Race in America Today

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1. Aside from natural selection (e.g. climate), what are some sources of variation in hair and eye color/form?

2. What are cognitive biases?How do they shape how we perceive other people?

3. What is the same-race/other-race effect?

4. What did the study on facial recognition suggest about why people are better able to distinguish faces of their “own” race compared to those who look different?

5. How does the learning of social race categories affect how we encode individuating information about people?

6. Are cognitive biases fixed?How do they change over time?

7. What are some reasons that we might consider our predisposition to have prejudices/stereotypes to be “natural”?

8. What is Social Identity Theory?

9. What is a stereotype?

10. What are some reasons why stereotypes are no longer adaptive in human societies?

11. What is racism?

12. What is an implicit bias?

13. What are the different levels of racism?

14. What is the eugenics movement, and some other examples of historical institutional racism?

15. What is privilege?

16. What is a racial microaggression?

17. Are there inherent biological differences in intelligence between the races?

18. What is the book The Bell Curve about?

19. What are some false assumptions about race and intelligence made in The Bell Curve?

20. What is the Flynn effect?

21. How do IQ tests reflect both acculturation and cognitive abilities?

22. How might IQ tests be biased?How are there cultural influences in measuring intelligence?

23. What are differences in perceptual styles (field independence or dependence)?

24. How does this relate to cross-cultural variation in conceptions of intelligence, and difficulty measuring it?

25. What are some variables that vary between populations and cross-culturally which can affect the nutritional status of a population?

26. Different types of human subsistence systems

27. Most hunter-gatherers get most of their calories from what category of foods?

28. What type of subsistence strategy results in reduced dietary diversity?

29. Biological/phenotypic changes in response to shift to agriculture

30. Essential nutrients in a human diet

31. Growth vs. development

32. Anthropometric measurements for assessing nutritional status in populations; sexual maturation & nutrition

33. Stature and nutrition: where does stunting occur most in the world?

34. Which nutritional deficiency is also relatively common in developed/post-industrial nations around the world?

35. Difference between kwashiorkor & marasmus

36. American racial inequalities in health: which racial/ethnic category of people experiences the highest death rates from some of the most common causes of death in the U.S.?

37. Which racial/ethnic categories of people experience the lowest rates of healthcare and access to healthcare?

38. How do cultural/social racial differences affect the health & biology of members of non-white categories?

39. What are some racial/ethnic disparities in healthcare?

40. What are some problems with assigned race-based medical prescriptions?

41. What is the nativist movement?

Sample Solution

Race in America Today

A cognitive bias is a systematic error in thinking that occurs when people are processing and interpreting information in the world around them and affects the decisions and judgments that they make. The human brain is powerful but subject to limitations. Cognitive biases are often a result of your brain`s attempt to simplify information processing. Biases often work as rules of thumb that help you make sense of the world and reach decisions with relative speed. For example, one well-known cognitive bias is the illusion of transparency, which cause us to believe that our thoughts and emotions are more apparent to others than is actually the case. Cognitive biases affect every area of our life, from how we form our memories, to how we shape our beliefs, and to how we form relationships with other people. Because cognitive biases can have such a powerful and pervasive influence on ourselves and on others, it is important to understand them.

thers to influence further practice (Schon, 1983).

Section 6

The importance of good practice when working with children and families is evident when exploring professional contributions and strategies to engage, Halgunseth et al (2009) state family engagement occurs when there is an on-going, reciprocal, strengths-based partnership between families and their children’s early childhood education programs. One strategy identified is teacher family engagement; Halgunseth et al (2009) suggests that family members who volunteer time share information that develops relationships which in turn is integrated into the curriculum and instructional practice (pg.3). Communication therefore can be utilised as a tool to initiate conversations about the child and family experiences to create a continuous reciprocal relationship that shapes wider integration. Henrich & Gadaire, (2008) suggest meaningful engagement of families in their children’s learning supports the school in creating academic success. Henderson and Mapp (2002) comment that such strategies contribute to further develop of engagement in children’s learning which strengthen partnerships. However, Ferguson et al (2008) argue that simply attending a meeting or school function does not necessarily result in an educator or family member changing their beliefs or actions. Souto-Manning and Swick (2006) suggest that the traditional paradigm for parent involvement focuses on the deficiencies of parents and strives to adapt parents to the methods applied by the schools. Mutch and Collins (2012) reviewed barriers to parental involvement in New Zealand and concluded not all parents are equally involved in their children education citing communicating strategies as the most influential to engage parents with learning and school partnerships. Hornby and Lafaele (2011) stress that school policy means nothing unless it is backed up by action on the school’s part to include parents and make them feel that their contributions are worthwhile (Humphrey-Taylor, 2015).

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