Deck 7: Families Overcoming Obstacles

Question 1

A critical view toward the poor holds the belief that those who live in poverty are a/an ______ who are more likely to be illiterate,use drugs,commit crimes,have unstable relationships,and not care about their children or their education.

A)unstable family
B)drain on society
C)underclass
D)racial group

Answer 1

C

Question 2

Which type of poverty is caused by an immediate crisis,such as loss or job,and can be temporary?

A)situational
B)rural
C)generational
D)absolute

Answer 2

A

Question 3

Which statement about children and/or families who live in poverty is true?

A)The federal government evaluates and adjusts the poverty level every other year.
B)Most families in poverty have one or two employed family members.
C)The poverty level across the United States has declined in recent years.
D)Families in poverty often have jobs that include benefits such as health insurance and paid family sick days.

Answer 3

B

Question 4

An educational consequence of children's homelessness is ______.

A)decreased risk of dropping out of school
B)improved school attendance
C)attendance at more than one school during a school year
D)higher school achievement

Question 5

Children who ______ are more likely to have cognitive delays,lower math and reading scores,poor health and school absenteeism,and are less likely to graduate from high school.

A)live in poverty
B)experience natural disasters
C)live in foster care
D)have chronic illness

Question 6

Teachers at a Title I middle school were overheard discussing the low test scores of their impoverished students.Their comments included "They just don't try," "They were not taught to value achievement," and "Their parents don't care,so what do you expect?" What perspective is reflected in these teachers' comments?

A)generational poverty
B)expanding horizons
C)cultural responsiveness
D)cultural deficit model

Question 7

Which statement is a misconception,or a false belief,about families in poverty?

A)Children are more than twice as likely as senior citizens to live in poor families.
B)Most low-income families have at least one family member who is employed.
C)Low-income parents generally do not have a high school diploma.
D)Children residing with married parents comprise 30% of children living in low-income families.

Question 8

An example of ______ was the violence and riots that followed the shooting of a Black teenager by a white police officer in Ferguson,Missouri in 2014.

A)civic unrest
B)gang initiation rites
C)urban society
D)the working poor

Question 9

Children in poverty often struggle with ______,and their lack of adequate ______ can contribute to health problems,lack of energy,and low motivation.

A)malnourishment; parental involvement
B)school lunch programs; diet
C)lunch shaming; finances
D)food insecurity; nutrition

Question 10

An urban homeless shelter hired teachers to go to the shelter in the evening to provide extra support to the children who stayed there.Which suggestion for collaborating with the families of students who are homeless did the shelter follow?

A)provide an after-school program
B)create a welcoming and safe classroom environment
C)suspend judgment about families who are homeless
D)use community resources to meet homeless families' needs

Question 11

Children with exposure to community violence may display internalizing or externalizing behaviors.Which answer is an externalizing behavior?

A)withdrawal
B)anxiousness
C)aggression
D)fearfulness

Question 12

George's family lives in a large house in an exclusive community,drives new cars every year,and frequently takes lavish vacations.Both of his parents work full time and are well paid,but never have enough money to pay for all the expensive things they enjoy.Their credit card debt is exorbitant and they are considering filing for bankruptcy.This is an example of ______ poverty.

A)absolute
B)relative
C)urban
D)rural

Question 13

The McKinney-Vento Homeless Assistance Act requires schools to ______.

A)immunize homeless children to the standard required by state law
B)provide services of the same quality to homeless and non-homeless students
C)work with homeless liaisons from outside agencies
D)create their own definitions of homelessness based on the guidelines outlined in the Act

Question 14

A chronic illness is defined as a condition that ______.

A)affects a child's school abilities
B)lasts more than three months and affects a child's normal activities
C)requires life-long medication or medical attention
D)requires frequent hospitalizations or extended school absences

Question 15

What does it mean to "double up" in a housing situation?

A)to be on the waiting lists of two or more housing agencies at the same time
B)to rotate nights at different homeless shelters
C)to temporarily live in one area,but the children attend a school elsewhere
D)to live in the home of a relative or friend

Question 16

What does it mean for a child to be "blessed" into a gang?

A)They must be beaten up to prove their loyalty to the gang.
B)They achieved a high status in the gang prior to age of 18.
C)They actively recruit younger children to join the gang.
D)They are "born-in" to the gang and will receive automatic acceptance.

Question 17

Gang activity has changed in recent years and now ______.

A)almost one third of all gang members are female
B)more middle-class and rural youth are joining gangs
C)young children are less likely to join gangs
D)fewer children nationwide are joining gangs

Question 18

Teachers who successfully involve all parents in their children's education will ______.

A)share the cultural values of their students' families
B)understand that families in poverty lack the education they need to properly care about their children's education
C)teach the hidden rules of the major culture to families
D)withhold judgment about families in poverty

Question 19

What should Miss Schmidt do to help her students learn to manage their anger,solve problems,negotiate with their peers,listen actively,and communicate effectively?

A)engage the community in safety resources
B)teach conflict resolution skills to them
C)recognize the warning signs of gang affiliation
D)encourage students to share their fears and concerns with her

Question 20

Ruby Payne described the differences in students from poverty,middle-,and upper-classes as being primarily caused by ______.

