Test Bank For Racial and Ethnic Groups Sixteenth Edition. Richard T. Schaefer,

Test Bank For

Racial and Ethnic Groups Sixteenth Edition Richard T. Schaefer, DePaul University

Chapter 1 – Exploring Race and Ethnicity

Multiple Choice Questions 1. In sociology, the term minority refers to a ________ group.

a. dominant b. subordinate c. ruling d. sovereign

Answer: b Learning Objective: 1.1: Explain how people are placed in groups.

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Topic: How Are We Grouped?

Skill Level: Remember the Facts Difficulty: Easy

2. Sociologists define ethnic groups based on _________. a. whatever definition a particular dominant group applies within a specific cultural setting b. differing religious practices c. obvious physical differences that distinguish them from other groups d. their national origin or distinctive cultural patterns

Answer: d

Learning Objective: 1.1: Explain how people are placed in groups.

Topic: Types of Minority Groups Skill Level: Understand the Concepts Difficulty: Moderate

3. A(n) ________ group is a subordinate group whose members have significantly less control or power over their own lives than do members of a dominant group. a. minority b. governing c. stratified d. elite 2

Answer: a Learning Objective: 1.1: Explain how people are placed in groups.

Topic: How Are We Grouped?

Skill Level: Remember the Facts Difficulty: Easy

4. Which definition best represents the sociological concept of a subordinate or social minority group? a. a group that experiences a narrowing of life‘s opportunities b. a group that consists of less than 50 percent of the population c. group membership defined exclusively in terms of physical traits d. social standing that is irrelevant to the processes of a democracy

Answer: a Learning Objective: 1.1: Explain how people are placed in groups.

Topic: How Are We Grouped?

Skill Level: Understand the Concepts Difficulty: Moderate

5. Which characteristic applies to a minority or subordinate group? a. voluntary membership in the group b. having a broad spectrum of opportunities c. unequal treatment from others 3

d. unawareness of subordination

Answer: c Learning Objective: 1.1: Explain how people are placed in groups.

Topic: How Are We Grouped?

Skill Level: Remember the Facts Difficulty: Easy 6. Membership in a dominant or minority group is ________. a. a personal choice b. not voluntary c. not mandatory d. discretionary Answer: b Learning Objective: 1.1: Explain how people are placed in groups.

Topic: How Are We Grouped?

Skill Level: Remember the Facts Difficulty: Easy

7. Members of a minority or subordinate group ________. a. generally marry other people from outside their group b. become a part of the group voluntarily c. are political equals of the majority group d. have distinguishing cultural traits

Answer: d Learning Objective: 1.1: Explain how people are placed in groups.

Topic: How Are We Grouped?

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Skill Level: Understand the Concepts Difficulty: Easy

8. Which reason describes why members of a subordinate group generally marry within their group? a. Members of a subordinate group stand to gain economically by marrying within their own group. b. Members of a subordinate group have a strong sense of group solidarity that discourages marriage to outsiders. c. It is illegal in most jurisdictions for subordinate group members and dominant group members to marry. d. The voting rights of members of a subordinate group will be revoked if they marry outside their group.

Answer: b Learning Objective: 1.1: Explain how people are placed in groups.

Topic: How Are We Grouped?

Skill Level: Understand the Concepts Difficulty: Moderate

9. The term ________ group is reserved for minorities and the corresponding majorities that are socially set apart because of obvious physical differences. a. racial b. ethnic c. economic d. religious

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Answer: a Learning Objective: 1.1: Explain how people are placed in groups Topic: Types of Minority Groups Skill Level: Remember the Facts Difficulty: Easy

10. In the United States, people have traditionally been classified in the past racially as either ________. a. Protestant or Catholic b. Democrat or Republican c. Black or White d. American or Hispanic

Answer: c Learning Objective: 1.1: Explain how people are placed in groups Topic: Types of Minority Groups Skill Level: Remember the Facts Difficulty: Easy

11. ________ groups are set apart from others because of their national origin or distinctive cultural patterns. a. Gender b. Ethnic 6

c. Racial d. Formal

Answer: b Learning Objective: 1.1: Explain how people are placed in groups Topic: Types of Minority Groups Skill Level: Remember the Facts Difficulty: Easy

12. The way in which we view ourselves in relationship to other groups and larger society forms the basis of ___________. a. race b. ethnicity c. identity d. culturalism

Answer: c Learning Objective: 1.1: Explain how people are placed in groups Topic: How Are We Grouped?

Skill Level: Remember the Facts Difficulty: Easy

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13. When Ingo visited his friend Bola in Brazil, he was struck by the diversity of people he encountered. “Huh,” said Ingo, “so you’ve got Black people and White people here, just like in the US” “Not really,” Bola replied. “We have mazombo, preto, cafuso, escuro…all kinds of people!” What does Bola recognize that Ingo does not?

a. Some Brazilians are not really ―Brazilians‖ in the strictest sense b. This is an elaborate social classification system c. Bola is talking about the ancient European origins of modern-day Brazilian people d. There should be no divisions or distinctions between groups of people

Answer: b Learning Objective: 1.1: Explain how people are placed in groups.

Topic: Types of Minority Groups Skill Level: Apply What You Know Difficulty: Difficult

14. The cultural traits that make groups distinctive usually originate from their ________. a. religious faiths b. physical attributes c. preferences d. homelands

Answer: d Learning Objective: 1.1: Explain how people are placed in groups.

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Topic: Types of Minority Groups Skill Level: Remember the Facts Difficulty: Easy

15. In 1900, African American sociologist W.E.B. Du Bois called attention to the overwhelming importance of ________ throughout the world. a. the class structure b. the color line c. cultural diversity d. globalization

Answer: b Learning Objective: 1.1: Explain how people are placed in groups.

Topic: Types of Minority Groups Skill Level: Remember the Facts Difficulty: Easy

16. Sociologists consider Jewish Americans to be an ethnic group because ________. a. culture is a more important defining trait for them worldwide than is religious doctrine b. they share a religious orientation that goes beyond their cultural tradition c. they are a religious minority in the United States d. Christianity is the dominant religious tradition in the United States

Answer: a 9

Learning Objective: 1.1: Explain how people are placed in groups Topic: Types of Minority Groups Skill Level: Understand the Concepts Difficulty: Moderate

17. The concept of race is ________. a. ascertained by blood type b. based on economic differences c. culturally determined d. socially constructed

Answer: d Learning Objective: 1.2 Explain the social construction of race.

Topic: The Social Construction of Race Skill Level: Understand the Concepts Difficulty: Moderate

18. The idea of biological race is based on the mistaken notion of a ________. a. genetically isolated human group b. variation in skin color c. level of physical attractiveness d. distinctive cultural pattern

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Answer: a Learning Objective: 1.2

Explain the social construction of race.

Topic: Biological Meaning Skill Level: Understand the Concepts Difficulty: Moderate

19. Sterilizing people with mental illnesses, banning interracial marriages, and, as occurred during the Holocaust, attempting to exterminate entire groups of people judged to be inferior, are all examples of _________ . a. critical race theory b. colorism c. eugenics d. ethnic fusion Answer: c Learning Objective: 1.2: Explain the social construction of race.

Topic: Biological Meaning Skill Level: Apply What You Know Difficulty: Easy

20. Recent research shows that differences in intelligence scores between Black people and White people are almost eliminated when ________. a. they take the intelligence test in a familiar environment b. adjustments are made for social and economic characteristics c. spelling and grammatical mistakes are not taken into account d. Black test takers are given additional time to complete the test

Answer: b Learning Objective: 1.2

Explain the social construction of race.

Topic: Biological Meaning 11

Skill Level: Understand the Concepts Difficulty: Moderate

21. The Bell Curve presented the research findings of Richard J. Herrnstein and Charles Murray on the contributors to the intelligence quotient (IQ), in which they claimed that ________. a. 60 percent of IQ is inheritable b.

IQ is independent of a person‘s cultural heritage c.

White test-takers and Black test-takers have similar IQ levels d. females demonstrate consistently higher IQ scores than males

Answer: a Learning Objective: 1.2

Explain the social construction of race.

Topic: Biological Meaning Skill Level: Remember the Facts Difficulty: Easy

22. When belief in the inheritance of behavior patterns is coupled with the feeling that certain groups are inherently superior to others, the result is called ________. a. racism b. pacifism c. socialism d. colorism

Answer: a Learning Objective: 1.2: Explain the social construction of race.

Topic: The Social Construction of Race Skill Level: Remember the Facts 12

Difficulty: Easy

23. The sociohistorical process by which racial categories are created, inhabited, transformed, and destroyed is known as ________. a. racial formation b. ethnocentrism c. stratification d. racial labeling

Answer: a Learning Objective: 1.2: Explain the social construction of race.

Topic: The Social Construction of Race Skill Level: Remember the Facts Difficulty: Easy

24. The racial and ethnic landscape is subject to change and different interpretations because ________. a. it is constructed socially b. it is conceived naturally c. it is culturally homogeneous d. it stagnates racial formation Answer: a Learning Objective: 1.2: Explain the social construction of race.

Topic: Biracial and Multiracial Identity Skill Level: Understand the Concepts Difficulty: Moderate

25. The development of solidarity between ethnic subgroups is called ________.

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a. ethnocentrism b. marginality c. familism d. panethnicity

Answer: d Learning Objective: 1.2: Explain the social construction of race.

Topic: Biracial and Multiracial Identity Skill Level: Remember the Facts Difficulty: Easy

26. Which statement best defines marginality? a. the social ranking of people in a country b. the status of being between two cultures c. the process of transformation of racial categories d. the development of solidarity between ethnic subgroups

Answer: b Learning Objective: 1.2: Explain the social construction of race Topic: Biracial and Multiracial Identity Skill Level: Remember the Facts Difficulty: Easy

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27. The structured ranking of entire groups of people that perpetuates unequal rewards and power in a society is called ________. a. emigration b. stratification c. marginalization d. amalgamation

Answer: b Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Stratification by Class and Gender Skill Level: Remember the Facts Difficulty: Easy

28. According to sociologist Max Weber‘s definition, class refers to social ranking of people who share ________. a. related cultural values b. similar perspectives c. similar wealth d. similar physical characteristics

Answer: c Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Stratification by Class and Gender 15

Skill Level: Remember the Facts Difficulty: Easy

29. Which theoretical perspective emphasizes how the parts of society are structured to maintain its stability? a. conflict perspective b. functionalist perspective c. macro-sociological perspective d. labeling perspective

Answer: b Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Theoretical Perspectives Skill Level: Remember the Facts Difficulty: Easy

30. Which perspective on race and ethnicity tends to emphasize group tensions between the privileged and the exploited? a. conflict perspective b. labeling perspective c. ethnocentric perspective d. functionalist perspective

Answer: a 16

Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity Topic: Theoretical Perspectives Skill Level: Remember the Facts Difficulty: Easy

31. The conflict perspective is viewed as more radical and activist compared to functionalism because conflict theorists ________. a. overlook economic disparity b. emphasize social change c. consider the redistribution of resources as unimportant d. underline social stability Answer: b Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Theoretical Perspectives Skill Level: Understand the Concepts Difficulty: Moderate

32. William Ryan‘s phrase ―blaming the victim‖ refers to ________. a. the dominance of a minority group over a racial majority b. the efforts undertaken by society to protect racial and ethnic minority group members c. criticisms made by dominant groups against the government d. the portrayal of the problems of racial and ethnic minorities as their fault

Answer: d Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Theoretical Perspectives Skill Level: Understand the Concepts 17

Difficulty: Moderate

33. Which theoretical perspective explains why certain people are viewed as deviant while others engaging in the same behavior are seen as not deviant? a. ethnocentric theory b. functionalist theory c. labeling theory d. contact theory

Answer: c Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Theoretical Perspectives Skill Level: Remember the Facts Difficulty: Easy

34. Unreliable generalizations about all members of a group that do not take individual differences into account are known as ________. a. equities b. pluralities c. scapegoats d. stereotypes

Answer: d Learning Objective: 1.3: Describe how sociology helps us understand race and 18

ethnicity.

Topic: Theoretical Perspectives Skill Level: Remember the Facts Difficulty: Easy

35. In certain situations, an individual may respond to stereotypes and act on them, with the result that false definitions become accurate. This is known as ________. a. ethnic cleansing b. the melting pot metaphor c. a self-fulfilling prophecy d. segmented assimilation

Answer: c Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Theoretical Perspectives Skill Level: Remember the Facts Difficulty: Easy

36. Which term do sociologists use to describe leaving a country to settle in another? a. emigration b. expulsion c. naturalization d. amalgamation 19

Answer: a Learning Objective: 1.4: Explain how subordinate groups are created.

Topic: Migration Skill Level: Remember the Facts Difficulty: Easy

37. The worldwide integration of government policies, cultures, social movements, and financial markets through trade and the exchange of ideas is known as ________. a. communization b. privatization c. globalization d. nationalization

Answer: c Learning Objective: 1.4: Explain how subordinate groups are created.

Topic: Migration Skill Level: Remember the Facts Difficulty: Easy

38. When annexation occurs, ________. a. the subordinate group is completely evicted from a nation b. nations seek a separate land particularly after devastation caused by a war c. the dominant power generally suppresses the language and culture of the minority 20

d. the minority accepts the culture of the dominant group and loses its cultural integrity

Answer: c Learning Objective: 1.4: Explain how subordinate groups are created.

Topic: Annexation Skill Level: Understand the Concepts Difficulty: Moderate

39. The maintenance of political, social, economic, and cultural dominance over people by a foreign power for an extended period of time is known as ________. a. republicanism b. altruism c. ethnocentrism d. colonialism

Answer: d Learning Objective: 1.4: Explain how subordinate groups are created.

Topic: Colonialism Skill Level: Remember the Facts Difficulty: Easy

40. Which statement is true of colonialism? a. Colonialism is not a rule by outsiders but rather a rule by a nation‘s inside forces. b. Colonialism extends usually for a short duration and does not include long-standing 21

control. c. Colonialism does not involve actual incorporation into the dominant people‘s nation. d. Colonial subjects are generally not limited to menial jobs.

Answer: c Learning Objective: 1.4: Explain how subordinate groups are created Topic: Colonialism Skill Level: Understand the Concepts Difficulty: Moderate

41. According to the spectrum of intergroup relations, which relationship is largely unacceptable to a subordinate racial/ethnic group? a. fusion b. assimilation c. pluralism d. extermination

Answer: d Learning Objective: 1.4: Explain how subordinate groups are created.

Topic: The Spectrum of Intergroup Status Skill Level: Remember the Facts Difficulty: Easy

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42. ________ occurs when a minority and a majority group combine to form a new group. a. Expulsion b. Fusion c. Annihilation d. Segregation

Answer: b Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Fusion Skill Level: Remember the Facts Difficulty: Easy

43. According to the spectrum of intergroup status, which relationship is most tolerant to the subordinate group? a. secession b. expulsion c. pluralism d. extermination

Answer: c Learning Objective: 1.4: Summarize the consequences of subordinate-group status.

Topic: The Spectrum of Intergroup Status Skill Level: Remember the Facts 23

Difficulty: Easy

44. ________ was the state-sponsored systematic persecution and annihilation of European Jews by Nazi Germany and its collaborators. a. The Bisho massacre b. The Holocaust c. Zionism d. Apartheid

Answer: b Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Extermination Skill Level: Remember the Facts Difficulty: Easy

45. The term ________ refers to the forced deportation of people, accompanied by systematic violence including death. a. apartheid b. segmented assimilation c. ethnic cleansing d. fusion

Answer: c Learning Objective: 1.5 Summarize the consequences of subordinate-group status.

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Topic: Extermination Skill Level: Remember the Facts Difficulty: Easy

46. ________ occurs when a specific subordinate group is forced by dominant groups to leave certain areas or even vacate a country. a. Expulsion b. Extermination c. Pluralism d. Secession

Answer: a Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Extermination Skill Level: Remember the Facts Difficulty: Easy

47. Secession is ________. a. the physical separation of two groups in residence, workplace, and social functions b. the withdrawal of a group of people from a dominant group to establish a new nation c. the eviction of a specific subordinate group from certain areas or even a nation d. the deliberate, systematic killing of an entire population or people

Answer: b 25

Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Secession Skill Level: Understand the Concepts Difficulty: Moderate

48. Which term refers to the physical separation of two groups of people in terms of residence, workplace, and social functions? a. assimilation b. amalgamation c. segregation d. pluralism

Answer: c Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Segregation Skill Level: Remember the Facts Difficulty: Easy

49. Which statement regarding segregation is true? a. Generally, the dominant group imposes segregation on a subordinate group. b. Intergroup contact is highly unlikely to occur in most segregated societies. c. Complete segregation is a frequent phenomenon. d. Segregation by race, ethnicity, and religion occurs solely in the United States

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Answer: a Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Segregation Skill Level: Understand the Concepts Difficulty: Moderate

50. A score of zero on the segregation index indicates that __________. a. complete integration has occurred b. no ethnic minorities are present in a given cultural context c. complete segregation is present in a society d. no racial minorities are present in a given cultural context

Answer: a Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Segregation Skill Level: Remember the Facts Difficulty: Moderate

51. ________ describes the rigid government-imposed racial segregation that prevailed for a very long period in the Republic of South Africa. a. ―Bloody Thursday‖ b. Apartheid c. Genocide d. White flight

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Answer: b Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Segregation Skill Level: Remember the Facts Difficulty: Easy

52. In the context of consequences of subordinate-group status, what does D represent in the equation A+ B+ C → D? a. an ethnocultural–racial group that is forcefully evicted from certain areas or a country b. the secession of a subordinate group to move to an already-established nation c. the segregation of a subordinate group imposed by dominant groups d. an ethnocultural–racial group that shares some of the characteristics of each initial group

Answer: d Learning Objective: 1.5:Summarize the consequences of subordinate-group status.

Topic: Fusion Skill Level: Understand the Concepts Difficulty: Moderate

53. The process by which a dominant group and a subordinate group combine through intermarriage to form a new group is known as ________. a. amalgamation b. adaptation c. marginalization 28

d. pluralism

Answer: a Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Fusion Skill Level: Remember the Facts Difficulty: Easy

54. In everyday speech, the words fusion and amalgamation are rarely used, but the concept is expressed in the notion of a human ________, in which diverse racial or ethnic groups form a new cultural entity. a. ethnic cleansing b. stereotype c. class structure d. melting pot

Answer: d Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Fusion Skill Level: Remember the Facts Difficulty: Easy

55. The process by which a subordinate individual or group takes on the characteristics of the dominant group and is eventually accepted as part of that group is known as ________.

