Duan, Becoming a Multicultural Competent Counselor Instructor Resource

Chapter 10

Becoming a Multiculturally Competent

Counselor 1st Edition Duan Test Bank

Full download at link: https://testbankpack.com/p/test-bank-for-

becoming-a-multiculturally-competent-counselor-1st-edition-by-
duan-and-brown-isbn-9781452234526-9781452234526/

Multiple Choice

1. We are all in a _____________in a society where there are large variations in terms of wealth,
material possessions, power, authority, and prestige.
a. economic patriarchy
b. privileged status
*c. social class
d. predestined social order
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Social Class and Classism (p.
250); Question Type: MC

2. ________________is a person’s position in economic hierarchy determined by an individual’s or

family’s economic and social position based on income, education, and occupation.
*a. Social economic status (SES)
b. Classism
c. Social class
d. Social position
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Social Class and Classism (p.
250); Question Type: MC

3. According to the text, __________is the systematic oppression of subordinate class groups by the
advantaged dominant class groups.
a. disadvantaged oppression
b. colonialism
*c. classism
d. victimization
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Classism (p. 251); Question
Type: MC
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 10

4. Categorization of people into upper and lower strata helps to_________________, among other
things
*a. sustain the myth of superiority
b. differentiate people’s ethnicity
c. determine where people live
d. determine voting rights
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Comprehension; Answer location: Classism (p. 251);
Question Type: MC

5. Which of the following is not an aspect of class privilege?

a. unearned advantage
*b. egalitarianism
c. conferred dominance
d. class power
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Social Class and Privilege (p.
251); Question Type: MC

6. According to the examples presented in the text, participating in sports and other extracurricular
activities with school friends and growing up with the expectation of going to college are examples of
__________________.
a. special privileges
b. middle-to-upper class advantages
*c. middle-to-upper class privilege
d. undue advantages
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Application; Answer location: Social Class and Privilege
(p. 252); Question Type: MC

7. All of the following self-statements are presented examples of White middle-class privilege
except__________________.
*a. I need to work more than one job.
b. I can be reasonably assured of the safety of my neighborhood.
c. I can work one job.
d. I feel I am what others strive to be.
Learning Objective: Recognize power and privilege held by those who are members of middle to upper
class social classes; Cognitive domain: Comprehension; Answer location: White, Middle-Class Privilege
(p. 248); Question Type: MC

8. ________________represent the largest group of poor people in the United States.

a. Women
b. African Americans
*c. The working poor
d. American Indians
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 10

Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Social Class and Poverty (p.
257); Question Type: MC

9. Which of the following is not a stereotype about the poor disputed by Gorski (2013) as cited in the
text?
a. Poor people do not value education.
b. Poor people are lazy.
c. Poor people are ineffective and inattentive parents.
*d. Poor people are not religious or spiritual.
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Stereotype of the Poor (p.
260); Question Type: MC

10. From a multicultural consciousness perspective, counselors must NOT forget all of the following
about poor people except____________________.
a. most poor people are invisible and without national leaders
b. most poor people raise other people’s children
*c. most poor people are taking advantage of the welfare system
d. most poor people work everyday
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Comprehension; Answer location: Stereotype of the Poor
(p. 260); Question Type: MC

11. Which of the following is NOT a way in which classism benefits those who have it?
*a. an equal playing field with the disadvantaged
b. health care
c. access to education
d. housing
Learning Objective: See that classism exists and how it unjustly affects people; Cognitive domain:
Knowledge; Answer location: Disparities Due to Social Class (p. 259); Question Type: MC

12. According to research, all of the following are unhealthy behaviors related to SES except
__________.
a. use of tobacco
*b. unnecessary elective procedures
c. physical inactivity
d. poor nutrition
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Effects of Poverty (p. 258);
Question Type: MC

13. According to research on stereotype threat, people who are stereotyped tend to
____________________.
*a. behave in a way consistent with the stereotype
b. aggressively react to those around them
c. overcome the expectations of the stereotype
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 10

d. fail to engage in any social activities

Learning Objective: See that classism exists and how it affects people; Cognitive domain: Knowledge;
Answer location: Stereotype of the Poor (p. 260); Question Type: MC

14. According to Jackson and Hardiman’s model, which of the following is NOT one of the five stages of
low-social class identity?
a. naïveté
b. acceptance
*c. assimilation
d. resistance
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Social Class Identity (p.
262); Question Type: MC

15. Which of the following is NOT a potential consequence of assessment biases in counseling?
a. over or misdiagnosis
b. failed interventions
c. retraumatization
*d. decision overload
Learning Objective: Understand the importance of their class identity in their ability to effectively
counsel people from lower social class; Cognitive domain: Knowledge; Answer location: Assessment,
Prevention, and Intervention (p. 265); Question Type: MC

16. Even when the intention of a media program is good, such as one aimed at improving school
retention of students from low income families, repeated and abundant negative associations reinforce
stereotypes and carry a ______________________message.
a. social justice advocacy
b. power-blaming
*c. victim-blaming
d. utopian
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Comprehension; Answer location: Eliminating
Unintentional Victim Blaming (p. 266); Question Type: MC

17. It is important for counselors with a multicultural consciousness to conceptualize _________ and
__________ as a continuum along which people in disadvantaged positions exercise their strength and
do the best they can.
a. coping, noncoping
b. power, disadvantage
*c. risk factors, protective factors
d. weakness, strength
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Respect, Validity, and Be
Strength Based (p. 268); Question Type: MC

