Psychology Help

Question

1. In a study that compares the achievement scores of boys and girls (and thus defines boys as the reference group), the effect size of gender is -0.10. What does this mean?

Hint: The average score of boys would be represented by mean1 in the formula for effect size.

A. Boys outperformed girls by a large margin

B. Boys outperformed girls by a small margin

C. Girls outperformed boys by a large margin

D. Girls outperformed boys by a small margin

2. All of the following findings support socialization accounts of achievement-related gender differences EXCEPT...

A. Endorsement of gender stereotypes among girls predicts their decisions to not take math courses and to not pursue math-related careers

B. High school girls do worse on a math assessment when they are told that it is a measure of intelligence (i.e., they appear to suffer the effects of stereotype threat)

C. In some countries with stronger gender norms that favor boys, girls do as well as boys on math and science assessments; meanwhile, in some countries that are more egalitarian than the US, boys still outperform girls

3. The vast majority of studies show what pattern in regards to fluid intelligence (Gf)?

A. Difference that favors male students

B. Difference that favors female students

C. No gender difference

4. Contextualist explanations for racial/ethnic achievement differences may include all of the following EXCEPT...

A. Ethnic minority parents may not know how to help their children succeed

B. Ethnic minority parents may not wish to be involved in their children's educational decisions

C. Ethnic minority children feel like they have to work twice as hard to succeed

D. Schooling privileges the knowledge and skills shared by children who identify with some ethnic groups, while marginalizing the knowledge and skills shared by children who identify with other groups

5. Critical race theory posits that all students are treated differently because of their race--irrespective of their economic advantage, gender, or other characteristics.

A. True

B. False

6. Byrnes cites research by himself and colleagues showing that when variation in distal, opportunity, and propensity factors is controlled for (i.e., when these factors are held constant), racial/ethnic achievement differences...

A. almost disappear (i.e., race/ethnicity is no longer a significant factor)

B. persist (i.e., race/ethnicity remains a significant factor)

C. widen (i.e., racial/ethnic groups are more polarized)

7. According to Ogbu's academic disengagement theory, which of the following is NOT a reason offered for the achievement of Black students (based on Ogbu's ethnography of schools in Shaker Heights, OH)?

A. Perceptions of White dominance and privilege

B. Fear and stigma of "acting white"

C. Feelings of alienation from White teachers

D. Parents' micromanagement of their children's educational lives

8. With respect to assessments of reading comprehension, the achievement differences favoring girls are [A. small or B. large]. Gender differences favoring girls are most pronounced in the domain of [A. civics, B. geography, or C. writing], and these are evident across age groups. Meanwhile, with respect to assessments of science and math, the achievement differences favoring boys are [A. small to just shy of moderate or B. large], but these differences are not generally evident until [A. late childhood, B. adolescence, or C. young adulthood].

9. According to Byrnes' opportunity-propensity model of achievement (a theory intended to explain achievement differences among groups), contextual factors that expose a student to content or enable practice are [A. opportunity factors, B. propensity factors, or C. distal factors]. Relatively student-specific factors that characterize willingness and/or ability to learn are called [A. opportunity factors, B. propensity factors, or C. distal factors]. School climate, teacher quality, and curricula are examples of [A. opportunity factors, B. propensity factors, or C. distal factors]. Motivation, prior knowledge, intelligence, and self-regulation are examples of [A. opportunity factors, B. propensity factors, or C. distal factors]. Factors such as SES, trauma, and parental values are called [A. opportunity factors, B. propensity factors, or C. distal factors] and influence later achievement directly and indirectly (i.e., by shaping opportunity factors and propensity factors).  

Answer 1

A negative value means girls scored higher than boys, but 0.10 is very small.

D. Girls outperformed boys by a small margin

2. Findings that support socialization explanations EXCEPT…

A and B directly support socialization explanations.

3. Pattern for fluid intelligence (Gf)

Most research shows no reliable gender difference.

C. No gender difference

4. Contextualist explanations EXCEPT…

Contextualist theories do not claim that ethnic minority parents don't care or don’t want to be involved.

B. Ethnic minority parents may not wish to be involved in their children's educational decisions

5. Critical Race Theory claim

CRT argues that racism is systemic, but it does not claim that all students are treated differently solely because of race irrespective of all other factors.

B. False

6. Byrnes’ findings when opportunity, propensity, and distal factors are controlled

Controlling these factors makes racial/ethnic differences nearly vanish.

A. almost disappear

7. Ogbu’s academic disengagement theory — NOT a reason

Ogbu emphasized perceptions of White privilege, “acting White,” and alienation.

He did not claim Black parents were over-involved.

D. Parents' micromanagement of their children's educational lives

8. Gender differences in achievement

Answer: A, C, A, B

9. Opportunity–Propensity Model

1. Contextual exposures → Opportunity factors
2. Student-specific abilities/motivation → Propensity factors
3. School climate/teacher quality → Opportunity factors
4. Motivation/intelligence → Propensity factors
5. SES, trauma, parental values → Distal factors