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a. amalgamation b. pluralism c. genocide d. assimilation

Answer: d Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Fusion Skill Level: Remember the Facts Difficulty: Easy

56. In the context of consequences of subordinate-group status, the equation A + B + C  A describes ________. a. pluralism b. amalgamation c. assimilation d. segregation

Answer: c Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Fusion Skill Level: Remember the Facts Difficulty: Easy

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57. Under which circumstances does assimilation tend to take longer? a. when the minority group arrives over an extended period of time b. when the minority group residents are dispersed c. when the homeland of the immigrants is far away and inaccessible d. when the minority group retains its own culture

Answer: d Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: Fusion Skill Level: Understand the Concepts Difficulty: Moderate

58. Pluralism implies that ________. a. diverse groups in a society work toward adopting one homogeneous culture b. the society aims at eliminating ethnic boundaries c. various groups in a society have mutual respect for one another‘s cultures d. subordinate groups need to embrace the dominant group‘s culture

Answer: c Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: The Pluralist Perspective Skill Level: Understand the Concepts Difficulty: Moderate 31

59. _________ allows a minority group to express its own culture in the larger society without suffering prejudice or discrimination. a. Assimilation b. Amalgamation c. Segregation d. Pluralism

Answer: d Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: The Pluralist Perspective Skill Level: Remember the Facts Difficulty: Easy

60. Which observation is true of pluralists? a. They are in favor of following a homogenous culture. b. They try to impose the dominant group‘s culture on all subgroups. c. They seek the elimination of cultural frontiers. d. They believe in maintaining many ethnic identities.

Answer: d Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: The Pluralist Perspective Skill Level: Understand the Concepts 32

Difficulty: Moderate

61. In the context of consequences of subordinate-group status, the equation A + B + C → A + B + C describes ________. a. amalgamation b. pluralism c. assimilation d. genocide

Answer: b Learning Objective: 1.5: Summarize the consequences of subordinate-group status.

Topic: The Pluralist Perspective Skill Level: Remember the Facts Difficulty: Easy

62. A continuing theme in dominant–subordinate relations is the minority group‘s __________ . a. unquestioning acceptance of its social status b. fluctuation between majority and minority statuses c. resistance and challenge to its subordinationd. lack of solidarity within itself

Answer: c Learning Objective: 1.6: Describe how resistance and change occur in racial and ethnic relations.

Topic: Resistance and Change 33

Skill Level: Understand the Concepts Difficulty: Moderate

63. The overlapping and interdependent system of advantage and disadvantage that positions people in society on the basis of race, class, gender, and other characteristics is called ___________ by sociologists. a. assimilation b. pluralism c. citizenship d. intersectionality

Answer: d Learning Objective: 1.6 Describe how resistance and change occur in racial and ethnic relations.

Topic: Intersectionality Skill Level: Understand the Concepts Difficulty: Moderate

Essay Questions

64. List and explain the five characteristics of a minority or subordinate group.

Answer: A minority or subordinate group has five characteristics: unequal treatment, distinguishing physical or cultural traits, involuntary membership, awareness of subordination, and in-group marriage: 34

1. Members of a minority group experience unequal treatment and have less power over their lives than members of a dominant group have over theirs. Prejudice, discrimination, segregation, and even extermination create this social inequality.

2. Members of a minority group share physical or cultural characteristics such as skin color or language that distinguish them from the dominant group. Each society has its own arbitrary standard for determining which characteristics are most important in defining dominant and minority groups.

3. Membership in a dominant or minority group is not voluntary: People are born into the group. A person does not choose to be Asian, Black, or White.

4. Minority-group members have a strong sense of group solidarity. People make distinctions between members of their own group (the in-group) and everyone else (the out-group). When a group is the object of long-term prejudice and discrimination, the feeling of ―us versus them‖ often becomes intense.

5. Members of a minority group generally marry others from the same group. A member of a dominant group is often unwilling to join a supposedly inferior minority by marrying one of its members. In addition, the minority group‘s sense of solidarity encourages marriage within the group and discourages marriage to outsiders.

Learning Objective: 1.1: Explain how people are placed in groups.

Topic: How Are We Grouped?

Skill Level: Understand the Concepts Difficulty: Moderate

65. Discuss the five functions that racial beliefs serve for the dominant group in accordance with the functionalist perspective.

Answer: Based on the functionalist perspective, there are five functions that racial beliefs serve for the dominant group:

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1. Racist ideologies provide a moral justification for maintaining a society that routinely deprives a group of its rights and privileges.

2. Racist beliefs discourage subordinate people from attempting to question their lowly status and why they must perform ―the dirty work‖; to do so is to question the very foundation of the society.

3. Racial ideologies justify existing practices and serve as a rallying point for social movements, as seen in the rise of the Nazi party or present-day Aryan movements.

4. Racist myths encourage support for the existing order. One argument is that if there were any major societal change, the dominant group would experience lower living standards.

5. Racist beliefs relieve the dominant group of the responsibility to address the economic and educational problems faced by subordinate groups.

Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Theoretical Perspectives Skill Level: Analyze It Difficulty: Difficult

66. Discuss how sociologists who adopt the conflict perspective see the social world as being in continual struggle. How is the conflict model applied by current sociologists?

Answer: Sociologists who embrace the conflict perspective see the social world as being in continual struggle. This perspective assumes that the social structure is best understood in terms of tension between competing groups. The result of this conflict is significant economic disparity and structural inequality in education, the labor market, housing, and health care delivery. Specifically, society is in a struggle between the privileged (the dominant group) and the exploited (the subordinate group). Such conflicts need not be physically violent and may take the form of immigration restrictions, real estate practices, or disputes over cuts in the federal budget.

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The conflict model is often applied when examining race and ethnicity because it readily accounts for the presence of tension between competing groups. According to the conflict perspective, competition takes place between groups with unequal amounts of economic and political power. Minority groups are exploited or, at best, ignored by the dominant group.

Conflict theorists emphasize social change and the redistribution of resources.

Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Theoretical Perspectives Skill Level: Analyze It Difficulty: Difficult

67. Explain the social construction of race using an example. Describe the concept of racism.

Answer: Race is a social construction that benefits the oppressor, who defines which groups of people are privileged and which groups are not. The acceptance of race in a society as a legitimate category allows racial hierarchies to emerge to the benefit of the dominant ―races.‖ For example, inner-city drive-by shootings are now seen as a racespecific problem to be remedied by local officials cleaning up troubled neighborhoods.

Yet school shootings are viewed as a societal concern and placed on the national agenda.

In its social sense, race implies that groups that differ physically also bear distinctive emotional and mental abilities or disabilities. These beliefs are based on the notion that humankind can be divided into distinct groups. Despite the difficulties associated with pigeonholing people into racial categories, belief in the inheritance of behavior patterns and in an association between physical and cultural traits is widespread. It is called racism when this belief is coupled with the feeling that certain groups or races are inherently superior to others. Racism is a doctrine of racial supremacy that sees one race as superior to another.

Learning Objective: 1.2: Explain the social construction of race.

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Topic: The Social Construction of Race Skill Level: Analyze It Difficulty: Difficult

68. Why are many Americans challenged when asked to address the question, ―Who am I?‖ in terms of race and/or ethnicity?

Answer: People are now more willing to accept and advance identities that do not fit neatly into mutually exclusive categories. Hence, increasing numbers of people are identifying themselves as biracial or multiracial or, at the very least, explicitly viewing themselves as reflecting a diverse racial and ethnic identity. The diversity of the United States today has made it more difficult for many people to place themselves on the racial and ethnic landscape. It reminds people that racial formation continues to take place over time. The racial and ethnic landscape is constructed not naturally but socially, and therefore, is subject to change and different interpretations.

Learning Objective: 1.2: Explain the social construction of race.

Topic: Biracial and Multiracial Identity: Who Am I? Skill Level: Analyze It Difficulty: Difficult

69. Explain the concept of a self-fulfilling prophecy using appropriate examples.

Answer: In certain situations, a person may respond to negative stereotypes and act on them, with the result that false definitions become accurate. This is known as a selffulfilling prophecy. A person or group described as having particular characteristics begins to display the very traits attributed to that person or group. Thus, a child who is praised for being a natural comic may focus on learning to become funny to gain approval and attention.

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Self-fulfilling prophecies can be devastating for minority groups. Such groups often find that they are allowed to hold only low-paying jobs with little prestige or opportunity for advancement. The rationale of the dominant society is that these minority people lack the ability to perform in more important and lucrative positions. Training to become scientists, executives, or physicians is denied to many subordinate-group individuals, who are then locked into society‘s inferior jobs. As a result, the false definition of the self-fulfilling prophecy becomes real. The subordinate group becomes inferior because it was defined at the start as inferior.

Learning Objective: 1.3: Describe how sociology helps us understand race and ethnicity.

Topic: Theoretical Perspectives Skill Level: Analyze It Difficulty: Difficult

70. Discuss assimilation.

Answer: Assimilation is the process by which a subordinate individual or group takes on the characteristics of the dominant group, and is eventually accepted as part of that group. Assimilation is a majority ideology in which A + B + C A. The majority (A) dominates in such a way that the minorities (B and C) become indistinguishable from the dominant group. Assimilation dictates conformity to the dominant group, regardless of how many racial, ethnic, or religious groups are involved.

To be complete, assimilation must entail an active effort by the minority-group individual to shed all distinguishing actions and beliefs and the unqualified acceptance of that individual by the dominant society. In the United States, dominant White society encourages assimilation. The assimilation perspective tends to devalue alien culture and to treasure the dominant. For example, assimilation assumes that whatever is admirable among Black people was adapted from White people and that whatever is bad is inherent. The assimilation solution to Black–White conflict has been typically defined as the development of a consensus around White American values.

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Assimilation is very difficult. The person being assimilated must forsake their cultural tradition to become part of a different, often antagonistic culture.

Learning Objective: 1.5: Summarize the consequences of subordinate-group status..

Topic: Assimilation Skill Level: Analyze It Difficulty: Difficult

71. Provide an argument against the statement that ―subordinate groups merely accept the definitions and ideologies of the dominant group.‖ Give specific historical and contemporary examples to support your answer.

Answer: Subordinate groups do not merely accept the definitions and ideology proposed by the dominant group. A continuing theme in dominant–subordinate relations is the minority group‘s challenge to its subordination. Resistance by subordinate groups is well documented as they seek to promote change that will bring them more rights and privileges, if not true equality. Often, traditional notions of racial formation are overcome not only through panethnicity but also because Black and Latino Americans, as well as sympathetic White Americans, join in the resistance to subordination.

Resistance can be seen in efforts by racial and ethnic groups to maintain their identity through newspapers and organizations, and in today‘s technological age through cable television stations, blogs, and Internet sites. Resistance manifests itself in social movements such as the Civil Rights Movement, the feminist movement, and the LGBTQ rights movements. The passage of such legislation as the Age Discrimination Act or the Americans with Disabilities Act marks the success of oppressed groups in lobbying on their own behalf.

Learning Objective: 1.6: Describe how resistance and change occur in racial and ethnic relations.

Topic: Resistance and Change 40

Skill Level: Analyze It Difficulty: Difficult

72. Explain what a matrix of domination is and how it relates to the concept of intersectionality.

Answer: Race and ethnicity, as well as other social identifiers, help to define relationships of power across groups, yet they do not exist in isolation. Rather, they coexist with religion, gender, age, disability status, and sexual identity (among other identities). Intersectionality refers to the overlapping and interdependent system of advantage and disadvantage that positions people in society on the basis of race, class, gender, and other characteristics. As the term suggests, it is the intersection of multiple social identities that is of interest to sociologists.

Because most people have many facets to their social identities, they may feel as though they belong to dominant groups in some instances, and subordinate groups in other instances. Worse, they may experience inequality due to several of their expressed identities. For example, many women experience social inequality not only because of their gender but also because of their race and ethnicity. These citizens face a double or triple subordinate status based on their intersecting identities.

Some sociologists suggest that intersectionality creates a matrix of domination, such that White people dominate people of color, men dominate women, and the affluent dominate low-income people—race, class, and gender are interconnected. Of course, gender, race, and social class are not the only systems of oppression, but they do profoundly affect women and people of color in the United States. Other forms of categorization and stigmatization can also be included in this matrix. If we turn to the global stage, we can add citizenship status and being perceived as a ―colonial subject‖ even long after colonialism has ended.

Learning Objective: 1.7: Define and describe intersectionality.

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Topic: Intersectionality Skill Level: Understand the Concepts Difficulty: Moderate Chapter 2 – Prejudice and Racism

Multiple Choice Questions

1. The tendency to assume that one‘s culture and way of life are superior to all others is termed ________. a. cultural relativism b. ethnocentrism c. prejudice d. assimilation

Answer: b Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Remember the Facts Difficulty: Easy

2. Prejudice is to _________ as discrimination is to __________ . a. behavior; attitude b. negative; positive c. attitude; behavior 42

d. positive; negative

Answer: c Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Remember the Facts Difficulty: Easy

3. ________ is defined as a negative attitude toward an entire category of people. a. Prejudice b. Ethnocentrism c. Pluralism d. Microaggression

Answer: a Learning Objective: 2.1 Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Remember the Facts Difficulty: Easy

4. Which components does prejudice involve? a. attitudes, thoughts, and beliefs b. actions and behaviors 43

c. ethics, moral reasoning, and moral judgment d. corporate endorsement and governmental approval

Answer: a

Learning Objective: 2.1 Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Remember the Facts Difficulty: Easy

5. The coach of a local basketball team remarked that George was quite tall ―for an Asian boy.‖ This is an instance of ________. a. panethnicity b. pluralism c. ethnocentrism d. ethnophaulism

Answer: d Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Apply What You Know Difficulty: Difficult

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6. A prejudiced belief leads to ________. a. categorical rejection b. embodied ethnocentrism c. communal harmony d. cultural assimilation

Answer: a Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Understand the Concepts Difficulty: Moderate

7. Which statement is true of prejudice? a. Prejudice involves attitudes, beliefs, and actions. b. Prejudice involves disliking a specific person because of their objectionable behavior. c. Prejudice necessarily coincides with discriminatory behavior. d. Prejudice occurs even if a person has had little or no contact with a racial or ethnic group.

Answer: d Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Understand the Concepts 45

Difficulty: Moderate

8. ________ is the denial of opportunities and equal rights to individuals and groups because of prejudice or for other arbitrary reasons. a. Ethnophaulism b. Assimilation c. Discrimination d. Ethnocentrism

Answer: c Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Remember the Facts Difficulty: Easy

9. Unlike prejudice, discrimination ________. a. is a negative attitude toward an entire category of people b. fosters positive attitudes and cooperation c. does not ever lead to categorical rejection of people d. involves behavior that excludes members of a group from certain rights

Answer: d 46

Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Understand the Concepts Difficulty: Moderate

10. Pollux operates a small nightclub that specializes in soul music and features up-andcoming Black singing groups. He actively discourages White couples from coming in and always gives them the worst seats if they insist on being admitted. Pollux‘s behavior is best described as an example of __________. a. oppression b. ethnocentrism c. stereotyping d. discrimination

Answer: d Learning Objective: 2.4: Define and explain stereotyping.

Topic: Stereotypes Skill Level: Apply What You Know Difficulty: Difficult

11. Robert Merton‘s typology for understanding the relationship between negative attitudes and negative behavior enlists both __________ and __________ to create __________ distinguishable categories. a. prejudice; discrimination; four b. ethnocentrism; ethnophaulism; six 47

c. ethnocentrism; ethnophaulism; four d. prejudice; discrimination; eight

Answer: a Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Apply What You Know Difficulty: Difficult

12. According to Robert Merton‘s typology, all-weather liberals ________. a. do not believe in equal treatment for racial and ethnic groups b. act with hesitation on the prejudiced beliefs they hold c. believe in equality among people and practice it d. act without hesitation on their prejudicial attitudes

Answer: c Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Understand the Concepts Difficulty: Moderate

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13. Reluctant liberals are those who ________. a. discriminate in an overt fashion b. discriminate if there is social pressure to do so c. harbor prejudice but do not express it d. act without hesitation on their prejudiced beliefs

Answer: b Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Understand the Concepts Difficulty: Moderate

14. Which strategy can prove to be effective in influencing reluctant liberals toward enacting less discriminatory behavior? a. passing equal-opportunity legislation at a governmental level b. mandatory diversity workshop attendance c. public relations campaigns featuring high-profile celebrities d. requiring cross-cultural training in the school system

Answer: a Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Understand the Concepts 49

Difficulty: Moderate

15. The owner of an automobile dealership refuses to hire older workers. He doesn‘t think older workers are incompetent, but he fears that customers will be less likely to buy a car from an older worker compared to a younger person. According to Robert Merton‘s typology, the owner is being a(n) ________. a. authoritarian b. timid bigot c. all-weather bigot d. reluctant liberal

Answer: d Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Apply What You Know Difficulty: Difficult

16. According to Robert Merton‘s typology, a person who harbors prejudice, but will not discriminate if discrimination costs money or reduces profits, is called a(n) ________. a. all-weather liberal b. timid bigot c. all-weather bigot d. reluctant liberal 50

Answer: b Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Remember the Facts Difficulty: Easy

17. According to Robert Merton‘s typology, which type of person may be far removed from any real contact with subordinate groups? a. all-weather liberal b. reluctant liberal c. timid bigot d. all-weather bigot

Answer: a Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Remember the Facts Difficulty: Easy

18. Which advantage of being White was identified by Peggy McIntosh? a. watching television and seeing people of one‘s own race being underrepresented b. being considered financially reliable when using checks, credit cards, or cash c. having to speak for all the people of one‘s race 51

d. speaking effectively in a large group and being called a credit to one‘s race

Answer: b Learning Objective: 2.2: Explain White privilege.

Topic: White Privilege Skill Level: Understand the Concepts Difficulty: Moderate

19. When asked to comment on their ―Whiteness,‖ White people most likely see themselves ________. a. stigmatized as racist b. racially tolerant c. ethnically diverse d. pioneers of reverse discrimination

Answer: a Learning Objective: 2.2: Explain White privilege.