A)teacher expectations
B)family values
C)hidden school rules
D)community pressures

Question 21

One of the biggest myths about poverty is that a lack of employment is the root cause.

Question 22

Protective factors,such as ______,help students feel more connected to learning and to school after a traumatic event.

A)regular school attendance
B)an introverted personality
C)positive self-esteem
D)a lack of goals

Question 23

Mrs.Biegert assigns specific classroom duties to all of her first graders.She recognizes that classroom chores can help build resiliency in her students as they learn ______.

A)how to take orders and follow directions
B)to value their contributions and gain a sense of belonging
C)a work ethic and moral values
D)the importance of a clean and organized environment

Question 24

Teachers can create a welcoming and supportive classroom environment for a student with a chronic illness by ______.

A)having the child who is ill read books aloud to the class about his or her illness
B)assigning students to send get-well cards to the family whenever the ill student is absent
C)conducting role-plays with the class of what to say and do if the ill student is symptomatic at school
D)avoiding discussions about the student's health to ensure the student is treated just like everyone else

Question 25

A child's chronic illness can cause significant school ______,which increase(s) the child's academic challenges.

A)deficits
B)phobias
C)refusal
D)absenteeism

Question 26

A family is deemed to be at or below the poverty level if the family is homeless and/or suffers from food insufficiencies.

Question 27

Even in the midst of economic recession,increased government assistance has resulted in fewer families sliding into poverty.

Question 28

By law,how are students who have chronic illnesses treated by the school system?

A)They automatically qualify for special education services.
B)They are entitled to services that will help them succeed in school in the least restrictive learning setting.
C)They can be excluded from school activities,such as physical education or field trips,due to health concerns.
D)They can be denied extra time to make up assignments after long absences.

Question 29

Low levels of parental education are a primary risk factor for living in poverty.

Question 30

Six-year-old Trevor has severe asthma and was hospitalized many times last year.He will be in Miss Brock's first-grade classroom this year.What should Miss Brock do to prepare?

A)learn what Trevor is like before,during,and after an asthma attack
B)create a field-trip plan with other teachers so Trevor can be safely cared for when his class attends field trips and other activities outside of school
C)develop an emergency plan with last year's teacher
D)contact Trevor's doctors and get updated medical information

Question 31

Key factors such as exposure to a natural disaster,physical destruction,personal injuries,loss of loved ones,and parental support levels all affect ______.

A)a child's future academic abilities in a negative way
B)how a child responds to a natural disaster
C)generational poverty in a child's life
D)the length of time it will take a community to rebuild afterward

Question 32

Children who survived a natural disaster are often helped when they ______.

A)examine the extent of the damage created by the disaster
B)research the science behind the disaster
C)are listened to and reassured that things will get better
D)are assured that such disasters will never happen to them again

Question 33

The ability to overcome or adapt to adversity is known as ______.

A)resiliency
B)flexibility
C)plasticity
D)autonomy

Question 34

It is recommended that teachers of children in poverty hold high standards for all families by expecting them to help their children with homework each night.

Question 35

Research correlates children who have inconsistent bedtimes with children who ______.

A)are homeless
B)live in violent communities
C)are obese
D)live in foster care

Question 36

Children respond to chronic illnesses in different ways.Young children may ______ the illness,while older children may be angry and ______.

A)not understand; research it thoroughly
B)feel guilty about; act in self-injurious ways
C)be embarrassed by; blame others
D)blame themselves for; rebel against it

Question 37

Why is it a problem to label children as being "at risk" for failure?

A)It is unclear what factors cause children to be "at risk."
B)The label creates expectations for failure,which can lead to failure.
C)There are no programs or school services aimed at helping "at risk" students.
D)It focuses on their strengths instead of their weaknesses.

Question 38

Studies have found that teachers' beliefs about poverty have a significant effect on students' motivation and academic achievement,but little or no effect on family involvement.

Question 39

Which factor is likely to last for only a short time,while the other factors are much longer-lasting stressors?

A)a natural disaster
B)damages to business cause a loss of employment and vital services for families
C)death of family members or destruction of the family home
D)loss of playtime with friends due to closure of schools,parks,and playgrounds

Question 40

Children with ______ have the strength to separate themselves from a poorly functioning family.

A)autonomy
B)protective factors
C)social competence
D)the ability to think abstractly

Question 41

Confidentiality restricts the sharing of medical information about chronically ill students,which prevents teachers from receiving the most important medical information.

Question 42

A turnaround relationship is a key protective factor in the life of a resilient child.

Question 43

In what ways do teachers demonstrate a "cultural deficit model" of working with children and families in poverty?

Question 44

Teachers who want to foster resiliency in students should avoid setting explicit boundaries,and instead should give children autonomy and choices in all schedules and routines.

Question 45

Rural and suburban school personnel are often unsure of how to deal with students' gang-related activities because they are a relatively new trend in these schools.

Question 46

How can responsive educators develop respectful relationships with families in poverty?

Question 47

How can teachers create a caring classroom environment for children with chronic illnesses?

Question 48

Focusing on children's protective factors,rather than their "at-risk" factors,may prevent self-fulfilling prophecies from leading to failure.

Question 49

What can teachers do at the classroom level to help buffer children from gang activity or becoming a gang member?