasis on understanding another point of view in order to better understand his or her own point of view indicates that this student has made commitments which he or she is not willing to change just because he or she encounters a contrary view, but the speaker reflects on contrary ideas to clarify his/her own ideas. 3. A (Dualism) – This student has come to college with a dualistic point of view reinforced by the lack of diversity in his or her home town. Now the student is encountering considerable diversity that is not easily categorized as good or bad, right or wrong, and he or she is struggling with this dilemma. 4. C (Relativism) – This student recognizes the variety of opinions and that there are differences between these opinions (i.e., some are better than others), but he or she isn’t sure how to determine which opinions are the better ones. This student also reflects a respect for the thinkers who espouse these opinions even though none of their opinions can be taken as an absolute truth. (Someone at the multiplicity level seldom expresses such respect.) 5. A (Dualism) – This student wants facts and not interpretations. 6. B (Multiplicity) – This student would like to focus on facts, but has uneasily accepted the expectations that one MUST express one’s opinions on college papers. (Compare this student’s 16 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved

attitude to the student statement in #10.) This student obviously feels that one opinion is as good as another. 7. D (Commitment) – The emphasis by this student on wanting “to come up with my own (ideas)” and on putting ideas “to the test” reflects a commitment perspective. 8. C (Relativism) – Note the difference between this statement and #2. Here, the student is only interested in understanding another point of view (a Relativistic desire), but with no concern for using that to confirm or develop his or her own ideas (as expressed by the student in #2). 9. D (Commitment) – Despite the “fact” that this student is operating in what is often considered a “fact-oriented” discipline (science), he or she nevertheless recognizes that understanding the discipline goes beyond merely accepting facts, but involves a willingness to believe in a model (or metaphor) to understand certain aspects of the discipline (until a more compelling model comes along). 10. A (Dualism) – This “do what you’re told” advice could only be given by a person coming from a Dualistic perspective. 11. C (Relativism) – This student is so excited by diversity of opinion that he or she willingly takes a contrary point of view (e.g., being a “devil’s advocate”) just to demonstrate that there is another side. 12. B (Multiplicity) – Once again, the student is suggesting that all opinions are the same; no opinion is better than another. Intergroup Exercise: Explanation

[TEXT] – Words and Phrases that Hurt: Implications of Language Activity Instructor note: Students will quickly adapt to reading between the lines in this experience; review and suggest resuming use of terms: “imply” and “infer.” Opportunity for adding other passages or phrases that individuals find to be their personal “hot buttons” can be provided to good advantage. Collect and display summarizing generalizations on note cards that class members post on a STICKS AND STONES bulletin board; focus on the unintentional dangers of language in everyday interpersonal communication. Suggestion: Plan class time with this exercise generously. Participants will likely wish to volunteer other statements that unintentionally “hurt.” Don’t pass up the opportunity for students to create their own statements; focus on the topics of race, religion, ethnicity, or indigence. [KEY] – Words and Phrases That Hurt – Possible Responses and Explanations 1. A white person to a person of color: “We must have law and order.” People of color grow up with a different perspective on the police as compared to the “Officer Friendly” perspective that characterizes most middle-class white people. Police have been guilty of racial profiling, brutalizing and intimidating people of color once they have been arrested, entering homes of people of color (especially in low-income 17 Copyright © 2020, 2014, 2011 Pearson Education, Inc. All Rights Reserved