Topic: White Privilege Skill Level: Understand the Concepts Difficulty: Difficult

20. Scapegoating theory proposes that prejudiced people believe they are ________. a. society‘s victims 52

b. racially tolerant c. prejudiced nondiscriminators d. devoid of ethnicity

Answer: a Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Understand the Concepts Difficulty: Moderate

21. ___________ suggests that, rather than accepting guilt for some failure, a person transfers the responsibility for failure to a vulnerable group. a. Exploitation theory b. Scapegoating theory c. The normative approach d. The authoritarian personality concept

Answer: b Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Remember the Facts Difficulty: Easy

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22. When Chad, a White American, failed to secure a job at a leading private bank (that he wasn‘t really qualified for), he blamed immigrants for his plight. Immigrants, in this instance, become ___________ in Chad‘s explanatory system for his outcomes. a. discriminators b. pluralists c. scapegoats d. stereotypes

Answer: c Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Prejudice and Discrimination Skill Level: Apply What You Know Difficulty: Moderate

23. The original notion of a scapegoat was ___________. a. a virtual manifestation of the authoritarian personality b. to identify a stigmatized group and heap more discrimination upon them c. a religious sacrifice to symbolically carry away sins d. to classify different categories of exploited workers

Answer: c Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice 54

Skill Level: Remember the Facts Difficulty: Easy

24. Which observation is true of people with authoritarian personality? a. They are unlikely to be prejudiced. b. They disregard conventional values. c. They are concerned with power and toughness. d. They are aggressive toward people who conform to norms.

Answer: c Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Understand the Concepts Difficulty: Moderate

25. People with an authoritarian upbringing are most likely to ________. a. treat others as they had been raised b. be committed to equality among people c. disregard conventional values d. be tolerant to subordinate groups

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Answer: a Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Understand the Concepts Difficulty: Moderate

26. The ________ theory of prejudice is part of the Marxist tradition in sociological thought. a. scapegoating b. authoritarian personality c. exploitation d. normative

Answer: c Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Remember the Facts Difficulty: Easy

27. Which approach explains how racism can stigmatize a group as inferior so that the victimization of that group can be justified? a. contact hypothesis 56

b. self-fulfilling prophecy c. normative approach d. exploitation theory

Answer: d Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Remember the Facts Difficulty: Easy

28. Donaldo, who is from Mexico, is hired as a worker at a construction firm in Chicago at a lower wage than his White American counterparts. This disparity is best explained by the ________ theory of prejudice. a. exploitation b. normative c. contact d. scapegoating

Answer: a Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Apply What You Know Difficulty: Difficult

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29. The ________ takes the view that prejudice is influenced by situations that encourage or discourage the tolerance of people of color. a. scapegoating theory b. exploitation theory c. normative approach d. contact hypothesis

Answer: c Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Remember the Facts Difficulty: Easy

30. Massimo, a White American, is a high school student at Sweet Valley High. He is close friends with Chris, a Black student. Massimo often invites Chris to his house for various celebrations of family functions, such as birthdays or special achievements.

Massimo‘s parents are accepting of Chris. Which theory of prejudice can explain the racial tolerance of Massimo and his parents? a. authoritarian personality theory b. scapegoating theory c. normative approach d. exploitation approach

Answer: c 58

Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Apply What You Know Difficulty: Difficult

31. According to exploitation theory of prejudice, ________. a. peer and social influences encourage tolerance or intolerance b. people blame others for their own failures c. childrearing leads one to develop intolerance as an adult d. people use others unfairly for economic advantage

Answer: d Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Understand the Concepts Difficulty: Moderate

32. According to the authoritarian personality theory of prejudice, ________. a. people blame others for their own failures b. people use others unfairly for economic advantage c. childrearing leads one to develop intolerance as an adult d. peer and social influences encourage tolerance or intolerance

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Answer: c Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Understand the Concepts Difficulty: Moderate

33. Charles is of Chinese descent. When he first attended his high school in Sacramento, his classmates asked him if he knew kung fu, the Chinese martial arts.

They were surprised when Charles told them that he had no knowledge of kung fu.

Charles‘s classmates‘ notion of him represents ________. a. stereotyping b. prejudice c. exploitation d. ethnocentrism

Answer: a Learning Objective: 2.4: Define and explain stereotyping.

Topic: Stereotypes Skill Level: Apply What You Know Difficulty: Difficult

34. One way in which stereotypes can distort reality is that they __________. a. exaggerate differences between groups 60

b. make it seem like groups are different, when in reality, most groups are exactly the same c. exaggerate differences within stereotyped groups d. increase awareness of evidence that contradicts stereotypes

Answer: a Learning Objective: 2.4: Define and explain stereotyping.

Topic: Stereotypes Skill Level: Analyze It Difficulty: Difficult

35. ________ is the fear of and prejudice toward gays and lesbians. a. Homophobia b. Anti-Semitism c. Sexism d. Ethnocentrism

Answer: a Learning Objective: 2.4: Define and explain stereotyping.

Topic: Stereotypes Skill Level: Remember the Facts Difficulty: Easy

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36. According to the US Department of Justice, any police-initiated action based on race, ethnicity, or national origin rather than a person‘s behavior is called ________. a. panethnicity b. scapegoating c. racial profiling d. ethnophaulism

Answer: c Learning Objective: 2.4: Define and explain stereotyping.

Topic: Stereotypes Skill Level: Remember the Facts Difficulty: Easy

37. Which situation represents racial profiling? a. Kendrick, a Black American, is recruited as a pilot for a commercial airline. b. Freddie, an Arab American, is stopped at a turnpike on suspicion of possessing armed weapons. c. Andrew, a White American, is issued a speeding ticket for going 10 miles over the limit. d. Henry, a Mexican American, is appointed as the brand ambassador of a motorcycle company.

Answer: b 62

Learning Objective: 2.4: Define and explain stereotyping.

Topic: Stereotypes Skill Level: Apply What You Know Difficulty: Easy

38. Generally, racial profiling occurs when ________. a. law enforcement officers assume that people fitting certain descriptions are likely to be engaged in an illegal activity b. members of the dominant group use race-neutral principles to defend the racially unequal status quo c. government officials grant rights and immunities as a particular benefit or favor to White people d. people of color speak to or about members of the dominant group in a condescending way

Answer: a Learning Objective: 2.4: Define and explain stereotyping.

Topic: Stereotypes Skill Level: Understand the Concepts Difficulty: Moderate

39. The use of race-neutral principles to defend the racially unequal status quo is called ________ racism. a. color-gradient 63

b. color-blind c. nonvisible d. sand-blind

Answer: b Learning Objective: 2.5: Understand color-blind racism.

Topic: Color-Blind Racism Skill Level: Remember the Facts Difficulty: Easy

40. An important aspect of color-blind racism is ________. a. the use of racially positive principles to reinforce the racially equal status quo b. the recognition that race is rarely invoked in public debates on social issues c. the overt expression of notions of racial inferiority d. the emphasis on recognizing patterns of groups being disadvantaged

Answer: b Learning Objective: 2.5: Understand color-blind racism.

Topic: Color-Blind Racism Skill Level: Understand the Concepts Difficulty: Moderate

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41. Opinion pollsters have been interested in White attitudes on racial issues longer than they have measured the views of subordinate groups. This neglect of the attitudes of people of color reflects, at least in part, ________. a. the bias of the White researchers b. the unwillingness of people of color to state their opinions c. the ethnocentrism present in the authoritarian personality d. the view that people of color are more important to study

Answer: a Learning Objective: 2.6: Discuss how members of subordinate groups respond to prejudice.

Topic: The Mood of the Oppressed Skill Level: Understand the Concepts Difficulty: Moderate

42. A study by psychologists Kenneth and Mamie Clark was cited in the arguments before the US Supreme Court in the landmark 1954 case Brown v. Board of Education.

The finding of the Clarks‘ study suggested that ________. a. Black children preferred playing with Black dolls b. Black children had developed a negative self-image c. White social scientists tend to be biased d. White-faced dolls were more readily available to children

Answer: b 65

Learning Objective: 2.6: Discuss how members of subordinate groups respond to prejudice.

Topic: The Mood of the Oppressed Skill Level: Understand the Concepts Difficulty: Moderate

43. Intergroup hostility refers to ________. a. discrimination against dominant groups by subordinate groups b. hostile attitudes that are directed inward c. prejudice among specific subordinate groups d. the racial profiling of immigrants in the United States

Answer: c Learning Objective: 2.6: Discuss how members of subordinate groups respond to prejudice.

Topic: The Mood of the Oppressed Skill Level: Understand the Concepts Difficulty: Moderate

44. The ________ has been identified as a cause of prejudice. a. commitment to equality b. sense of being threatened 66

c. desire to eradicate exploitation d. need to avoid failure

Answer: b Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Understand the Concepts Difficulty: Moderate

45. Studies document that increased formal education, regardless of content, is associated with ________. a. scapegoating b. prejudice c. racial tolerance d. affirmative action

Answer: c Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Remember the Facts Difficulty: Easy

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46. Which statement is true of the portrayal of people of color in media? a. People of color are far underrepresented in key decision-making positions such as directors, writers, and producers. b. People of color have considerable screen time, and play popular recurring characters on television shows. c. The absence of people of color in media has not been well documented. d. People of color are cast in flattering and pivotal roles in prime time television shows and video games.

Answer: a Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Understand the Concepts Difficulty: Moderate

47. The Bogardus scale was created to measure ________ empirically. a. social distance b. racial bias c. gender inequality d. economic disparity

Answer: a Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice 68

Skill Level: Remember the Facts Difficulty: Easy

48. Asking people their willingness to interact with or be employed with people of different racial and ethnic backgrounds measures their level of ________. a. discrimination b. stereotyping c. social distance d. scapegoating

Answer: c Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Remember the Facts Difficulty: Easy

49. Which observation is true of diversity training programs in organizations? a. They aim to reduce ill treatment based on race, gender, and ethnicity. b. They are more prevalent in corporations with a lower representation of minorities. c. They follow a standard structure in all organizations. d. They exclude all aspects of citizenship status, marital status, and parental status.

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Answer: a Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Understand the Concepts Difficulty: Moderate

50. Which perspective argues that intergroup interaction between people of equal status in harmonious circumstances causes them to become less prejudiced and to abandon previously held stereotypes? a. the contact hypothesis b. the self-fulfilling prophecy c. the anomie theory of deviance d. the exploitation theory of race relations

Answer: a Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Remember the Facts Difficulty: Easy

51. A Hispanic college student from the southwest US arrives in college to find that her roommate is a Jewish woman from New York. As they get to know one another, they are able to overcome their initial prejudices and grow to appreciate each other‘s strengths and talents. This scenario is an example of the ________ at work in reducing 70

prejudice. a. contact hypothesis b. self-fulfilling prophecy c. formal education hypothesis d. scapegoating theory

Answer: a Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Apply What You Know Difficulty: Difficult

52. A Black worker is shown how to perform her factory job by a White male supervisor.

According to the contact hypothesis, this situation would be unlikely to reduce prejudice because ________. a. it is set in a blue-collar work environment b. the worker is not a White woman c. the two individuals do not have equal status d. sexism and racism are prevalent

Answer: c Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice 71

Skill Level: Apply What You Know Difficulty: Difficult

53. The key factor in reducing racial hostility, in addition to equal-status contact, is ________. a. the presence of a common goal b. the emphasis on cultural difference c. marginalization of subordinate groups d. restricted intergroup contact

Answer: a Learning Objective: 2.7 Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Remember the Facts Difficulty: Easy

54. In his book, The Filter Bubble, online political activist Eli Pariser contends that when a search engine filters searches, it encloses people in a kind of ―invisible bubble‖ or ―walled garden‖ that ________. a. limits what they see to what they are already familiar with b. exposes them to new, exciting information that knows no boundaries c. enables them to discover ideas that are outside their comfort zone d. ensures that they are connected to other people all the time 72

Answer: a Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Understand the Concepts Difficulty: Moderate

Essay Questions

55. Distinguish between prejudice and discrimination, and explain the relationship between them using Robert Merton‘s typology.

Answer: Prejudice and discrimination are related concepts but are not the same. Prejudice is a negative attitude toward an entire category of people. The important components in this definition are attitude and entire category. Prejudice involves attitudes, thoughts, and beliefs— not actions.

Discrimination is the denial of opportunities and equal rights to individuals and groups because of prejudice or for other arbitrary reasons. Unlike prejudice, discrimination involves behavior that excludes members of a group from certain rights, opportunities, or privileges.

Prejudice does not necessarily coincide with discriminatory behavior. Sociologist Robert Merton identified four major categories that result from crossing prejudicial attitudes and discriminatory behaviors: 1. The unprejudiced nondiscriminator, or all-weather liberal 2. The unprejudiced discriminator, or reluctant liberal 3. The prejudiced nondiscriminator, or timid bigot 4. The prejudiced discriminator, or all-weather bigot The all-weather liberal believes in equality and practices it, although they may be far removed from any real contact with subordinate groups. Furthermore, such people may be content with 73

their own behavior and do little to change it.

The reluctant liberal is not completely committed to equality between groups, and social pressure may cause such a person to discriminate. Equal-opportunity legislation may be the best way to influence a reluctant liberal.

The timid bigot will not discriminate if discrimination costs money or reduces profits, or if peers or the government apply pressure against doing so. On the other hand, all-weather bigots act without hesitation on the prejudiced beliefs they hold.

Learning Objective: 2.1: Differentiate between prejudice and discrimination.

Topic: Prejudice and Discrimination Skill Level: Analyze It Difficulty: Difficult

56. Explain the exploitation theory of prejudice.

Answer: Exploitation theory is clearly part of the Marxist tradition in sociological thought. Karl Marx emphasized exploitation of the lower class as an integral part of capitalism. Similarly, the exploitation or conflict approach explains how racism can stigmatize a group as inferior to justify the exploitation of that group. As developed by Oliver Cox, exploitation theory saw prejudice against Blacks as an extension of the inequality faced by the entire lower class.

Learning Objective: 2.3: Summarize the theories of prejudice.

Topic: Theories of Prejudice Skill Level: Analyze It Difficulty: Difficult

57. Describe the concept of stereotypes. Explain with examples why some traits are assigned to groups more often than others.

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Answer: Stereotypes are unreliable generalizations about all members of a group and do not take individual differences into account. People assign positive and negative traits to entire groups of people, which are then applied to particular individuals. For example, stereotyping causes people to view Black Americans as superstitious, White Americans as uncaring, and Jewish people as shrewd.

Stereotypes are exaggerated generalizations, yet they are widely held, and some traits are assigned more often than others. Evidence for traits may arise out of real conditions. For example, more Puerto Ricans in the United States live in poverty than do White Americans, so the prejudiced mind associates Puerto Ricans with laziness. As another example: according to the New Testament, some Jewish individuals were responsible for the crucifixion of Jesus, so, to the prejudiced mind, all Jewish people are Christ killers. As a final example: some activists in the women‘s movement are lesbians, so all feminists are seen as lesbians. From a kernel of fact, faulty generalization creates a stereotype.

Learning Objective: 2.4: Define and explain stereotyping.

Topic: Stereotypes Skill Level: Analyze It Difficulty: Difficult

58. Discuss racial profiling using appropriate examples.

Answer: According to the Department of Justice, racial profiling is any police-initiated action based on race, ethnicity, or national origin rather than the person‘s behavior.

Generally, profiling occurs when law enforcement officers assume that people fitting certain descriptions are likely to be engaged in an illegal activity. As an example, in 2012, national attention was drawn to the incident of George Zimmerman shooting dead Trayvon Martin, an unarmed Black 17-year-old.

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Racial profiling persists despite overwhelming evidence that it not a predictive approach toward identifying potential troublemakers. For example, a massive study examined more than 100 million traffic stop-and-search incidents from 21 states between 2011 and 2016 and found that Black drivers were stopped more often. Controlling for age, gender, time, and location, Black and HispanicAmericans are twice as likely to be searched than White drivers—a disparity not justified by the outcome because people of color searched are less likely to have contraband than White motorists.

Learning Objective: 2.4: Define and explain stereotyping.

Topic: Stereotypes Skill Level: Analyze It Difficulty: Difficult

59. What is the evidence of intergroup hostility, other than that framed as the relationships between White Americans and other racial and ethnic groups?

Answer: Prejudice exists not only between dominant and subordinate groups but also among specific subordinate groups. Unfortunately, until recently, little research existed on this subject except for a few studies employing social distance scales.

Intergroup hostility sometimes becomes violent. Ethnic and racial tensions among African Americans,Hispanic Americans, and immigrants may manifest themselves in hate crimes. Violence can surface in neighborhoods where people compete for scarce resources such as jobs and housing. Gangs become organized along racial lines, much like private clubs ―downtown.‖ In recent years, Los Angeles has been particularly concerned about rival Black and Hispanic gangs. Conflict theorists see gang violence as resulting from larger structural forces, but for the average person in such areas, life itself becomes more of a challenge as a result of gang activity

Learning Objective: 2.6: Discuss how members of subordinate groups respond to 76

prejudice.

Topic: The Mood of the Oppressed Skill Level: Analyze It Difficulty: Difficult

60. List 10 ways to fight prejudice.

Answer: Ten ways to fight prejudice are listed below.

1. Act. Do something. In the face of hatred, apathy will be taken as acceptance, even by the victims of prejudice themselves.

2. Unite. Call a friend or coworker. Organize a group of like-thinking friends from your school, place of worship, or club. Create a coalition that is diverse and includes the young, the old, law enforcement representatives, and the media.

3. Support the victims. Victims of hate crimes are especially vulnerable. Let them know you care in person, or by email or text message. If you or someone you know is a victim of a hate crime, report it to the police or campus authorities.

4. Do your homework. If you suspect a hate crime has been committed, do your research to document it.

5. Create an alternative. Never attend a rally where hate is a part of the agenda. Find another outlet for your frustration, whatever the cause.

6. Speak up. You, too, have First Amendment rights. Denounce the hatred, the cruel jokes. If you see a news organization misrepresenting a group, speak up.

7.

Lobby leaders. Persuade policymakers, business leaders, community leaders, and

executives of media outlets to take a stand against hate.

8. Look long term. Participate in or organize events such as annual parades or cultural fairs to celebrate diversity and harmony. Supplement it with a website that can be a 24/7 resource.

