A) Proficiency in one's ethnic language and interacting with peers from the same ethnic group are associated with having a strong ethnic identity.
B) Foreign-born ethnic minority adolescents express more negative feelings about mainstream American ideals than their more acculturated peers.
C) Foreign-born ethnic minority adolescents perform better in school than their more acculturated peers.
D) Foreign-born ethnic minority adolescents are less likely to be involved in delinquent behavior than their more acculturated peers.
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Multiple Choice
A) Michael, who has many alternatives available to him in many different arenas
B) Melvin, who has a moderate number of alternatives available to him in a few different arenas
C) Jay, who has few alternatives available to him and is expected to follow in his father's footsteps
D) All of these adolescents are likely to have difficulty establishing a sense of identity.
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Multiple Choice
A) There is an identity crisis that is resolved during adolescence.
B) There is a clear, systematic order in which all individuals must pass through the stages of identity development.
C) Identity achievement is the final state of identity development for all individuals.
D) All of these ideas about identity development in adolescence are myths that have been debunked in research studies.
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Multiple Choice
A) Phinney
B) Harter
C) Marcia
D) Gilligan
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Multiple Choice
A) false-self behavior.
B) negative peer culture.
C) negative identity.
D) All of these are correct.
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A) multiethnic.
B) gender identity.
C) sexual orientation.
D) gender roles behavior.
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Multiple Choice
A) self-regulation.
B) self-esteem.
C) self-attribution.
D) self-idealization.
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A) athletic ability
B) academic ability
C) physical appearance self-esteem
D) moral conduct
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A) series of interrelated developments.
B) single developmental issue.
C) discrete quantitative switch.
D) movement into a new and different person.
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Multiple Choice
A) a volatile self-image
B) an aggressive parent
C) extremely low self-esteem
D) very few close peers
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Multiple Choice
A) Alexandra, who has not made firm commitments and is not currently trying to make them
B) Denise, who has made identity commitments without needing a period of exploration
C) Brandon, who is in the midst of a period of exploration
D) Francis, who has established a coherent sense of identity; she has made identity commitments after a period of exploration
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Multiple Choice
A) are more sensitive to racial cues.
B) are less sensitive to racial cues.
C) have low private regard.
D) have high private regard.
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Multiple Choice
A) private regard, public regard, and racial centrality.
B) private regard, external regard, and familial regard.
C) racial centrality, external regard, and code switching.
D) public regard, private regard, and perceived discrimination.
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Multiple Choice
A) to ignore society's conflicting messages about race.
B) to respect their elders.
C) to attend church regularly.
D) about dealing with racism.
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Multiple Choice
A) the drive toward positive self-esteem.
B) the discrepancy between her ideal and actual selves.
C) a false sense of self-concept.
D) All of these are correct.
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Multiple Choice
A) stable; take more classes
B) unstable; get older
C) more stable; get older
D) unstable; take more classes
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Multiple Choice
A) self-concept
B) self-image
C) false-self behavior
D) family relationships
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Multiple Choice
A) approval of parents
B) approval of peers
C) succeeding in school
D) involvement in many extracurricular activities
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Multiple Choice
A) identify their specific heritage (e.g., German, Irish) .
B) have a stronger sense of ethnic identity.
C) avoid using "panethnic" labels to describe themselves.
D) identify themselves as "American" rather than a specific heritage label.
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