18. _________________, along with separation, exclusion, and devaluation, operationally defines
discrimination.
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 10

a. Aristocracy
b. Class distinction
c. Anxiety
*d. Cognitive and behavioral distancing
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Hostility of Microaggression
(p. 261); Question Type: MC

19. In the Social Class Worldview Model (SCWM), ________________refers to ways individuals choose
to organize their time and resources within a socially classed context to remain congruent with their
economic culture.
a. social class culture
*b. lifestyle
c. property relationship
d. behaviors
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Social Class Values and
Worldviews (p. 248); Question Type: MC

20. _________________ and homelessness are the result of chronic poverty and joblessness.
a. Inequality
b. Prejudice
c. Oppression
*d. Urban ghettos
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Understanding the Social
Context of the Poor; Question Type: MC

True/False

21. Counselor failure to understand the impact of classism can result in victim blaming.
*a. True
b. False
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Comprehension; Answer location: Chapter overview (p.
247); Question Type: TF

22. To address the social problem of poverty, counselors must participate in advocacy.
*a. True
b. False
Learning Objective: See that classism exists and how it unjustly affects people; Cognitive domain:
Knowledge; Answer location: Chapter Overview (p. 248); Question Type: TF

23. Social class is a social stratification that organizes people into a hierarchy resulting in inequality and
prejudice.
*a. True
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 10

b. False
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Social Class and Classism (p.
250); Question Type: TF

24. Social economic status (SES) and social class are one and the same concept.
a. True
*b. False
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Comprehension; Answer location: Social Class and
Classism (p. 250); Question Type: TF

25. Group awareness or class consciousness is implicated as the basis for classism.
*a. True
b. False
Learning Objective: See that classism exists and how it unjustly affects people; Cognitive domain:
Knowledge; Answer location: Social Class and Classism (p. 250); Question Type: TF

26. Unlike racism and sexism, classism is not institutionalized.

a. True
*b. False
Learning Objective: See that classism exists and how it unjustly affects people; Cognitive domain:
Knowledge; Answer location: Classism; Question Type: TF

27. Due to a lack of research and attention in counseling practice, social class can be seen as a “blind
spot.”
*a. True
b. False
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Comprehension; Answer location: Social Class and
Privilege (p. 251); Question Type: TF

28. Class privilege, unlike White privilege, does not translate to unearned advantages and power.
a. True
*b. False
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Social Class and Privilege (p.
262); Question Type: TF

Essay

29. Identify and briefly explain some of the effects of poverty discussed in the text.
*a. Poverty is associated with the growth of urban ghettos and the homeless population. People in poor
or low-income neighborhoods are also vulnerable to violence, criminality, and threats to their well-
being, health, and development, as well as high unemployment and under employment. Children in low-
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 10

income neighborhoods experience poor academic achievement, higher school dropout rates, abuse,
neglect, behavior and social problems, psychical health problems, and developmental delays. For adults,
poverty is implicated in unhealthy behaviors, including tobacco use, physical inactivity, poor nutrition,
and poor or self-destructive decision making, which are all related to higher health risk rates and
mortality.
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Comprehension; Answer location: Effects of Poverty (pp.
257–258); Question Type: SA

30. Discuss the relationship between meritocracy and stereotypes of the poor. What is the role of the
counselor in combating stereotypes?
*a. Because meritocracy is a deeply entrenched value in the dominant cultural in the United States, it
promotes negative attributions of the poor and marginalized people. Such attributions include ideas
such as they did not work hard, they were incapable, or they made bad choices, hence stereotypes of
the poor. The results of such stereotypes are prejudice, discrimination, and microaggression against the
marginalized and poor people. Stereotypes also have psychological impacts on the stereotyped, that
overall, lead to a self-fulfilling prophecy. People tend to act out the label put on them. A counselor who
understands the impact that stereotypes and classism can have on the lives of poor and marginalized
people should show genuine respect and empathy for the people and their life experiences. The
counselor can also help combat stereotypes through advocacy, research, and multiculturally competent
practice.
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Stereotypes of the Poor
(pp. 260–261); Question Type: SA

31. Do you believe that upward mobility is possible for every American? Please discuss your answer.
*a. Upward mobility is defined as “the movement from one social level to a higher level, such as from
lower social class to middle social class” and the belief that it is attainable by every American; however,
because of a number of systemic level barriers, upward mobility for a great number of lower-class and
marginalized people is more of a myth than reality. Due to the emphasis on meritocracy, poor and
marginalized people who cannot realize the American dream are usually blamed for not working hard
enough and making poor decisions; while the unjust contextual factors that constitute impediments to
moving up for some people in the society are not recognized. The bias generated by meritocracy also
conjures the image of a good society, where all people have equal opportunities to work in safe,
humane conditions with pay that can afford them decent standards of living; with relative worth of all
types of jobs. But this is not the reality, particularly for the poor people and low-level jobs; hence, one
can conclude that upward mobility is possible for some but not every American.
Learning Objective: Conceptualize clients’ concerns and understand their psychological needs in the
context of their social class; Cognitive domain: Knowledge; Answer location: Upward Mobility
Expectations and Biases (p. 261); Question Type: SA