9. Teach acceptance. Prejudice is learned, and parents and teachers can influence the content of a school’s curriculum. In a first-grade class in Seattle, children paint self-portraits, mixing colors to match their skin tone.

10. Dig deeper. Look into the issues that divide us—social inequality, immigration, and

sexual orientation. Work against prejudice. Dig deep inside yourself to identify the 77

prejudices and stereotypes you may embrace.

Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Remember the Facts Difficulty: Easy

61. What is the relationship between education and prejudice?

Answer: Research investigating education and prejudice considers special programs aimed at promoting mutual respect, as well as what effect more formal schooling generally has on expressions of bigotry.

Most studies show that well-constructed educational programs have a positive effect on reducing prejudice, at least temporarily, and often to a minor extent. The difficulty is that a single program is insufficient to change lifelong habits, especially if little is done to reinforce the program‘s message after it ends. In their ordinary environments, people are still subjected to situations that promote prejudicial feelings. All this undermines the effectiveness of prejudice-reduction programs.

Increased formal education, regardless of content, is associated with racial tolerance.

Highly educated people are more likely to indicate respect and liking for groups different from themselves. Education might promote a broader outlook and make a person less likely to endorse myths that sustain racial prejudice. Moreover, education introduces a person to the almost indefinite diversity of social groups and the need to question rigid categorizations, if not reject them altogether. Another explanation is that education does not reduce intolerance but instead makes people more careful about revealing it. Formal education may simply instruct people in the appropriate responses. Despite the lack of a clear-cut explanation, the continued trend toward a better-educated population will contribute to a reduction in overt prejudice.

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Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Analyze It Difficulty: Difficult

62. Explain the contact hypothesis for reducing prejudice, using examples.

Answer: An impressive number of research studies have confirmed the contact hypothesis, which argues that intergroup contact between people of equal status in harmonious circumstances causes them to become less prejudiced and to abandon previously held stereotypes. The importance of equal status in interaction cannot be stressed enough. If a Puerto Rican employee is mistreated by a White manager, little interracial harmony is promoted. Similarly, the situation in which contact occurs must be pleasant, making a positive evaluation likely for both individuals. Contact between a Black nurse and a White nurse, who are competing for a single vacancy as a supervisor, may lead to greater racial hostility. On the other hand, being employed together in a harmonious workplace or living in the same neighborhood would work against harboring stereotypes or prejudices.

In addition to equal-status contact, the presence of a common goal is a key factor in reducing hostility. If people are in competition, contact may heighten tension. However, bringing people together to share a common task has been shown to reduce ill feelings when these people belong to different racial, ethnic, or religious groups.

Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Analyze It 79

Difficulty: Difficult

63. Discuss the social distance scale and explain its use as a measure of intergroup attitudes.

Answer: Robert Park and Ernest Burgess first defined social distance as the tendency to approach or withdraw from a racial group. Emory Bogardus later created a scale that could measure social distance empirically.

The scale asks people how willing they would be to interact with various racial and ethnic groups in specific social situations. The situations describe different degrees of social contact or social distance. For example, people are asked whether they would be willing to work alongside, be a neighbor to, or be related by marriage to someone of a different group.

Over the 70-year period in which the tests were administered, certain patterns emerged.

In the top third of the hierarchy are White Americans and northern Europeans. Held at greater social distance are eastern and southern Europeans, and generally near the bottom are people of color.

Learning Objective: 2.7: Explain the ways prejudice can be reduced.

Topic: Reducing Prejudice Skill Level: Analyze It Difficulty: Difficult

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Chapter 3 – Discrimination Multiple Choice Questions 1. ________ refers to the conscious experience of a negative discrepancy between legitimate expectations and present actualities. a. Affirmative action b. Cultural assimilation c. Relative deprivation d. Xenocentrism Answer: c Learning Objective: 3.1: Distinguish between relative and absolute deprivation.

Topic: Relative versus Absolute Deprivation Skill Level: Remember the Facts Difficulty: Easy

2. Immigrants to the United States often enjoy better material comforts and more political freedom than was possible in the countries they left, yet still feel deprived compared to most other people in the United States. Sociologists refer to this type of inequality as ________. a. total deprivation b. relative deprivation c. ethnocentrism d. prejudice Answer: b 81

Learning Objective: 3.1: Distinguish between relative and absolute deprivation.

Topic: Relative versus Absolute Deprivation Skill Level: Understand the Concepts Difficulty: Moderate

3. _________ implies a fixed standard based on a minimum level of subsistence. a. Relative deprivation b. Conflict c. Community dissension d. Absolute deprivation Answer: d Learning Objective: 3.1: Distinguish between relative and absolute deprivation.

Topic: Relative versus Absolute Deprivation Skill Level: Understand the Concepts Difficulty: Moderate

4. Annalise, who works as a sales executive at The Omega Concern, has proved to be one of the best sales representatives on her team. However, regardless of superior performance, she was passed over for a promotion because she was a part of a cultural minority group employed by the organization. In this scenario, Annalise has experienced ________. a. cultural relativism b. discrimination c. absolute deprivation d. affirmative action Answer: b Learning Objective: 3.1: Distinguish between relative and absolute deprivation.

Topic: Relative versus Absolute Deprivation 82

Skill Level: Apply What You Know Difficulty: Difficult 5. Bertram was publicly attacked because of his sexual orientation. This is an example of a(n) ________. a. white-collar crime b. crime against morality c. organized crime d. hate crime Answer: d Learning Objective: 3.2: Define hate crimes.

Topic: Hate Crimes Skill Level: Apply What You Know Difficulty: Difficult

6. An ordinary crime is defined as a(n) ________ when offenders are motivated to choose a victim because of some characteristic (such as race, ethnicity, religion, sexual orientation, or disability), and provide evidence that hatred prompted them to commit the crime. a. crime against morality b. bias crime c. inchoate crime d. organized crime Answer: b Learning Objective: 3.2: Define hate crimes.

Topic: Hate Crimes Skill Level: Remember the Facts Difficulty: Easy

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7. The ________ became a law in 1990, and created a national mandate to identify bias crimes. a. Civil Rights Defense Act b. Violent Crime Control and Law Enforcement Act c. Hate Crime Statistics Act d. James Byrd, Jr., Hate Crimes Prevention Act Answer: c Learning Objective: 3.2: Define hate crimes.

Topic: Hate Crimes Skill Level: Remember the Facts Difficulty: Easy 8. According to recent FBI statistics, the apparent motivation for the bias in most hate crimes is ________. a. age b. race c. sexual orientation d. disability Answer: b Learning Objective: 3.2: Define hate crimes.

Topic: Hate Crimes Skill Level: Remember the Facts Difficulty: Easy 9. Which observation is true of hate crimes? a. They generally are committed by members of a dominant group against those who are relatively powerless. b. Their commission usually receives extensive and sustained media coverage. c. The targets of such crimes are limited to fringe religious groups. d. A majority of these crimes are difficult to define as being hate-based.

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Answer: a Learning Objective: 3.2: Define hate crimes.

Topic: Hate Crimes Skill Level: Understand the Concepts Difficulty: Moderate 10. Which statement is true of institutional discrimination? a. It refers to the efforts and programs that suggest special treatment of women or people of color. b. It continuously imposes more hindrances on certain racial and ethnic groups than it does to others. c. It systematically discriminates against members of the dominant group. d. It is the same as individual discrimination, practiced across a greater number of social groups.

Answer: b Learning Objective: 3.3: Summarize how institutions discriminate.

Topic: Institutional Discrimination Skill Level: Understand the Concepts Difficulty: Moderate

11. What is institutional discrimination? a. the denial of economic opportunities to certain groups based on religious affiliation b. the process by which individuals perceive their own abilities as superior to those of others c. the denial of opportunities and equal rights to individuals and groups that results from the normal operations of a society d. the distribution of people based on various demographic characteristics such as gender, age, ethnicity, and location, within occupations Answer: c 85

Learning Objective: 3.3: Summarize how institutions discriminate.

Topic: Institutional Discrimination Skill Level: Understand the Concepts Difficulty: Moderate

12. Overt acts of discrimination enacted by one individual against another individual constitute __________ . a. institutional discrimination b. prejudice c. systemic discrimination d. individual discrimination Answer: d Learning Objective: 3.3: Summarize how institutions discriminate.

Topic: Institutional Discrimination Skill Level: Remember the Facts Difficulty: Easy 13. Civil rights activist Stokely Carmichael and political scientist Charles Hamilton introduced the concept of ________ to refer to covert acts committed collectively against an entire group. a. pluralism b. institutional discrimination c. color-blind racism d. institutional racism Answer: d Learning Objective: 3.3: Summarize how institutions discriminate.

Topic: Institutional Discrimination Skill Level: Remember the Facts Difficulty: Easy 86

14. According to Stokely Carmichael and Charles Hamilton, ________ can take place without an individual intending to deprive others of privileges and even without the individual being aware that others are being deprived. a. pluralism b. anti-Semitism c. color-blind racism d. institutional racism Answer: d Learning Objective: 3.3: Summarize how institutions discriminate.

Topic: Institutional Discrimination Skill Level: Remember the Facts Difficulty: Easy

15. Compared to the others, which example illustrates institutional discrimination? a. a job that places a blanket exclusion on hiring people who have felony records b. a sales job that requires employees to be fluent in the local language c. a job that does not permit children to accompany parents to the workplace d. an occupation that has an equal number of paid holidays for all employees Answer: a Learning Objective: 3.3: Summarize how institutions discriminate.

Topic: Institutional Discrimination Skill Level: Apply What You Know Difficulty: Difficult 16. Many Genovian men were effectively barred from serving on the police force of Malthusia because they failed to meet the minimum height requirement. However, the height requirement in no way helped officers perform the job effectively, and tended to favor taller Bordurian men in securing positions in the department. This is an example of ________.

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a. occupational segregation b. reverse discrimination c. institutional discrimination d. group libel Answer: c Learning Objective: 3.3: Summarize how institutions discriminate.

Topic: Institutional Discrimination Skill Level: Apply What You Know Difficulty: Difficult

17. Which term refers to racist outcomes that become so widespread that Black, Hispanic, Native, and Asian Pacific Americans, and others endure them as a part of everyday life? a. woodwork racism b. environmental racism c. scientific racism d. symbolic racism Answer: a Learning Objective: 3.3: Summarize how institutions discriminate.

Topic: Institutional Discrimination Skill Level: Remember the Facts Difficulty: Easy

18. Compared to the others, ________ constitute the group with the highest median income in the US. a. White women b. Asian men c. Black women 88

d. White men Answer: b Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Remember the Facts Difficulty: Easy

19. Which conclusion is true of earning members of different groups? a. The median income of Asian American men is lesser than that of White males. b. Women with a master’s degree earn more than men with a bachelor’s degree. c. Men earn a higher annual income than women regardless of race or ethnicity. d. The median incomes of Hispanic men and White men are the same.

Answer: c Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Remember the Facts Difficulty: Easy

20. Compared to the others, which group statistically commands the highest median income in the United States? a. White families in which a member holds a doctoral degree b. Black families in which a member holds a bachelor’s degree c. Asian families in which a member holds a professional degree d. Hispanic families in which a member holds a master’s degree

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Answer: c Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Understand the Concepts Difficulty: Difficult

21. Based on current statistical patterns, a woman with a bachelor’s degree will work full-time for _________ to earn about $200,000. a. six months b. two years c. three years d. seven years Answer: c Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Remember the Facts Difficulty: Moderate

22. Which consideration has been of central importance for initiatives to end discrimination? a. action by the federal government b. laws passed by individual states c. resistance to social inequality by subordinate groups d. efforts made by the media to eradicate racial discrimination Answer: c Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or 90

eliminate it.

Topic: Discrimination Today Skill Level: Understand the Concepts Difficulty: Moderate

23. The Civil Rights Act of 1964 led to the establishment of the ________. a. Glass Ceiling Commission (GCC) b. Fair Employment Practices Commission (FEPC) c. Equal Employment Opportunity Commission (EEOC) d. Affirmative Action Board (AAB) Answer: c Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Remember the Facts Difficulty: Easy 24. The Equal Employment Opportunity Commission (EEOC) was given the power to ________. a. ensure that employees have a work environment free from recognized environmental hazards b. investigate complaints against employers c. make recommendations for corrective action directly to Congress d. ensure that employees do not work more than the maximum number of hours established by consensus in the industry Answer: b Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today 91

Skill Level: Understand the Concepts Difficulty: Moderate

25. The original Civil Rights Act of 1964 applied to employment practices in any businesses with more than ________ employees. a. 15 b. 250 c. 100 d. 25 Answer: d Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Remember the Facts Difficulty: Difficult

26. Redlining refers to the pattern of ________. a. racial profiling used by law enforcement agencies b. racial groups required to be employed in different occupations from each other c. IQ tests favoring middle-class children, especially the White and Hispanic middle class d. discrimination against people trying to buy homes in racially changing neighborhoods Answer: d Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Understand the Concepts Difficulty: Moderate 92

27. Richetta and Aurelia are single parents looking for housing in a certain neighborhood.

Richetta is consistently quoted higher rents than Aurelia. If Richetta is being redlined, it is because she differs from Aurelia in terms of ________. a. race b. income level c. age d. occupation Answer: a Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Apply What You Know Difficulty: Difficult

28. The Civil Rights Act of 1964 prohibited discrimination in public accommodations, such as __________. a. criminal justice and housing practices b. privately held social clubs c. the banking industry, mortgage sellers, financial consulting, and accountancy d. hotels, motels, restaurants, gas stations, and amusement parks Answer: d Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Apply What You Know Difficulty: Moderate 93

29. When considering a home purchase, people of color __________. a. experience higher mortgage denial rates than White applicants b. are quoted more favorable financing rates, to entice them into overbuying property c. generally tend to be treated the same as White homebuyers d. tend to have better credit ratings compared to other applicants Answer: a Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Understand the Concepts Difficulty: Difficult

30. In 1987, long after the original passage of the Civil Rights Act of 1964, the Supreme Court ruled in two cases that any member of an ethnic minority may sue under federal prohibitions against discrimination. These two cases involved ________. a. a Guatemalan dentist seeking political asylum and a Black dockworker b. a rabbi employed in the military and a fundamentalist Christian baker c. an Iraqi American professor and a Jewish congregation d. a Buddhist plumbing contractor and members of the Peace and Freedom Party Answer: c Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Remember the Facts Difficulty: Moderate

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31. In which Supreme Court ruling did the court affirm that targets of discrimination had to file a formal complaint within 180 days of the alleged discrimination? a. New York State Clubs Assoc. v. City of New York b. Ledbetter v. Goodyear Tire and Rubber Co. c. Gratz v. Bollinger d. Regents of the University of California v. Bakke Answer: b Learning Objective: 3.4: Describe how discrimination can be documented today.

Topic: Discrimination Today Skill Level: Remember the Facts Difficulty: Easy

32. Two years into her new job, Moira finds that her salary is considerably less than that of her male colleagues employed in similar positions. She can seek redress for this disparity in pay even after 180 days under the ________. a. Statutory Pay-As-You-Go Act b. Employment Nondiscrimination Act c. Equal Pay Act of 1963 d. Lilly Ledbetter Fair Pay Act Answer: d Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Apply What You Know Difficulty: Difficult 33. Online economic transactions that place buyers and sellers in direct peer-to-peer contact with no change in the ownership of goods and services is known as __________ . a. the brown market 95

b. relative wealth deprivation c. redlining d. the sharing economy Answer: d Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Understand the Concepts Difficulty: Easy

34. ________ refers to the efforts to ensure that hazardous substances are controlled so all communities receive protection regardless of race or socioeconomic circumstance. a. Environmental justice b. Affirmative action c. Intergenerational equity d. Environmental pluralism Answer: a Learning Objective: 3.5: Explain and discuss environmental justice.

Topic: Environmental Justice Skill Level: Remember the Facts Difficulty: Easy

35. Which summary best describes the term environmental justice? a. the rights of all communities to receive protection from the threat of hazardous waste b. equal access to parkland recreation programs to people of all ethnicities c. efforts to ensure that Native American lands are free from misuse d. the rights of Green Party candidates to appear on ballots 96

Answer: a Learning Objective: 3.5: Explain and discuss environmental justice.

Topic: Environmental Justice Skill Level: Understand the Concepts Difficulty: Moderate

36. Which statement about environmental justice is true? a. Issues of environmental justice are limited to metropolitan areas. b. There is a higher probability that White communities lack the resources to tackle environmental problems. c. The Environmental Protection Agency (EPA) has documented discrimination in the location of hazardous waste sites. d. Native American reservation land is protected from environmental abuse.

Answer: c Learning Objective: 3.5: Explain and discuss environmental justice.

