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POA test 3
z-chapters 7-9
| Question | Answer |
|---|---|
| Definition of racial climate | how often a student experiences or witnesses acts of discrimination or prejudice |
| Ways racial climate may show up in school environment | exclusion, marginalization, colored students being assigned to worse teachers, underrepresentation, hypocritical punishments, |
| Importance of student teacher interactions and teaching effectiveness can be measured by __________? | student perceptions. Students who feel more connected to teachers tend to perform better academically |
| what has been part of our society’s history since before America was America | Racial terrorism, discrimination, and bias |
| America being a "free and just society" has been challenged by what? | racism |
| what has social media done for the race problem in America | it's pulled back the curtain on the depth and pervasiveness of it |
| 1960s civil rights movement impacts | re-segregation of public schools, HS completion rate, mortality rate for black infants, suicide rates, elevated risk for poor health outcomes, earning gap remains |
| highschool completion rates | 67 native americans, 69 blacks, 73 hispanics, and 86% white |
| resegregation of public schools | |
| mortality rate for black infants | twice that of white infants |
| suicide rates | highest for young adult native americans out of any racial group in the US |
| risk for poor health outcomes | black women have an elevated risk |
| earning gap | remains unfair between persons of color and whites |
| homicide rate for black men | 5k-8k murdered a year in america |
| racial problems in US | racial disparities in jobs, housing, education, incomes, and wealth |
| cracking the code video | |
| privelage | individuals of privilege must intervene in the moment they see bias or injustice occuring |
| convos about injustices/inequalities | conversations regarding this needs to happen between people of different races |
| cross-class friendships-inclass activity | |
| academic achievement -inclass activity | |
| importance of empathy, perspective taking, compassion, prosocial behaviors and altruism- | content notes and pp |
| friendship maintenance behaviors | content notes |
| erikson's theory- early adulthood | (18-34 Years) Psychosocial Crisis: Intimacy vs. Isolation Central Task: Caregiving Competency: Love |
| sternberg's interaction model of love | |
| sternberg's 3 components | passion, intimacy, commitment |
| sternberg's 7 different types of love | 1. Passion alone = Infatuated love 2. Intimacy alone = Liking 3. Commitment alone = Sterile Love 4. Passion + Intimacy = Romantic Love 5. Passion + Commitment = Fatuous Love 6. Intimacy + Commitment = CompanionateLove 7. Intimacy + passion + commitm |
| masters and johnson's theory of human sexual behavior | |
| non tactile and tactile | |
| non-tactile stage | visual, olfactory, auditory, and cognitive cues |
| 4 phases of tactile stage/human sexual response cycle | excitement, plateau, orgasm, resolution |
| refractory period in men | |
| sexual scripts | |
| sexual orientations | |
| intimate partner violence | abuse that affects physical, financial, health, emotional well being |
| gender identity | a person's sense of who they are- male, female, both, neither |
| gender diversity | behaving or dressing in ways that aren't expected of their sex |
| gender fluid | one moves between gender identities |
| gender non-conforming youth | |
| gender dysphoria | when a person feels distressed b/c their gender identity differs from the sex they were given at birth |
| risk factors for gender diverse/non-conforming youth | depression, anxiety, suicidality, self-injury, drug abuse, higher dropout rates, homelessness |
| strategies to support gender non-conforming youth | |
| cisgender | the same sex your child was given at birth, male or female |
| non-binary | neither male or female, or a blend of the two |
| agender | one doesn't identify with any gender |
| cis-heteropatriarchy article | |
| critical issues faced by gender non-conforming youth | |
| momentary playmates 3-7 | having fun together, proximity, shared activities, intolerant of disagreements |
| one way assistance 4-9 | based on utilitarianism, a commodity, having friends is valued |
| two-way, fair-weather cooperation | fairness and reciprocity, rule based (handshake) |
| intimate, mutually shared relationships 11-15 | closeness and trust, best friends are highly valued, being good friend=having good friend |
| mature friendship 12-up | emotional connection, differences+disagreements are tolerated, no longer possessive, casual/close are kinds |
| empathy | the ability to understand another’s emotional state, and to really feel with that person |
| compassion | ability to take an empathic response an extra step, to feel moved to help another person |
| Being compassionate is closely tied to what | fostering and maintaining relationships between friends spouses, and family members. |
| Learning to be Compassionate | 1-Look for commonalities between yourself and other people. 2-See people as individuals. Hear their stories 3-resist urge to blame the victim 4-Being compassionate is just as good for us as it is for other |
Created by:
liz gelles