Below is a passage describing an individual. After reading the passage, identify which side of the Developmental Model of Intercultural Sensitivity (DMIS) continuum they exemplify. Then, identify and describe what stage of the Developmental Model of Intercultural Sensitivity (DMIS) they are in. Provide examples from the passage to support your answer. Matthew is a 16-year-old Caucasian male who is new to your class. You have never met his parents and are not sure what to expect from Mathew. Over time, you start to think about the things he says, such as “Everyone is really the same deep down”, and “I don’t see any differences between people.” The other students in the class do not seem to have a problem with Matthew at all, and he gets along fine with most of them. During a small group discussion activity on a multicultural workplace, you overhear Matthew talk more about his beliefs, including, “I see all people the same. I mean, as long as you treat them in the same way, you should be fine.”

Describe, in detail, both assimilationist and pluralist ideologies. What are the main viewpoints of each ideology? How do the ideologies differ? 

What is important in working with educators when advancing or promoting inclusive education? Provide at least three examples, in detail, about how we can move schools in terms of developing more inclusive options for a broader range of students. 

Total Possible Points: 50

Explain the relationship between dominant and minoritized groups. Based on your definition, explain how this relationship influences the learning experience of a student in a minoritized group. Please provide an example that integrates content from course readings and lectures.

In the perception module, we learned that there are perceptual illusions which we perceive same color as different colors (such as the cylinder on a checkerboard image below). Why? 

Matt, Mandy, and Will are seniors at the same high school who decide to form a band.  Matt and Mandy have been playing their instruments since they were five years old and are exceptionally good. They make very few errors when they play their band’s songs in rehearsal. Will only started to learn his instrument in the past six months. While he can usually make it through the band’s songs without making too many errors in rehearsal, he usually makes a few.  Matt, Mandy, and Will are asked to play a song for a school pep rally.  Matt and Mandy play their parts flawlessly – better than they ever had in rehearsal.  Will on the other hand, struggles a ton – making more errors than he typically did in rehearsal.  This scenario is most consistent with what psychological phenomenon?   

John’s daughter is in the Girl Scouts. He’d like to encourage her to go to as many houses in the neighborhood as possible to try to sell cookies. John tells his daughter that for every 10th house that she goes to, he’ll give her $1.  This is an example of what type of reward schedule?

Given the description above, which of the following treatments would Sarah’s mental health professional be MOST likely to suggest as a first step in treatment?

Naomi and Rebecca often play pickup soccer together after school. Naomi has played soccer with Rebecca for over five years and knows that Rebecca is almost always incredibly kind and courteous to both her own teammates and to the opposing team’s players.  One day Naomi is walking to the soccer field with Brandi, who just started at the school that day and hasn’t yet met anyone at the school or seen anyone at the school play soccer. As they approach the soccer field, they see that a pickup game has already started. As they get closer, they can hear Rebecca screaming at another player in anger. Rebecca looks like she’s about to physically hit the other player, but a teammate pulls her away before she does so.  In this scenario, Brandi is likely to use _______________ information to make an attribution about Rebecca’s angry behavior. Because of this, she’s likely to make a ____________ attribution.