Topic: Environmental Justice Skill Level: Understand the Concepts Difficulty: Moderate

37. The positive effort to recruit members of subordinate groups for jobs, promotions, and educational opportunities is called ________. a. institutional discrimination b. affirmative action c. relative deprivation d. occupational segregation Answer: b 97

Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Remember the Facts Difficulty: Easy

38. Currently, affirmative action is ___________. a. a catchall term for racial-preference programs and goals b. used to ensure seniority rules are maintained in the workplace c. aimed at preventing individual acts of discrimination d. an accepted part of the legal landscape Answer: a Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Understand the Concepts Difficulty: Moderate

39. The phrase affirmative action first appeared in an executive order issued by President ________. a. John F. Kennedy b. Lyndon B. Johnson c. Richard Nixon d. Gerald Ford Answer: a Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Remember the Facts Difficulty: Easy 98

40. Reverse discrimination refers to the charge that ___________. a. women are discriminated against in employment practices b. affirmative action discriminates against dominant group members c. law enforcement officers belonging to majority groups discriminate against others d. employees in senior management positions exploit those in lower levels of the organizational hierarchy Answer: b Learning Objective: 3.6 Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Understand the Concepts Difficulty: Moderate

41. In the ________ case, the Supreme Court ruled that it was constitutional for universities to adopt flexible admission programs that use race as one factor in making decisions. a. Brown v. Board of Education b. Suydam v. Broadnax c. Ledbetter v. Goodyear Tire and Rubber Co d. Regents of the University of California v. Bakke Answer: d Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Remember the Facts Difficulty: Easy

42. In Regents of the University of California v. Bakke, the Supreme Court justices ruled that __________.

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a. UC Davis had violated Allan Bakke’s constitutional rights by establishing a fixed quota system for minority students b. Allan Bakke’s filing of an appeal had exceeded the 180-day window required by federal law c. the University of California system was within their constitutional rights as a private institution to bar anyone from enrollment d. race should be used as a primary or ―first cut‖ criterion for admissions procedures Answer: a Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Understand the Concepts Difficulty: Moderate

43. After the Bakke ruling by the Supreme Court, it was found that ________. a. minority enrollment in higher education tripled b. enrollment in colleges and universities by White students during 1987 was at an all-time high c. between 1990 and 1995, Asian American students accounted for 1 in 17 college students d. from 2010 to 2020, the proportion of African American and Latino college students remained relatively unchanged Answer: d Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Understand the Concepts Difficulty: Difficult

44. Government actions often cause better-qualified White men to be bypassed in favor of women and men from underrepresented groups. This is an example of ________. a. ethnocentrism 100

b. reverse discrimination c. xenocentrism d. racial integration Answer: b Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Understand the Concepts Difficulty: Moderate

45. Critics of affirmative action call for color-blind policies that would end affirmative action, arguing that __________ . a. all people would be allowed to be judged fairly b. they have never been necessary in the United States c. minority applicants prefer to seek alternative educational opportunities d. racial equality has been achieved Answer: a Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Understand the Concepts Difficulty: Moderate

46. __________ refers to applicants to an institution of higher education whose parents or other close relatives are alumni. a. Reverse discrimination b. Affirmative consideration c. Legacy admission d. Empowered selection 101

Answer: c Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Remember the Facts Difficulty: Easy

47. Which concept refers to the barrier that blocks the promotion of a qualified worker because of gender or minority-group membership? a. the glass ceiling b. the second shift c. redlining d. reverse discrimination Answer: a Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling Skill Level: Remember the Facts Difficulty: Easy

48. Which summary best describes the term glass ceiling? a. attitudinal bias experienced by subordinate-group members that prevents them from reaching their full potential b. the idea that women will subject men to the same treatment that they have been subjected to over the years c. the male advantage experienced in occupations dominated by women d. the distribution of people based on demographic characteristics both across and within occupations and jobs

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Answer: a Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling Skill Level: Understand the Concepts Difficulty: Moderate

49. Which conceptual obstacle would prevent women from laterally switching jobs within the same company? a. glass ceilings b. glass cliffs c. glass walls d. glass escalators Answer: c Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling Skill Level: Understand the Concepts Difficulty: Moderate

50. Marisol, a Mexican American woman, works in the public relations department of a firm.

Though she is promoted quickly within her department, her attempts to move into the marketing department and to key executive positions there are not approved by upper management. This is an example of ________. a. reverse discrimination b. a glass wall c. affirmative action d. a glass cliff Answer: b 103

Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling Skill Level: Apply What You Know Difficulty: Difficult

51. At the workplace, women and people of color face ________ that keep them from moving laterally to jobs that might lead to broader experience. a. glass cliffs b. glass escalators c. glass ceilings d. glass walls Answer: d Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling Skill Level: Understand the Concepts Difficulty: Moderate

52. Dominique works in the human resources department in a software product development firm. She finds that her efforts to transition to a position in the sales department are consistently blocked, even though she is qualified for those jobs. This is an example of ________ existing in the organization. a. economic discrimination b. a glass escalator c. a glass cliff d. a glass wall Answer: d Learning Objective: 3.7: Explain the glass ceiling in the workplace.

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Topic: The Glass Ceiling Skill Level: Apply What You Know Difficulty: Difficult

53. Gerard and Zoya are teachers at an elementary school. Even though they are equally qualified, Gerard has been assigned tasks with greater responsibilities and was eventually promoted to school principal, whereas Zoya continues to work as a teacher. This is an example of the ________ existing in the educational institution. a. ‖glass half empty‖ effect b. glass escalator c. glass wall d. double burden Answer: b Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling Skill Level: Apply What You Know Difficulty: Difficult

54. The ________ refers to the White male advantage experienced in occupations dominated by women. a. glass ceiling b. glass cliff c. glass wall d. glass escalator Answer: d Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling 105

Skill Level: Understand the Concepts Difficulty: Moderate

55. Which example indicates the prevalence of a glass wall? a. women being expected to find a fine balance between work outside the home and childcare and housework b. men who enter female-dominated occupations being rewarded frequently with promotions and positions of responsibility c. groups that reject assimilation and promote coexistence and pluralism d. women being placed in support positions that reflect their stereotypical helping nature Answer: d Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling Skill Level: Understand the Concepts Difficulty: Moderate

56. Which summary best describes the term glass wall? a. the obstacles faced by people who enter the fields of law and medicine b. the obstacles faced by majority groups, especially White men, as a result of affirmative action policies c. the barriers faced by women and people of color to horizontal movement that may help in job advancement d. the discrimination faced by retail customers who belong to subordinate groups Answer: c Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling Skill Level: Remember the Facts 106

Difficulty: Moderate

Essay Questions 57. Explain the difference between absolute deprivation and relative deprivation as applied to the experiences of various groups in America.

Answer: Relative deprivation is defined as the conscious experience of a negative discrepancy between legitimate expectations and present actualities. As an example, after settling in the United States, immigrants often enjoy better material comforts and more political freedom than was possible in the countries they left. If they compare themselves with most other people in the United States, however, they will feel deprived; although their overall standards have improved, comparatively the immigrants nonetheless perceive relative deprivation. Absolute deprivation, on the other hand, implies a fixed standard based on a minimum level of subsistence below which families should not be expected to exist.

Although dissatisfaction is likely to arise from feelings of relative deprivation, the members of a society who feel most frustrated and disgruntled by the social and economic conditions of their lives are not necessarily worse off in an objective sense. Social scientists have long recognized that the most significant factor in deprivation is how people perceive their situations.

Learning Objective: 3.1: Distinguish between relative and absolute deprivation.

Topic: Relative versus Absolute Discrimination Skill Level: Analyze It Difficulty: Difficult

58. What is a hate crime? Why do hate crimes carry harsher penalties?

Answer: The government defines an ordinary crime as a hate crime when offenders are motivated to choose a victim because of some characteristic—for example, race, ethnicity, religion, sexual orientation, or disability—and provide evidence that hatred prompted them to commit the crime. (Hate crimes also are sometimes referred to as bias crimes.) Although many non-hate crimes may include a motivation of hatred toward an individual or organization, a hate 107

or bias crime toward people of color is intended to carry a message well beyond the individual victim. When a person is assaulted because they are gay or lesbian, the act is meant to terrorize all members of the LGBTQ community. Vandalizing a mosque or synagogue is meant to warn all Muslim or Jewish people that they are not wanted and their religious faith is considered inferior. In many respects, today’s hate crimes are like the terrorist efforts of the Ku Klux Klan of generations ago. Targets may be randomly selected, but the group being terrorized is carefully chosen. In many jurisdictions, having a crime officially classified as a hate crime can increase the punishment. For example, a misdemeanor such as vandalism can be increased to a felony, and a felony that is a hate crime can carry a greater prison sentence.

Learning Objective: 3.2: Define hate crimes.

Topic: Hate Crimes Skill Level: Understand the Concepts Difficulty: Moderate

59. How does institutional discrimination differ from individual discrimination? Provide three examples of institutional discrimination.

Answer: Institutional discrimination is the denial of opportunities and equal rights to individuals and groups that results from the normal operations of a society. Individual discrimination refers to overt acts of one individual against another individual, whereas institutional racism describes covert acts committed collectively against an entire group. From this perspective, discrimination can take place without an individual intending to deprive others of privileges, and even without the individual being aware that others are being deprived. A documented examples of institutional discrimination are (an answer should include three):     

Standards for assessing credit risks work against African Americans and Hispanics who seek to establish businesses because many lack conventional credit references.

IQ testing favors White middle-class children because of the types of questions included.

The entire criminal justice system is dominated by White people who may find it difficult to understand life in poverty areas.

Hiring practices often require several years’ experience at jobs only recently opened to members of subordinate groups.

Many jobs automatically eliminate people with felony records or past drug offenses, a practice that disproportionately reduces employment opportunities for people of color.

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Learning Objective: 3.3: Summarize how institutions discriminate.

Topic: Institutional Discrimination Skill Level: Analyze It Difficulty: Difficult 60. Discuss how the Civil Rights Act of 1964 attempted to eradicate discrimination.

Answer: The most important legislative effort to eradicate discrimination in the United States was the Civil Rights Act of 1964. This act led to the establishment of the Equal Employment Opportunity Commission (EEOC), which had the power to investigate complaints against employers and to recommend action to the Department of Justice. If the Department of Justice sued and discrimination was found, then the court could order appropriate compensation. The act covered employment practices of all businesses with more than 25 employees and nearly all employment agencies and labor unions. (A 1972 amendment broadened the coverage to employers with as few as 15 employees.) The Civil Rights Act of 1964 also prohibited discrimination in public accommodations such as hotels, motels, restaurants, gasoline stations, and amusement parks. Publicly owned facilities such as parks, stadiums, and swimming pools were also prohibited from discriminating. Another important provision forbade discrimination in all federally supported programs and institutions such as hospitals, colleges, and road construction projects. Since 1964 several acts and amendments to the original Civil Rights Act have been added to cover the many areas of discrimination it left untouched, such as criminal justice and housing.

Learning Objective: 3.4: Describe the effects of discrimination and the efforts to reduce or eliminate it.

Topic: Discrimination Today Skill Level: Understand the Concepts Difficulty: Moderate

61. What is meant by the term environmental justice? Provide examples to explain environmental discrimination.

Answer: Environmental justice refers to efforts to ensure that hazardous substances are controlled so all communities receive protection from dangerous conditions regardless of race or socioeconomic circumstance. After the Environmental Protection Agency (EPA) and other 109

organizations documented discrimination in the location of hazardous waste sites, an executive order was issued in 1994 that required all federal agencies to ensure that low-income and people of color communities have access to better information about their environment and have an opportunity to participate in shaping government policies that affect their communities’ health.

Initial efforts to implement the policy have met widespread opposition, including criticism from some proponents of economic development who argue that the guidelines unnecessarily delay or altogether block new industrial sites.

Issues of environmental justice are not limited to metropolitan areas. Another continuing problem is abuse of Native American reservation land. Many leaders are concerned that tribal Native American lands are too often regarded as toxic waste dumping grounds that go to the highest bidder. However, the economic devastation faced by some Indigenous People in isolated areas has led one tribe in Utah to offer its reservation as a depot for discarded nuclear waste Learning Objective: 3.5: Explain and discuss environmental justice.

Topic: Environmental Justice Skill Level: Apply What You Know Difficulty: Difficult

62. What was affirmative action as a social program intended to accomplish? Has it been successful?

Answer: Affirmative action has been viewed as an important tool for reducing institutional discrimination. Whereas previous efforts were aimed at eliminating individual acts of discrimination, federal measures under the heading of affirmative action have been aimed at procedures that deny equal opportunities, even if they are not intended to be overtly discriminatory. This policy has been implemented to deal with both current discrimination and past discrimination.

It is difficult to ascertain whether affirmative action has actually helped alleviate employment on the basis of race and gender, given the complexity of the labor market and the fact that other antidiscrimination measures are in place, but it does appear that affirmative action has had a significant impact in the sectors where it has been applied. As one bit of evidence, sociologist Barbara Reskin reviewed available studies looking at workforce composition in terms of race and gender in light of affirmative action policies. She found that gains in minority employment could be attributed to affirmative action policies. This includes firms mandated to follow 110

affirmative action guidelines and those that took them on voluntarily. There is also evidence that some earnings gains can be attributed to affirmative action. Economists M. V. Lee Badgett and Heidi Hartmann, reviewing 26 other research studies, came to similar conclusions: affirmative action and other federal compliance programs have had a modest impact, but it is difficult to assess, given larger economic changes such as recessions or the rapid increase in women in the paid labor force.

Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Affirmative Action Skill Level: Understand the Concepts Difficulty: Moderate

63. What is reverse discrimination? Does the latest data support the conclusion that White men experience discrimination on the basis of race?

Answer: Charges of reverse discrimination contend that government actions cause betterqualified White men to be bypassed in favor of women and people of color. Reverse discrimination conjures the notion that somehow women and members of racial and ethnic groups will subject White men in the United States to the same treatment received by people of color during the past three centuries. Such cases are not unknown, but they are uncommon.

Increasingly, critics of affirmative action call for color-blind policies that would end affirmative action and, they argue, allow all people to be judged fairly.

Supporters of affirmative action contend that as long as businesses rely on informal social networks, personal recommendations, and family ties to make hiring decisions, White men will have a distinct advantage built on generations of being in positions of power. Furthermore, an end to affirmative action would also mean an end to the many programs that give advantages to certain businesses, homeowners, veterans, and farmers. Most of these preference holders are White.

Learning Objective: 3.6: Explain affirmative action and the legal debate surrounding it.

Topic: Reverse Discrimination Skill Level: Understand the Concepts Difficulty: Moderate 111

64. Define and differentiate among glass ceilings, glass walls, and glass escalators.

Answer: As subordinate-group members are able to compete successfully in the workplace, they sometimes encounter attitudinal or organizational bias that prevents them from reaching their full potential. They have confronted what has come to be called the glass ceiling, a barrier that blocks the promotion of a qualified worker because of gender or minority-group membership.

Reasons for glass ceilings are as many as the occurrences. It may be that one Black middle manager or one woman vice president is regarded as enough, so the second potential candidate faces a block to upward movement. Decision-makers may be concerned that their clientele will not trust them if they have too many people of color, or they may worry about a talented woman’s ability to handle the duties of family and work successfully.

Even before glass ceilings are encountered, women and racial and ethnic minorities can face glass walls that keep them from moving laterally. In large corporations, women tend to be placed in staff or support positions (in areas such as public relations and human resources) and are often directed away from jobs in core areas such as marketing, production, and sales. Women are assigned to and, therefore, trapped in jobs that reflect their stereotypical helping nature, and they encounter glass walls that cut off access to jobs that might lead to broader experience and advancement Researchers have documented a differential impact that a glass ceiling has on White males. It appears that men who enter traditionally female occupations are more likely to rise to the top.

For example male elementary school teachers become principals, and male nurses become supervisors. The glass escalator refers to the White male advantage experienced in occupations dominated by women.

Learning Objective: 3.7: Explain the glass ceiling in the workplace.

Topic: The Glass Ceiling Skill Level: Analyze It Difficulty: Difficult

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Chapter 4 – Immigration Multiple Choice Questions 1. ________ refers to the practice of immigrants sponsoring other immigrants who, on their arrival, may sponsor still more immigrants. a. Mass emigration b. Chain immigration c. Naturalization d. Political immigration Answer: b Learning Objective: 4.1: Summarize the general patterns of immigration to the United States.

Topic: Patterns of Immigration to the United States Skill Level: Remember the Facts Difficulty: Easy

2. The fear or hatred of strangers or foreigners is known as ________. a. theophobia b. xenophobia c. galeophobia d. coulrophobia Answer: b Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: Early Immigrants Skill Level: Remember the Facts Difficulty: Easy

3. Yolanda has xenophobia. This means that she fears ________. a. strangers or foreigners b. people with different sexual orientations c. new places d. god or religion 113

Answer: a Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: Early Immigrants Skill Level: Apply What You Know Difficulty: Moderate

4. Which summary accurately defines nativism? a. the use of race-neutral principles to defend non-native populations b. the practice of immigrants sponsoring other immigrants who, in turn, sponsor still more immigrants c. beliefs and policies favoring native-born citizens over immigrants d. continuing dependence of former colonies on economic aid from foreign countries Answer: c Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: Early Immigrants Skill Level: Remember the Facts Difficulty: Easy

5. If an American school system favors enrolling only those children born in the United States, it is practicing ________. a. reverse discrimination b. naturalization c. nativism d. absolute deprivation Answer: c Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: Early Immigrants Skill Level: Apply What You Know Difficulty: Difficult

6. In the mid-1800s, ________ was the most prevalent reason for Chinese people to emigrate from their home country to the United States. a. educational opportunities b. economic gain c. marriage prospects 114

d. religious persecution Answer: b Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: The Anti-Chinese Movement Skill Level: Remember the Facts Difficulty: Easy 7. In the 1860s, the Central Pacific’s railroad labor force was predominantly Chinese, primarily because __________. a. White workers generally refused to do the backbreaking work over the Western terrain at the wages being offered b. the Chinese workers were better skilled in railroad work, having learned the trade in China c. there were not enough US laborers d. existing Irish laborers went on strike for higher wages and better health care Answer: a Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: The Anti-Chinese Movement Skill Level: Remember the Facts Difficulty: Easy

8. Sinophobes are people who fear ________. a. anything related to Latin America b. homeless people living on the streets c. anything related to China d. committing any kind of religious offense Answer: c Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: The Anti-Chinese Movement Skill Level: Remember the Facts Difficulty: Easy

9. The Chinese Exclusion Act, passed by Congress in 1882, ________. a. excluded the Chinese population from exercising their naturalized voting rights b. outlawed Chinese immigration for 10 years c. prevented Chinese immigrants from seeking jobs as physicians, but allowed them to become 115

nurses d. ensured that the Chinese population legally was paid less than their non-Asian counterparts Answer: b Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: The Anti-Chinese Movement Skill Level: Remember the Facts Difficulty: Easy

10. Naturalization rights were denied to Chinese residents in the United States by the enactment of the ________. a. Chinese Immigration and Naturalization Act of 1942 b. Chinese Exclusion Act of 1882 c. Chinese Welfare Reform Act of 1796 d. Immigration Realignment and Extension Policy of 1903 Answer: b Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: The Anti-Chinese Movement Skill Level: Remember the Facts Difficulty: Easy

11. In the context of the anti-Chinese movement, which action did Congress take in 1892? a. It extended the Chinese Exclusion Act for another 10 years. b. It formally apologized for the passage of the 1882 Chinese Exclusion Act. c. It revoked the Chinese Exclusion Act. d. It welcomed its first Chinese member, Judy Chu. Answer: a Learning Objective: 4.1 Summarize the general patterns of immigration to the United States.

