Chapter 8 - Culturally Competent School Counselors:

Affirming Diversity by Challenging Oppression

Multiple Choice

  1. Professional school counselors can prepare to serve a diverse student population by
  1. reading the newspaper.
  2. taking courses in foreign languages and consulting ethnic community leaders.
  3. insisting schools have programs in place for dealing with diverse parent needs.
  4. None of the above.
  1. Professional school counselors who counsel diverse students but do not have training and supervised experience in multicultural counseling are
  1. just beginning in the counseling field.
  2. acting ethically.
  3. acting unethically.
  4. able to acknowledge cultural differences.
  1. The three dimensions of multicultural competence are
  1. clarification, definitions, and preparation.
  2. ways, beliefs, and principles.
  3. knowledge, awareness, and skills.
  4. culture, race, and ethnicity.
  1. Culture includes
  1. ethnicity.
  2. values and beliefs.
  3. nationality.
  4. race.
  1. What is race?
  1. Family, tribe, people, or nation of the same stock
  2. Classification based on the biological characteristics of a people
  3. The ways, beliefs, and principles of a people
  4. Physical characteristics of a people
  1. The largest increases in student population are among
  1. Whites and African-Americans.
  2. African-Americans and Hispanic Americans.
  3. Hispanic Americans and Asian/Pacific Islanders.
  4. Native Americans.
  1. What has created the debate over multicultural counseling?
  1. The diverse nature of the U.S.
  2. The great variability in defining the terms culture, race, and ethnicity
  3. The differences between training levels of professional school counselors
  4. The differences in diverse populations between large cities and rural America
  1. A professional school counselor with low multicultural competence provides counseling services that
  1. will help only a few ethnic groups.
  2. will help only the “system”.
  3. have little or no regard for the counselor’s or the client’s ethnicity or race.
  4. allow the counselor and client a more reality based counseling experience.
  1. Multiculturalism is best viewed as
  1. a journey.
  2. a fixed end point.
  3. something one is born with.
  4. a positive attribute for most counselors.
  1. What is AMCD?
  1. Association for Multicultural Counseling and Development
  2. American Multicultural Competence and Development
  3. Association for Multiculturalism in Counseling and Development
  4. American Males for a Competent Democracy
  1. Why does the “melting pot philosophy” of counseling culturally different clients have negative consequences?
  1. It is based on conforming clients to one acceptable model of behavior.
  2. The counselor may not have the same ethnicity as the student.
  3. The counselor may end up controlling students who are of different cultures.
  4. This country is not really a melting pot.
  1. It is important for counselors to be aware of their own cultural conditioning in order to
  1. be aware of how their own biases may interfere with counseling.
  2. be able to share with the client the background of the counselor.
  3. know where the client is coming from.
  4. be aware of different cultures.
  1. In the early 21st century______will make up a majority of the U.S. workforce.
  1. Hispanic Americans
  2. African Americans
  3. Whites
  4. non-Whites
  1. Counselors can prepare to serve diverse clientele by
  1. consulting with ethnic minority community leaders.
  2. learning foreign languages.
  3. receiving extensive multicultural training.
  4. All of the above.
  1. According to Pederson, the construct of “race” has been
  1. proven as a biological and scientific term.
  2. discredited as a biological and scientific term.
  3. an unimportant political concept.
  4. an unimportant psychological concept.
  1. According to Holcomb-McCoy and Myers
  1. there are three dimensions of multicultural competence.
  2. there are less than three dimensions of multicultural competence.
  3. there could be more than three dimensions of multicultural competence.
  4. there are virtually unlimited dimensions of multicultural competence.
  1. In much of the current literature, the term “multicultural counseling” has been replaced by the use of which new term?
  1. Advocacy counseling
  2. Social justice counseling
  3. Cross-cultural counseling
  4. Cultural advocacy counseling
  1. What role is emerging in the schools that professional school counselors have to fill?
  1. Teaching minority students
  2. Counseling minority students so they will blend in with the school
  3. Pushing school reform initiatives and efforts to improve academic achievement of minority students
  4. Helping minority students come out of their shell
  1. ______is NOT one of the three main areas or dimensions of multicultural competence.
  1. Awareness
  2. Skills
  3. Understanding
  4. Knowledge
  1. Sue (1998) promotes a scientific approach to cultural competence. Which of the following is NOT one of the three characteristics of his approach?
  1. Having knowledge of a minority group
  2. Being proficient with a particular cultural group
  3. Having skills in dynamic sizing
  4. Being scientifically minded
  1. ______is NOT one of the three characteristics of a culturally skilled counselor.
  1. Counselor awareness of a client’s world view
  2. Culturally appropriate intervention strategies
  3. Counselor awareness of various minority traditions and values
  4. Counselor awareness of one’s own cultural values and biases
  1. Counseling professionals and professional organizations, such as CACREP, define multicultural counseling not only in terms of race and ethnicity, but also in terms of
  1. gender.
  2. lifestyle.
  3. religion.
  4. All of the above.
  1. Which part of multicultural counseling competence stresses the understanding of personal world views and how counselors are the products of their cultural conditioning?
  1. Skills
  2. Understanding
  3. Knowledge
  4. Awareness
  1. A segment of a larger society whose members are thought by themselves and others to have common origin and to share important segments of a common culture is termed
  1. race.
  2. subculture.
  3. ethnicity.
  4. culture.
  1. Who proposed a conceptual model of cultural sensitivity that is based on perceptual schema theory?
  1. Ridley, Mendoza, Kanitz, Angermeir, and Zenk
  2. Sue and Sue
  3. Pope-Davis, Reynolds, Dings, and Ottavi
  4. Goodenough
  1. The counselor’s ability to use ______decreases the counselor’s tendency to use stereotypes while still embracing the client’s culture.
  1. scientific influences
  2. sociopolitical influences
  3. dynamic sizing
  4. genetics
  1. Pluralistic means
  1. ethnocentrism.
  2. numerous groups working together toward a goal.
  3. educating the professional school counselor on multiple multicultural issues.
  4. multicultural competence.
  1. Being scientifically-minded refers to
  1. forming hypotheses.
  2. making conclusions.
  3. working with diverse backgrounds.
  4. ethnocentrism.
  1. Professional school counselors can monitor student progress using which type of data?
  1. school culture data.
  2. attainment data.
  3. standards- and competency-related data.
  4. All of the above.
  1. This type of “gap” demonstrates evidence of oppression due to unequal access to quality resources
  1. attainment gap.
  2. achievement gap.
  3. opportunity gap.
  4. allocation gap.