Topic: The Anti-Chinese Movement Skill Level: Remember the Facts Difficulty: Easy

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12. After the US Congress stopped Chinese immigration, ________ agreed in 1908 to completely halt further immigration to the United States. a. France b. Germany c. Africa d. Japan Answer: d Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: Restrictionist Sentiment Increases Skill Level: Remember the Facts Difficulty: Easy

13. By the end of the nineteenth century, more and more immigrants to the United States were ________. a. neither English speaking nor Protestant b. English speaking and Catholic c. experienced in democratic political practices d. from Denmark and Australia Answer: a Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: Restrictionist Sentiment Increases Skill Level: Remember the Facts Difficulty: Easy

14. Limiting immigration on the basis of a quota from each country was part of the ________. a. Chinese Exclusion Act b. Immigration and Nationality Act c. national origin system d. occupational segregation Answer: c Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The National Origin System Skill Level: Remember the Facts Difficulty: Easy 117

15. Which statement is correct regarding immigration to the United States in 1921? a. Japanese immigrants grew rapidly in numbers along the East Coast. b. Labor unions ensured that Chinese immigrant workers got equal pay to that of other workers. c. Measures were taken to block all Asian immigrants by establishing a zero quota for them. d. Chinese and Japanese immigrants were compensated with monetary benefits after their unfair treatment was formally acknowledged by Congress.

Answer: c Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The National Origin System Skill Level: Understand the Concepts Difficulty: Moderate

16. The 1920s quota system for restricting immigration to the United States ___________ . a. allotted equal quotas to each nation. b. allotted each nation a quota equal to three percent of the nation‘s total population c. favored immigrants from Northern Europe d. favored Asian and African immigrants with advanced skills or education Answer: c Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The National Origin System Skill Level: Understand the Concepts Difficulty: Moderate 118

17. In 1925, under the provisions of the national origin system, which person would find it easiest to legally enter the United States? a. Hiroto, a Japanese laborer b. Oliver, a British plumber c. Constantino, a Greek physician d. Maria, an Italian mother of an American citizen Answer: b Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The National Origin System Skill Level: Apply What You Know Difficulty: Difficult

18. In the 1920s, the United States instituted a national origin system of immigration that was designed to block immigration from certain countries that included ________. a. Italy b. Canada c. Mexico d. Germany Answer: a Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The National Origin System Skill Level: Apply What You Know Difficulty: Difficult

19. The quotas imposed under the national origin system were based on ________. a. proportions of people desiring to enter the United States from other countries b. waiting lists of people wishing to immigrate to the United States c. a percentage of the number of people descended from each nationality recorded in the 1920 census d. an immigrant’s individual ability to pay for a visa Answer: c 119

Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The National Origin System Skill Level: Apply What You Know Difficulty: Difficult

20. The Hart-Celler Act is also called the ________. a. Immigration and Nationality Act b. Voting Rights Act c. Immigration Reform and Control Act d. Chinese Exclusion Act Answer: a Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The Immigration and Nationality Act Skill Level: Remember the Facts Difficulty: Easy

21. A primary goal of the 1965 Immigration and Nationality Act was to ________. a. adopt the national origin system of immigration b. reunite immigrant families c. encourage immigration from Latin America d. ban Chinese immigrants for 10 years Answer: b Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The Immigration and Nationality Act Skill Level: Apply What You Know Difficulty: Difficult

22. Which observation is true of the 1965 Immigration and Nationality Act? a. It initiated restrictions on immigration from South America. b. It initiated restrictions on immigration from the West Indies. c. Immigration from Latin America increased sharply after passage of the act.

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d. Immigration from Greece, Portugal, and Italy increased after passage of the act.

Answer: d Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The Immigration and Nationality Act Skill Level: Understand the Concepts Difficulty: Moderate

23. The the most prevalent reason for people to be legally admitted to the United States has been that they ________. a. filled highly skilled jobs shunned by current citizens b. were relatives of citizens c. sought political asylum d. had been selected in a lottery system Answer: b Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: Restrictionist Sentiment Increases Skill Level: Remember the Facts Difficulty: Easy 24. Which terms refers to immigration to the United States by skilled workers, professionals, and technicians who are desperately needed in their home countries? a. population explosion b. brain drain c. civil disobedience d. colonialism Answer: b Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Brain Drain Skill Level: Remember the Facts Difficulty: Easy 121

25. Which statement regarding brain drain is correct? a. It involves the emigration from the United States of skilled professionals. b. It has drawn emigrants from developing nations who are eligible for H-1B visas. c. It involves the immigration to the United States of unskilled laborers and workers. d. It refers to knowing more about other cultures than one’s own.

Answer: b Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Brain Drain Skill Level: Understand the Concepts Difficulty: Moderate

26. Beginning in 2004, when foreign physicians were no longer favored with entry to the United States, physicians in the Philippines retrained as nurses so they could immigrate to the United States, primarily because __________ . a. the Philippines was at war with its neighboring countries and its citizens wanted to escape conscription b. there were no job openings for physicians in the Philippines c. the physicians wanted to be reunited with their families in the United States d. the physicians would earn more as nurses in the United States than as physicians in the Philippines Answer: d Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Brain Drain Skill Level: Understand the Concepts Difficulty: Moderate

27. A percentage of H1-B visas are granted to foreign nationals with advanced degrees from US universities, who typically entered the United States __________.

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a. on a student visa, with the intention of earning a degree b. from Canada, Ireland, Sweden, or Venezuela c. without proper documentation d. with no clear occupational prospects Answer: a Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Brain Drain Skill Level: Understand the Concepts Difficulty: Moderate

28. Compared to the others, which sociological perspective is most likely to consider brain drain to be a symptom of the unequal distribution of world resources? a. functionalist approach b. interactionist perspective c. conflict theory d. suffragist approach Answer: c Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Brain Drain Skill Level: Remember the Facts Difficulty: Easy

29. In the context of brain drain, according to ________, it is ironic that the United States gives foreign aid to improve the technical resources of African and Asian countries while maintaining an immigration policy that encourages professionals in such nations to migrate to the United States. a. conflict theorists 123

b. functionalists c. interactionists d. abolitionists Answer: a Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Brain Drain Skill Level: Remember the Facts Difficulty: Easy

30. Which argument is advanced by supporters of immigration reform? a. Tax revenues can be increased by employing immigrants. b. The effect on the economy is due to remittances sent by immigrants. c. The increased competition for jobs is due to the presence of immigrants. d. The presence of immigrants helps lower divorce rates.

Answer: a Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: Contemporary Social Concerns Skill Level: Understand the Concepts Difficulty: Moderate

31. Since the passage of the 1965 Immigration and Nationality Act, the birthrate in the United States has _______. a. stayed constant b. increased c. fluctuated dramatically d. decreased Answer: d Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: Population Growth Skill Level: Remember the Facts Difficulty: Difficult

32. Replacement theory, in the context of immigration, is widely regarded as __________ . a. the basis for the Reform Immigration Policies (RIP) Act of 2019 124

b. the leading sociological explanation for current US immigration patterns c. a White supremacist ideology d. an explanation for why population growth in Nebraska has dramatically increased Answer: c Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: Population Growth Skill Level: Remember the Facts Difficulty: Moderate

33. The sociological term mixed-status families refers to families in which _________ . a. children, parents, and grandparents live together b. one or more parents bring their children from a previous marriage c. one or more members are employed and one or more are unemployed d. one or more members are citizens and one or more are noncitizens Answer: d Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: Mixed-Status Families Skill Level: Remember the Facts Difficulty: Easy

34. The use of two or more languages in places of work or educational facilities, with the treatment of each language as legitimate, is known as ________. a. bilingualism b. language independence c. dual-lingualism d. linguistic profiling Answer: a Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: Language Barriers Skill Level: Remember the Facts Difficulty: Easy

35. A program designed to allow students to learn academic concepts in their native language while gradually introducing them to the language of the dominant society is called ________. a. dual-lingual education b. bilingual education 125

c. inclusive education d. accommodative educational practice Answer: b Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: Language Barriers Skill Level: Remember the Facts Difficulty: Easy

36. The economic impact of immigration __________. a. can increase the availability of natural resources found in a community b. creates new job opportunities for native-born citizens c. can revitalize a local economy d. improves wages for native-born citizens living in the community Answer: c Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Economic Impact Skill Level: Understand the Concepts Difficulty: Moderate

37. The economic impact of immigration to the United States by unskilled workers ________. a. on the Black community was positive b. on dairy farms and chicken-processing plants was negative c. was a drop in wages due to an increase in the supply of labor d. was the creation of new job opportunities for native-born citizens Answer: c Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Economic Impact Skill Level: Remember the Facts Difficulty: Easy

38. In the context of immigrant adaptation to the United States, which statement is 126

correct? a. Immigrants have higher divorce rates compared to native-born citizens. b. Second-generation immigrants have lower labor force participation compared to other groups. c. Second-generation immigrants are overall behind in educational attainment compared to native-born citizens. d. Immigrant families are more likely to be on public assistance, but spend less time in that program compared to other groups.

Answer: d Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Economic Impact Skill Level: Understand the Concepts Difficulty: Moderate

39. Children in recent immigrant families, as compared to US-born children, tend to be ________. a. less linguistically isolated b. healthier c. living in single-parent households d. more likely to attend private schools Answer: b Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Economic Impact Skill Level: Remember the Facts Difficulty: Easy

40. The monies that immigrants return to their countries of origin are called ________. a. exports b. fringe benefits c. remittances d. withdrawals 127

Answer: c Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Economic Impact Skill Level: Remember the Facts Difficulty: Easy

41. A majority of undocumented immigrants in the United States __________. a. pay taxes and do not claim benefits b. acquire the most highly paid jobs c. set up new industries across the country d. are responsible for inflow of money into the country Answer: a Learning Objective: 4.3 Identify the concerns about immigration policy today.

Topic: The Economic Impact Skill Level: Understand the Concepts Difficulty: Moderate

42. Which act made it possible to grant amnesty to 2.7 million undocumented immigrants who could document that they had established long-term residency in the United States? a. Immigration Reform and Control Act of 1986 b. Chinese Exclusion Act of 1882 c. Documentation Responsibility Act of 1996 d. Immigration and Nationality Act of 1965 Answer: a Learning Objective: 4.4 Discuss the scope of and issues related to undocumented immigration.

Topic: Undocumented Immigration Skill Level: Remember the Facts Difficulty: Easy

43. The Immigration Reform and Control Act of 1986 ________. a. halted the audit of large employers of immigrants b. made hiring undocumented workers illegal 128

c. permitted unrestricted movement of undocumented immigrants into the US d. relaxed scrutiny of undocumented immigrants seeking benefits Answer: b Learning Objective: 4.4: Discuss the scope of and issues related to undocumented immigration.

Topic: Undocumented Immigration Skill Level: Remember the Facts Difficulty: Easy

44. According to the __________ perspective, employers, by paying low wages to undocumented immigrants, are able to produce goods and services that are profitable for industry and affordable to consumers. a. conflict b. interactionist c. suffragist d. functionalist Answer: d Learning Objective: 4.4: Discuss the scope of and issues related to undocumented immigration.

Topic: Undocumented Immigration Skill Level: Remember the Facts Difficulty: Easy

45. Despite the poor working conditions often experienced by undocumented immigrants in the United States, they continue to migrate because ________. a. they are unable to pursue higher education in their home countries b. they are unable to find wage labor in their home countries c. they think they can make a significant contribution to the economy of the United States d. they know that border enforcement is nonexistent in the United States

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Answer: b Learning Objective: 4.4: Discuss the scope of and issues related to undocumented immigration.

Topic: Undocumented Immigration Skill Level: Remember the Facts Difficulty: Easy

46. Local law enforcement officers do not actively hand over undocumented immigrants to federal enforcement agents in __________ . a. refuge communes b. document camps c. ―safe zones‖ d. sanctuary cities Answer: d Learning Objective: 4.4: Discuss the scope of and issues related to undocumented immigration.

Topic: Undocumented Immigration Skill Level: Remember the Facts Difficulty: Easy

47. The act of conferring citizenship on a foreign-born person is called ________. a. naturalization b. transnationalization c. neocolonialization d. nativism Answer: a Learning Objective: 4.5: Outline the process of naturalization.

Topic: Naturalization: The Path to Citizenship Skill Level: Remember the Facts Difficulty: Easy

48. Which conclusion is true regarding naturalized citizens in the United States?

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a. A naturalized citizen cannot work in any capacity for local government. b. A naturalized citizen can serve as the president of the United States. c. A person becomes a naturalized citizen upon being born in the United States. d. A naturalized citizen can claim the same benefits given to native-born US citizens.

Answer: d Learning Objective: 4.5: Outline the process of naturalization.

Topic: Naturalization: Path to Citizenship Skill Level: Understand the Concepts Difficulty: Moderate

49. To become a naturalized US citizen, a person should __________. a. have entered the country before 18 years of age b. have continually resided in the United States for at least two years c. be cleared of any convictions of selected criminal offenses d. pass a written examination focused on US art and culture Answer: c Learning Objective: 4.5: Outline the process of naturalization.

Topic: Naturalization: The Path to Citizenship Skill Level: Remember the Facts Difficulty: Easy 50. The term ________ is defined as the worldwide integration of government policies, cultures, social movements, and financial markets through trade, movement of people, and the exchange of ideas. a. unification b. globalization c. ethnocentrism 131

d. transnationalization Answer: b Learning Objective: 4.6: Explain the connection between globalization and immigration.

Topic: The Global Economy and Immigration Skill Level: Remember the Facts Difficulty: Easy

51. Immigrants who sustain multiple social relationships that link their societies of origin and settlement are called ________. a. xenophobes b. refugees c. transnationals d. asylees Answer: c Learning Objective: 4.6: Explain the connection between globalization and immigration.

Topic: The Global Economy and Immigration Skill Level: Remember the Facts Difficulty: Easy

52. Compared to the others, which person most accurately depicts a transnational? a. Juan Carlos, of Mexican origin, lives in the United States and frequently hosts and visits his relatives from Mexico. b. Rosita, of Cuban origin, reached the United States on a boat and was adopted by an American family. c. Abdul, of Iraqi origin, lives outside his war-torn country for fear of harm should he return to Iraq. d. Lily, of Chinese origin, has been married to a White American for 40 years, and has four children with him and seven grandchildren.

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Answer: a Learning Objective: 4.6: Explain the connection between globalization and immigration.

Topic: The Global Economy and Immigration Skill Level: Apply What You Know Difficulty: Difficult

53. According to the spectrum of intergroup relations, the presence of transnationals is an example of ________. a. pluralism b. assimilation c. extermination d. secession Answer: a Learning Objective: 4.6: Explain the connection between globalization and immigration.

Topic: The Global Economy and Immigration Skill Level: Remember the Facts Difficulty: Easy

54. People living outside their country of citizenship for fear of political or religious persecution are called ________. a. xenophobes b. refugees c. transnationals d. suffragists Answer: b Learning Objective: 4.7: Describe the United States’ policies toward refugees.

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Topic: Refugees Skill Level: Remember the Facts Difficulty: Easy

55. Refugee status is often granted to people fleeing from ________. a. political persecution b. poverty c. required military service d. an epidemic Answer: a Learning Objective: 4.7: Describe the United States’ policies toward refugees.

Topic: Refugees Skill Level: Remember the Facts Difficulty: Easy

56. It takes at least __________ years between the filing of an application and the time when a refugee may enter the United States. a. 2 b. 4 c. 7 d. 11 Answer: a Learning Objective: 4.7: Describe the United States’ policies toward refugees.

Topic: Refugees Skill Level: Remember the Facts Difficulty: Easy

57. Countries are obliged to ___________, according to the United Nations treaty on refugees. a. deport refugees who left their country for political reasons b. refrain from forcibly returning people to territories where their lives might be endangered c. forcibly return people to territories where their liberty might be endangered 134

d. deport refugees who left their country for religious reasons Answer: b Learning Objective: 4.7: Describe the United States’ policies toward refugees.

Topic: Refugees Skill Level: Remember the Facts Difficulty: Easy

58. Foreigners who have already entered the United States at a border point and now seek protection because of persecution (or a well-founded fear of persecution) in their home country are called ________. a. refugees b. asylees c. transnationals d. prisoners of war Answer: b Learning Objective: 4.7: Describe the United States’ policies toward refugees.

Topic: Refugees Skill Level: Remember the Facts Difficulty: Easy 59. Compared to the others, which person could be considered an asylee? a. Lise, a prospective immigrant attempting to enter the United States for economic and educational gains b. Abdallah, a travel writer who has visited the United States many times and wants to settle there permanently c. Monika, a foreigner in the United States fearing forced conversion to her husband‘s religion in her home country d. Matteus, a convict escaping from prison in a democratic nation

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Answer: c Learning Objective: 4.7: Describe the United States’ policies toward refugees.

Topic: Refugees Skill Level: Remember the Facts Difficulty: Easy 60. In 1993, the US Supreme Court upheld the government’s right to intercept ________ refugees at sea and return them to their homeland without asylum hearings. a. Haitian b. Cuban c. Chinese d. Mexican Answer: a Learning Objective: 4.7: Describe the United States’ policies toward refugees.

Topic: Refugees Skill Level: Remember the Facts Difficulty: Easy

61. ___________ represented the main source of refugees in both 2016 and 2021. a. Haiti b. Côte d’Ivoire c. The Democratic Republic of Congo d. Burma (Myanmar) Answer: c Learning Objective: 4.7: Describe the United States’ policies toward refugees.

Topic: Refugees Skill Level: Remember the Facts Difficulty: Easy ESSAY QUESTIONS 62. Summarize the historical patterns of immigration to the United States.

Answer: Immigration to the United States has three unmistakable patterns: (1) the number of immigrants has fluctuated dramatically over time, largely because of government policy changes; (2) settlement has not been uniform across the country but centered in certain regions and cities; and (3) the immigrants’ countries of origin have changed over time. Let’s consider each pattern in turn.

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1) From early settlers to initial immigrants to current trends, the number of immigrants has fluctuated dramatically over time. This is often due to legislative action (such as the Chinese Exclusion Act of 1882, or the Immigration and Nationality Act of 1965), general sentiment (sinophobia, xenophobia, or nativism), or reasons for leaving one’s current country of residence (war, famine, religious persecution, political persecution).

2) Four states—California, New York, Florida, and New Jersey—account for 45 percent of the nation’s total foreign-born population, but less than 28 percent of the nation’s total overall population. The source regions of immigrants have changed. First, settlers came from Europe, then Latin America, and now, increasingly, Asia. Europeans were the dominant immigrant group through the 1950s.

3) The majority of today’s 45.2 million foreign-born people are from Latin America rather than Europe. Primarily, they are from Central America and, more specifically, Mexico (although Mexico is sometimes considered a part of North America). By contrast, Europeans, who dominated the early settlement of the United States, now account for fewer than 1 in 7 of the foreign-born today. The changing patterns of immigration have continued into the twenty-first century. Beginning in 2010, the annual immigration from Asia exceeded the level of annual immigration from Latin America for the first time.

Learning Objective: 4.1: Summarize the general patterns of immigration to the United States.

Topic: Patterns of Immigration to the United States Skill Level: Understand the Concepts Difficulty: Moderate

63. What does it mean to be a sinophobe? Explain how sinophobia has been enacted at a legislative level in the history of the United States.

Answer: Sinophobes are people who fear anything associated with China, based on the racist theory developed during the slavery controversy that non-Europeans were subhuman.

In the United States, sinophobia had a bit of a checkered history. On the one hand, prior to 1851, official records show that only 46 citizens of China had immigrated to the United States. Over the next 30 years, more than 200,000 Chinese immigrants came to this country, lured by the discovery of gold and the opening of job opportunities in the West. The communities of the West, particularly in California, looked on the Chinese immigrants as a valuable resource to fill manual jobs. As early as 1854, so many Chinese citizens wanted to emigrate that ships had difficulty handling the volume. In the 1860s, railroad work provided the greatest demand for Chinese labor until the Union Pacific and Central Pacific railroads were joined at Promontory Summit, Utah, in 1869. Union Pacific relied primarily on Irish laborers, but 90 percent of Central Pacific’s railroad was Chinese laborers because White workers generally refused to do the 137

backbreaking work over the Western terrain at the wages being offered.

However, in 1882, Congress enacted the Chinese Exclusion Act, which outlawed Chinese immigration for 10 years. It also explicitly denied naturalization rights to the Chinese residents in the United States; that is, they were not allowed to become citizens. In 1892, Congress extended the Exclusion Act for another 10 years and added that Chinese laborers had to obtain certificates of residence within a year or face deportation. After the turn of the century, the Exclusion Act was extended again.

In 2012, Congress unanimously passed a resolution apologizing for the passage of the Chinese Exclusion Act. This marked only the fourth official apology in the past 25 years—the other three were for slavery, the internment of Japanese Americans during World War II, and mistreatment of native Hawaiians and the overthrow of their rule of the islands.

Learning Objective: 4.2: Describe how restrictionist sentiment has increased in the past 100 years.

Topic: The Anti-Chinese Movement Skill Level: Understand the Concepts Difficulty: Moderate

64. What is brain drain? How has it impacted the United States and other countries? How do sociologists view this phenomenon?

Answer: Brain drain is the immigration to the United States of skilled workers, professionals, and technicians who are desperately needed by their home countries. In the mid-twentieth century, many scientists and other professionals from industrial nations, principally Germany and Great Britain, came to the United States. More recently, however, brain drain has pulled emigrants from developing nations, including India, Pakistan, the Philippines, and several African nations.

Conflict theorists see the current brain drain as a symptom of the unequal distribution of world resources. In their view, it is ironic that the United States gives foreign aid to improve the technical resources of African and Asian countries while maintaining an immigration policy that encourages professionals in such nations to migrate to the United States. These very countries have unacceptable public health conditions and need native-born scientists, educators, technicians, and other professionals. In addition, by relying on foreign workers, the United States is not encouraging their own native-born members of subordinate groups to enter these desirable fields of employment.

Learning Objective: 4.3: Identify the concerns about immigration policy today.

Topic: Contemporary Social Concerns Skill Level: Understand the Concepts 138

Difficulty: Moderate

65. What is a mixed-status family? Discuss the problems of mixed status.

Answer: Mixed status refers to families in which one or more members are citizens and one or more are noncitizens. This becomes problematic when the noncitizens are undocumented immigrants.

The problem of mixed status emerges on two levels. On the macro level, when policy debates are made about issues that seem clear to many people—such as whether undocumented immigrants should be allowed to attend state colleges or whether they should be immediately deported—the complicating factor of mixed-status families quickly emerges. On the micro level, the daily toll on members of mixed-status households is difficult. Often, the legal resident or even the US citizen in a household finds daily life limited for fear of revealing the undocumented status of a parent, brother, sister, son, or daughter.

Learning Objective: 4.3: Identify the concerns about immigration policy today.

Topic: Contemporary Social Concerns Skill Level: Understand the Concepts Difficulty: Moderate 66. Summarize the conditions that must be met in order to become a naturalized citizen of the United States.

Answer: To become a naturalized US citizen, a person must meet the following general conditions:  be 18 years of age;  have continually resided in the United States for at least 5 years (3 years for the spouses of US citizens);  have good moral character, as determined by the absence of conviction for selected criminal offenses;  be able to read, write, speak, and understand words of ordinary usage in the English language; and  pass a test in US government and history administered orally in English. People seeking citizenship must get 6 out of 10 questions correct to pass. If a person fails, they can immediately retake the test with different questions. After failing a second time, typically the person must wait 90 days to retake the test.

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Although most countries do not allow people to maintain dual (or even multiple) citizenships, under current US law, American citizens may be able to hold dual nationality with another country. US citizens granted citizenship in a foreign state are under no legal obligation under US law to renounce their US citizenship.

Learning Objective: 4.5: Outline the process of naturalization.

Topic: Naturalization: The Path to Citizenship Skill Level: Understand the Concepts Difficulty: Moderate 67. What does it mean to be a transnational? Discuss how the presence of transnationals illustrates the concept of pluralism, and explain what pluralism means.

Answer: Transnationals are immigrants who sustain multiple social relationships that link their societies of origin and settlement. They return for visits to their society of origin, send remittances, and host extended stays of relatives and friends in their society of settlement.

The presence of transnationals in a country is an example of pluralism, which, as we‘ll all recall from Chapter 1, implies that various groups in a society have mutual respect for one another‘s culture, a respect that allows members of all racial/ethnic groups to express their own culture without suffering prejudice or discrimination. Because transnationals move back and forth, it is not unusual for different generations of the same family to find themselves residing in different countries at any given moment.

Learning Objective: 4.6: Explain the connection between globalization and immigration.

Topic: The Global Economy and Immigration Skill Level: Understand the Concepts Difficulty: Moderate

68. Distinguish between refugees and asylees.

Answer: Refugees are people who live outside their country of citizenship for fear of political or religious persecution. Approximately 27 million refugees exist worldwide, enough to populate an 140

entire ―nation‖ that would be larger than the Netherlands or Guatemala. The United States has touted itself as a haven for political refugees, although political refugees have not always received an unqualified welcome. Currently, it takes at least 2 years between the filing of an application and the time when the refugee may enter the United States.

Asylees, in contrast, are foreigners who have already entered the United States at a border point and who seek protection because of persecution (or a well-founded fear of persecution) in their home country. This persecution may be based on the individual’s race, religion, nationality, membership in a particular social group, or political opinion. Asylees are eligible to adjust to lawful permanent resident status after 1 year of continuous presence in the United States.

Learning Objective: 4.7: Describe the United States’ policies toward refugees.

Topic: Refugees Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 5 – Ethnicity, Whiteness, and Religion

Multiple Choice Questions

1. White privilege refers to ___________. a. governmental actions that cause better qualified White men to be passed over for jobs in favor of women and people of color b. taking school seriously and accepting the authority of teachers and administrators c. the process by which a dominant White group and a subordinate non-White group combine through intermarriage to form a new group d. the rights granted as a benefit or favor of being White and can be an element of Whiteness

Answer: d 141

Learning Objective: 5.1 Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Remember the Facts Difficulty: Easy

2. Immigrant youth and adults who maintain their ethnicity tend to have ________. a. a higher incidence of truancy between third and eighth grades b. a higher incidence of delinquency during the high school years c. more success as indicated by educational attainment and other measures d. less success as indicated by health measures

Answer: c Learning Objective: 5.1 Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Remember the Facts Difficulty: Easy

3. Which statement is true of contemporary White people in the context of race? a. They have a conscious racial identity and express it often and freely. b. They think of themselves as being members of a special race. c. They are in the position of not being reminded of their Whiteness.

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d. They do not downplay the importance of their racial identity.

Answer: c Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Understand the Concepts Difficulty: Moderate

4. When race is articulated or emphasized for White Americans, it is more likely to ________. a. be seen as threatening to those White Americans b. restrict White people from embracing their own racial identity c. allow them to embrace their national roots with pride d. result in increased bias against Black Americans

Answer: a Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Remember the Facts Difficulty: Easy

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5. Marcus Hansen‘s ________ was considered to be an early exception to the assimilationist approach to White ethnic groups. a. principle of third-generation interest b. concept of ethnic pluralism c. theory of symbolic ethnicity d. theory of bicultural immersion

Answer: a Learning Objective: 5.1 Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Remember the Facts Difficulty: Moderate

6. An increase in ethnic interest and awareness in the grandchildren of original immigrants is a core prediction of ___________. a. the principle of third-generation interest b. the self-fulfilling prophecy c. symbolic ethnicity d. the theory of bicultural immersion

Answer: a Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity 144

Skill Level: Remember the Facts Difficulty: Easy

7. What is the ethnic paradox? a. the portrayal of the problems of ethnic groups as their fault rather than recognizing society‘s responsibilities b. the maintenance of one‘s ethnic ties in a manner that can assist with one‘s assimilation into the larger society c. the belief that one‘s own culture is not as good as the dominant culture in society d. actions that cause better qualified White people to be passed over for people of color in job opportunities

Answer: b Learning Objective: 5.1 Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Remember the Facts Difficulty: Easy

8. Ethnic maintenance is typically measured by ________. a. economic success b. educational attainment c. facility in the religious scriptures d. facility in the mother language 145

Answer: d Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Remember the Facts Difficulty: Easy

9. __________ places emphasis on eating ethnic food and embracing ethnically associated political issues, rather than deeper ties to one‘s heritage. a. The ethnic paradox b. Civil religion c. Secessionist minority identification d. Symbolic ethnicity

Answer: d Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Understand the Concepts Difficulty: Moderate

10. Which statement is true about the ethnicity that exists in the twenty-first century? a. White Americans have completely relinquished their ethnic identity. b. Ethnicity, as embraced by English-speaking White people, includes active 146

involvement in ethnic activities and participation in ethnic-related organizations. c. Sizable proportions of White ethnic groups have gained large-scale entry into almost all clubs, cliques, and fraternal groups. d. Ethnicity has become increasingly central to the lives of members of every ethnic group.

Answer: c Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Understand the Concepts Difficulty: Moderate

11. The persistence of ethnic consciousness within a unique group that developed a cultural tradition distinct from that of the mainstream may largely depend on ________. a. the country or geographic region of foreign birth for that group b. a distinctive linguistic tradition of a core language and dialects c. experiences of that group in the United States d. a unique way of life that is separate from that of more dominant groups

Answer: c Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Remember the Facts Difficulty: Difficult 147

12. Ethnic community members desiring to maintain their ethnicity while assimilating into the dominant culture __________ . a. are under unhealthy psychological stress b. may get a financial boost from the ethnic community c. develop negative self-esteem d. are inhibited from competing effectively in a larger society

Answer: b Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Understand the Concepts Difficulty: Moderate

13. Gordie claims his ancestors came from the country that was the largest single source of immigrants to the United States. His ancestors were most likely from ________. a. Africa b. Sweden c. Mexico d. Germany

Answer: d 148

Learning Objective: 5.2: Describe the German American experience.

Topic: German Americans Skill Level: Apply What You Know Difficulty: Difficult

14. Which statement is true of German immigrants in the early history of the United States? a. For a brief time, German became the national language in the US, owing to the large numbers of German immigrants. b. The proceedings of the Continental Congress were published in English, Italian, and French, but not in German. c. German Americans established bilingual programs in many public schools. d. The English Americans welcomed German immigrants and treated them with warmly received equality.

Answer: c Learning Objective: 5.2: Describe the German American experience.

Topic: German Americans Skill Level: Understand the Concepts Difficulty: Moderate

15. Which statement is true about German Americans in the twenty-first century? a. The German-American National Alliance declined membership to urban Protestant middle-class German Americans.

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b. With World War I and the rise of the Nazi era, most German Americans distanced themselves from the politics in Germany. c. With the end of wartime tensions, German Americans moved from having a single White identity toward developing multiple identities. d. German Americans were denied permanent residential status due to the rise of the Nazi party in Germany.

Answer: b Learning Objective: 5.2: Describe the German American experience.

Topic: German Americans Skill Level: Understand the Concepts Difficulty: Moderate

16. After the American Revolution temporarily stopped the flow of immigration, ________ in Ireland spurred even greater movement of Irish people to North America. a. relative deprivation b. religious intolerance c. deteriorating economic conditions d. de facto segregation

Answer: c Learning Objective: 5.3: Identify the major periods of Irish American immigration.

Topic: Irish Americans Skill Level: Remember the Facts 150

Difficulty: Easy

17. When Irish people immigrated to the United States during the potato famine, they ________. a. did not live in ethnic neighborhoods b. were welcomed by White Americans c. encountered an emerging social and political nativism d. could easily find jobs in major cities

Answer: c Learning Objective: 5.3: Identify the major periods of Irish American immigration.

Topic: Irish Americans Skill Level: Remember the Facts Difficulty: Moderate

18. The Irish immigrants who fled to the United States to escape the potato famine in their homeland were more likely to consist of ________. a. families b. members of the upper class c. single women d. convicted felons

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Answer: a Learning Objective: 5.3: Identify the major periods of Irish American immigration.

Topic: Irish Americans Skill Level: Remember the Facts Difficulty: Easy

19. Nativist movements targeting Irish immigrants were ________ movements. a. pro-Semitic b. pro-Catholic c. anti-immigrant d. anti-Protestant Answer: c Learning Objective: 5.3: Identify the major periods of the Irish American immigration.

Topic: Irish Americans Skill Level: Remember the Facts Difficulty: Easy

20. The aristocracy of New England during the time of the Irish potato famine immigration ___________. a. welcomed the new arrivals as members of the larger United Kingdom b. invested heavily in Irish-owned businesses, such as taverns or lace-making operations 152

c. offered good paying jobs and economic investment opportunities to the new arrivals d. saw Irish Catholic clergy celibacy as a spur to reawaken old religious hatreds

Answer: d Learning Objective: 5.3: Identify the major periods of the Irish American immigration.

Topic: Irish Americans Skill Level: Remember the Facts Difficulty: Difficult

21. Which statement is true of occupational opportunities pursued by Irish Americans by 1910? a. The Irish Americans stayed away from positions in politics and labor unions. b. The priesthood was the professional occupation of choice for second-generation Irish American men. c. Irish women were unable to compete with their German and English immigrant counterparts to become schoolteachers. d. The Irish Americans were only able to seek employment as laborers.

Answer: b Learning Objective: 5.3: Identify the major periods of the Irish American immigration.

Topic: Irish Americans Skill Level: Understand the Concepts Difficulty: Moderate

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22. As Irish Americans began to diversify across occupations in the early 1900s, they were gradually accepted into the White working class because __________ . a. most of that White working class were themselves former immigrants, usually from Italy and Portugal b. their willingness to work 16-hour days doing heavy labor impressed the native-born workers c. the Irish were willing to quickly abandon the language and traditions of their homeland d. their identity as ―White‖ overcame any status of ―immigrant‖

Answer: d Learning Objective: 5.3: Identify the major periods of the Irish American immigration.

Topic: Irish Americans Skill Level: Understand the Concepts Difficulty: Moderate

23. Which of the United States has the highest concentration of Irish Americans currently? a. Vermont b. Nebraska c. Massachusetts d. New York

Answer: c 154

Learning Objective: 5.3: Identify the major periods of the Irish American immigration.

Topic: Irish Americans Skill Level: Remember the Facts Difficulty: Easy

24. The ________ were the first immigrant group to encounter prolonged organized resistance. a. Polish b. Italians c. Irish d. Germans

Answer: c Learning Objective: 5.3: Identify the major periods of the Irish American immigration.

Topic: Irish Americans Skill Level: Remember the Facts Difficulty: Easy

25. Which circumstances paved the way for Irish immigrants to become an integral part of the United States? a. supporting the advent of priesthood as an occupation b. importing a popular version of Catholicism 155

c. building on strong community and family networks d. suffering their maltreatment in silence

Answer: c Learning Objective: 5.3: Identify the major periods of the Irish American immigration.

Topic: Irish Americans Skill Level: Remember the Facts Difficulty: Easy

26. Many Italian people, especially in the early years of mass immigration in the nineteenth century, received their jobs through an ethnic labor contractor referred to as ________. a. the padrone b. the under-God c. El Jefe d. il tipo tosto

Answer: a Learning Objective: 5.4: Explain the Italian American experience.

Topic: Italian Americans Skill Level: Remember the Facts Difficulty: Easy

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27. Italian Americans in some regions of the United States established special ties with the Black community. Which reason was driving this? a. The Black community had acquired advanced degrees and professions. b. The Italian Americans received their jobs through labor contractors in the Black community. c. Both groups found comfort in the same Catholic Church. d. Both groups were marginalized in that social context.

Answer: d Learning Objective: 5.4: Explain the Italian American experience.

Topic: Italian Americans Skill Level: Remember the Facts Difficulty: Easy

28. Initially, Italian immigration to the United States during the 1880s was __________. a. haphazard and sporadic b. composed of upper-class citizens escaping religious persecution c. concentrated in both time and geography d. from northern locales, such as Piemonte, Torino, and Gravere

Answer: c Learning Objective: 5.4: Explain the Italian American experience.

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Topic: Italian Americans Skill Level: Remember the Facts Difficulty: Easy

29. Which statement is true of the immigration of Italians during the 1920s? a. Their immigration increased due to a higher quota by the US national origin system. b. Mutual aid societies were set up to provide basic social services for them. c. Education was still not valued by them as a means of upward mobility. d. Becoming more educated helped ward off prejudice toward them.

Answer: b Learning Objective: 5.4: Explain the Italian American experience.

Topic: Italian Americans Skill Level: Understand the Concepts Difficulty: Moderate

30. Which statement is true of Italian Americans during the battle against Italy in World War II? a. Some Italian Americans experienced hatred and violence, despite significant numbers of them fighting for the US against Italian forces. b. Some Italian Americans were recruited by the federal government to specific offices by virtue of their ethnicity alone. c. Italian Americans did not participate in the battle, choosing to maintain neutrality 158

between their homeland and new land of residence. d. Italian Americans, who legally remained citizens of Italy, were asked to guard an internment camp in Montana.

Answer: a Learning Objective: 5.4: Explain the Italian American experience.

Topic: Italian Americans Skill Level: Understand the Concepts Difficulty: Moderate

31. The migration of Poles who sought improvement in their lives was known as ________. a. zróbmy lepiej b. Za Chlebem c. szlachta d. zmęczony tutaj

Answer: b Learning Objective: 5.5: Describe the Polish American immigration story.

Topic: Polish Americans Skill Level: Remember the Facts Difficulty: Easy

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32. Polish men who immigrated to the United States by themselves often took shelter through a system of inexpensive boarding houses called ________. a. szlachta b. Little Italy c. Za Chlebem d. tryzmanie bortnków

Answer: d Learning Objective: 5.5: Describe the Polish American immigration story.

Topic: Polish Americans Skill Level: Remember the Facts Difficulty: Moderate

33. Which statement is true about Polish immigrants during the nineteenth and twentieth centuries? a. They turned into rebels when they found it difficult to adjust to a new culture and a more urban way of life. b. The Polish people who migrated were more likely to see themselves as forced immigrants than their European counterparts. c. The Polish immigrants were most likely families rather than lone male immigrants. d. The majority of the Polish people who migrated were atheists.

Answer: b Learning Objective: 5.6: Describe the Polish American immigration story.

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Topic: Polish Americans Skill Level: Understand the Concepts Difficulty: Moderate

34. What kind of treatment did Polish immigrants meet? a. They were considered cultured. b. They were stigmatized as outsiders. c. They were viewed as a clever community. d. They were treated as natives.

Answer: b Learning Objective: 5.5: Describe the Polish American immigration story.

Topic: Polish Americans Skill Level: Remember the Facts Difficulty: Easy

35. The term __________ has often been used in the United States to refer explicitly to religion. a. ethnophaulism b. pluralism c. ageism d. ethnocentrism 161

Answer: b Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Easy

36. A large, organized religion that is not officially linked with the state or government is known as ________. a. a civil religion b. a denomination c. de jure segregation d. de facto segregation

Answer: b Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Easy

37. By far, the largest religious denomination in the United States is ________. a. Judaism 162

b. Islam c. Buddhism d. Catholicism

Answer: d Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Easy

38. Orthodox, Conservative, Reconstructionist, and Reform factions are _________ . a. dissimilar in their roots b. different names for the same faction c. offshoots of Buddhism d. factions of the Judaic faith

Answer: d Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Easy

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39. Which religious group is branched into Sunni and Shia? a. Jews b. Muslims c. Buddhists d. Hindus

Answer: b Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Easy

39. Which observation indicates that currently the United States is not a Judeo-Christian nation, as has long been commonly assumed? a. The founders of the United States were themselves largely a mix of Christian, Jewish, Muslim, and some Hindu practitioners. b. Taken together, there are now about as many synagogues, mosques, and Buddhist or Hindu temples in the United States as there are Catholic parishes. c. The two fastest growing denominations in the US are Jainism and Zoroastrianism. d. Elected government officials have traditionally, for decades, upheld the separation of church and state in their legislation and opinions.

Answer: b 164

Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Understand the Concepts Difficulty: Moderate

40. Among Democrats in the United States, currently the largest percentage identify as ___________ in their religious traditions. a. Hispanic Catholic b. unaffiliated c. Black Protestant d. Jewish

Answer: b Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Moderate

41. ________ reflects the idea that no single faith is privileged over all others. a. Civil religion b. Religious ethnicity c. Religious deprivation d. Model religion 165

Answer: a Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Easy

42. The term civil religion was originally proposed by __________ . a. Karl Marx b. Jean-Jacques Rousseau c. Arlie Russell Hochschild d. Dieter Whiteclaw

Answer: b Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Difficult

43. ________ is the religious dimension in the United States that merges public life with sacred beliefs. a. Civil religion 166

b. Religious left c. Religious ethnicity d. Symbolic denomination

Answer: a Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Easy

44. Which statement is true of the ethnic diversity of the Roman Catholic Church? a. Ethnic diversity has continued in the Roman Catholic Church despite the assimilationist goals of this religious institution. b. There is little to no ethnic diversity to be found in the Roman Catholic Church. c. The Roman Catholic Church accommodated immigrants only of a single nationality. d. Religious behavior has been the same for each ethnic group within the Roman Catholic Church.

Answer: a Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Understand the Concepts Difficulty: Moderate 167

45. Within Protestant churches, which attribute characterizes the ―mainline‖ theological camp? a. Disciples of Christ, United Church of Christ, and Presbyterians b. National Baptist Convention and Seventh-Day Adventists c. United Church of Christ and Church of God in Christ d. Missouri Synod Lutherans, Southern Baptists, and Assemblies of God

Answer: a Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Difficult

46. Within Protestant churches, which are characterized by Missouri Synod Lutherans, Southern Baptists, and Assemblies of God? a. Historically Black Protestant b. Mainline c. Conservative Catholic d. Evangelical

Answer: d 168

Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Easy

47. United Methodist Church, American Baptist Churches in the USA, United Church of Christ, Episcopal Church, Disciples of Christ, and Presbyterian are the five mainline churches of ________. a. Jews b. Roman Catholics c. Buddhists d. Protestants

Answer: d Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism Skill Level: Remember the Facts Difficulty: Easy

48. The Amish ___________. a. live in complete harmony with outside society b. favor coexistence in some form of cultural pluralism c. are an example of secessionist minorities 169

d. favor most of the values and beliefs of the dominant culture

Answer: c Learning Objective: 5.7: Understand court rulings on religion.

Topic: Religion and the Courts Skill Level: Understand the Concepts Difficulty: Moderate

49. Which statement best describes intelligent design? a. Life can be intelligently explained by evolution. b. There is no one intelligent way of explaining life. c. Life is so complex it could only have been created by a higher intelligence. d. The biblical account in Genesis explains life most appropriately.

Answer: c

Learning Objective: 5.7: Understand court rulings on religion.

Topic: Religion and the Courts Skill Level: Remember the Facts Difficulty: Easy

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50. ________ reject both assimilation and coexistence in some form of cultural pluralism. a. Creationists b. Secessionist minorities c. Transnationals d. Secessionist revisionists

Answer: b Learning Objective: 5.7: Understand court rulings on religion.

Topic: Religion and the Courts Skill Level: Remember the Facts Difficulty: Easy

51. According to the US Supreme Court, the government ________. a. should follow a policy of neutrality to maximize religious freedom b. should ignore religion c. may help religion by financing a new church building d. may obstruct religion by denying adequate police and fire protection to a church

Answer: a Learning Objective: 5.7: Understand court rulings on religion.

Topic: Religion and the Courts 171

Skill Level: Remember the Facts Difficulty: Easy

52. In 1993, the Congress passed the Religious Freedom Restoration Act, which said________. a. the government may not enforce laws that ―substantially burden‖ the exercise of religion b. that prosecuting people who use illegal drugs as part of a religious ritual is not a violation of the First Amendment guarantee of religious freedom c. that states may not require the teaching of creationism alongside evolution in public schools d. Congress may make laws respecting an establishment of religion, or prohibiting the free exercise thereof

Answer: a Learning Objective: 5.7: Understand court rulings on religion.

Topic: Religion and the Courts Skill Level: Remember the Facts Difficulty: Easy

53. Which statement is true of creationists? a. They favor banning missionary schools. b. They favor the literal interpretation of the Bible. c. They feel evolution is a more accurate account than intelligent design.

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d. They feel uncomfortable with intelligent design.

Answer: b Learning Objective: 5.7: Understand court rulings on religion.

Topic: Religion and the Courts Skill Level: Understand the Concepts Difficulty: Moderate

54. The US Department of Veterans Affairs approved of the pentacle symbol for use on national cemetery markers of those fallen soldiers who self-identify as Witches, thereby illustrating __________. a. the basic principles of creationism b. the ―plastic reindeer rules‖ c. the legal acceptance of different faiths d. the primary argument of intelligent design

Answer: c Learning Objective: 5.7: Understand court rulings on religion.

Topic: Religion and the Courts Skill Level: Understand the Concepts Difficulty: Easy

55. In a series of decisions in the 1980s and early 1990s, the Supreme Court ruled that tax-supported religious displays on public government property may be successfully 173

challenged, __________ . a. especially if they are based on neo-Paganism b. but may be permissible if made more secular c. unless 60 percent of community members support the depiction d. only when they depict a faith other than Christianity

Answer: b Learning Objective: 5.7: Understand court rulings on religion.

Topic: Religion and the Courts Skill Level: Remember the Facts Difficulty: Easy

Essay Questions

56. Discuss Marcus Hansen‘s principle of third-generation interest. Provide instances that have supported this principle.

Answer: Historian Marcus Hansen‘s principle of third-generation interest was an early exception to the assimilationist approach to White ethnic groups. Hansen mused that in the third generation—the grandchildren of original immigrants—ethnic interest and awareness would increase. As Hansen put it, ―What the son wishes to forget, the grandson wishes to remember.‖

Hansen‘s principle has been entertained several times since it was first put forth. John Goering interviewed Irish and Italian Catholics in the late 1960s, and found that ethnicity was more important to members of the third generation than to the immigrants 174

themselves. Similarly, Mary Waters—in her interviews of White ethnic residents living in suburban areas of San Jose, California, and Philadelphia, Pennsylvania—thought that many grandchildren wanted to study their ancestors‘ language, even though it would be a foreign language to them. They also expressed interest in learning more of their ethnic group‘s history and a desire to visit their homeland.

Like Whites of European descent, many members of third and successive generations of Asian and Latin American immigrants are showing renewed interest in their native languages. The very languages they avoided or even scorned themselves as children, they now want to learn as young adults. ―Heritage language‖ programs have become increasingly common. Even when the descendants may easily communicate in their native language in everyday life, they often lack the language tools necessary for more sophisticated vocabulary or to read their grandparents‘ language easily.

Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Understand the Concepts Difficulty: Moderate

57. How can the evidence of both assimilation and the signs of ethnic identity support the conclusion that a pluralistic view of society is possible?

Answer: The visible evidence of symbolic ethnicity might lead us to exaggerate the persistence of ethnic ties among White Americans. Ethnicity today increasingly involves symbols of ethnicity, such as eating ethnic food, acknowledging ceremonial holidays such as St. Patrick‘s Day, and supporting specific political issues or issues confronting the former homeland. It does not include active involvement in ethnic activities or participation in ethnic-related organizations. In fact, sizable proportions of White ethnic groups have gained large-scale entry into almost all clubs, cliques, and fraternal groups.

Such acceptance is a key indicator of assimilation.

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The ethnicity that exists may be more a result of living in the United States than importing practices from the past or the old country. Many so-called ethnic foods or celebrations, for example, began in the United States. The persistence of ethnic consciousness, then, may not depend on foreign birth, a distinctive language, and a unique way of life. Instead, it may reflect the experiences in the United States of a unique group that developed a cultural tradition distinct from that of the mainstream.

Finally, maintaining ethnicity can be a critical step toward successful assimilation. This ethnic paradox facilitates full entry into the dominant culture. The ethnic community may give its members not only a useful financial boost but also the psychological strength and positive self-esteem that will allow them to compete effectively in a larger society.

Thus, we may witness people participating actively in their ethnic enclave while trying to cross the bridge into the wider community. Therefore, ethnicity provides continuity with the past in the form of an effective or emotional tie.

Learning Objective: 5.1: Understand what is meant by ethnicity, including Whiteness.

Topic: Unpacking Ethnicity Skill Level: Understand the Concepts Difficulty: Moderate

58. Discuss the reception given to Irish immigrants who came to the United States after the potato crop failure.

Answer: In 1845, a fungus wiped out the potato crop of Ireland, as well as that of much of Western Europe and even coastal America. Potatoes were particularly central to the lives of Irish people, and the devastating starvation did not begin to recede until 1851.

Predictably, to escape catastrophe, some 2 million Irish citizens fled mostly to England, but then many continued on to the United States.

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Even in the best of times, the lives of the famine Irish would have been challenging in the United States, but they arrived at a very difficult time. Nativist—that is, anti-Catholic and anti-immigrant—movements were already emerging and being embraced by politicians. The Irish Catholics brought with them a celibate clergy, who struck the New England aristocracy as strange and reawakened old religious hatreds.

Learning Objective: 5.3: Identify the major periods of Irish American immigration.

Topic: Irish Americans Skill Level: Understand the Concepts Difficulty: Moderate

59. Describe how Italian Americans began to construct a social identity as assimilation proceeded.

Answer: As assimilation proceeded, Italian Americans began to construct an identity as a nationality group rather than viewing themselves in terms of their village or province.

Italian Americans shed old identities for new ones. As immigration from Italy declined, the descendants‘ ties became more nationalistic. This move from local or regional to national identity was followed by the same pattern among Irish and Greek Americans.

However, they were not treated well. For example, in turn-of-the-century New Orleans, Italian Americans established special ties with the Black community because both groups were marginalized in Southern society. Gradually, Italian Americans became White and enjoyed all the privileges that came with it. Today, it would be inconceivable to imagine that Italian Americans of New Orleans would reach out to the African American community as their natural allies on social and political issues.

Learning Objective: 5.4: Explain the Italian American experience.

Topic: Italian Americans 177

Skill Level: Understand the Concepts Difficulty: Moderate

60. Discuss the relative importance of religion and ethnicity in influencing social attitudes and behaviors.

Answer: Religion refers to a unified system of sacred beliefs and practices that encompass elements beyond everyday life that inspire awe, respect, and even fear.

Religion plays a fundamental role in society and affects even those who do not practice or even believe in organized religion.

Divisive conflicts along religious lines are muted in the United States compared with those in the Middle East, for example. Although not entirely absent, conflicts about religion in the United States seem to be overshadowed by civil religion. Civil religion is the religious dimension in the United States that merges public life with sacred beliefs. It also reflects that no single faith is privileged over all others. Civil religion exists alongside established religious faiths, and it embodies a belief system that incorporates all religions but is not associated specifically with any one.

The Roman Catholic Church, despite its ethnic diversity, has clearly been a powerful force in reducing the ethnic ties of its members, making it also a significant assimilating force. Unlike the various Protestant churches that accommodated immigrants of a single nationality, the Roman Catholic Church had to Americanize a variety of linguistic and ethnic groups. The Catholic Church may have been the most potent assimilating force after the public school system. Comparing the assimilationist goal of the Catholic Church and the current diversity in it leads us to the conclusion that ethnic diversity has continued in the Roman Catholic Church despite, not because of, this religious institution.

Learning Objective: 5.6: Define and explain religious pluralism.

Topic: Religious Pluralism 178

Skill Level: Analyze It Difficulty: Difficult

61. What are secessionist minorities? Provide an example in which the Supreme Court has ruled in favor of secessionist minorities.

Answer: Several religious groups have been in legal and social conflict with the rest of society.

Some can be called secessionist minorities in that they reject both assimilation and coexistence in some form of cultural pluralism. The Amish are one such group that comes into conflict with outside society because of its beliefs and way of life. The Old Order Amish shun most modern conveniences and maintain a lifestyle dramatically different from that of larger society.

In a ruling on religious rituals, in 1993, the Supreme Court unanimously overturned a local ordinance in Florida that banned ritual animal sacrifice. The High Court held that this law violated the free-exercise rights of adherents of the Santeria religion, in which the sacrifice of animals plays a central role. The same year, Congress passed the Religious Freedom Restoration Act, which said the government may not enforce laws that ―substantially burden‖ the exercise of religion. Presumably, this action will give religious groups more flexibility in practicing their faiths.

Learning Objective: 5.7: Understand court rulings on religion.

Topic: Religion and the Courts Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 6 – Native Americans: The First Americans 179

Multiple Choice Questions

1. Which statement is true of the early European explorers and immigrants of the Western hemisphere? a. Christopher Columbus was the first explorer to reach North America from elsewhere. b. The Europeans were hunters in search of wild game, including mammoths and long-horned bison. c. The Europeans had superior weaponry, which gave them an advantage over the Native Americans. d. The Indigenous people had a natural immunity to the diseases that European explorers brought with them.

Answer: c Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Understand the Concepts Difficulty: Moderate

2. Native Americans ___________. a. are known for speaking a single language b. have their earliest roots on the Australian continent c. represent about 40 percent of the current US population d. are diverse in terms of cultures, religions, and political organizations

Answer: d Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

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Topic: European Contacts Skill Level: Understand the Concepts Difficulty: Moderate

3. Which statement is true of warfare between Native American tribes? a. Conflicts resulted in mass mortality. b. Their conflicts were European-initiated warfare. c. Warfare was limited to specific campaigns designed for specific purposes. d. Their warfare was never for personal reasons.

Answer: c Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Understand the Concepts Difficulty: Moderate

4. The ___________ takes the view that the global economic system is divided between nations that control wealth and those that provide natural resources and labor. a. world systems theory b. allotment act c. exploitation theory 181

d. quota system

Answer: a Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Remember the Facts Difficulty: Easy

5. The resettlement of the five nations of the Creek, Choctaw, Chickasaw, Cherokee, and Seminole, to what is now Oklahoma is called ________. a. the Walk for Justice b. the Trail of Tears c. pan-Indianism d. the Ghost Dance

Answer: b Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Remember the Facts Difficulty: Easy

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6. Gradually, the policies directed from Europe toward the Indigenous peoples of North America resembled the approach described in the world systems theory. The __________ was of greatest importance to the Europeans. a. spiritual expression of the Indigenous peoples b. land the Indigenous peoples occupied c. sacramental use of peyote d. fishing and hunting practices of the Indigenous peoples

Answer: b Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Understand the Concepts Difficulty: Moderate

7. The Bureau of Indian Affairs, created in 1824, was part of the ________. a. Department of Interior b. Department of Education c. Department of Justice d. Department of War

Answer: d Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts 183

Skill Level: Remember the Facts Difficulty: Easy

8. The Indian Removal Act of 1830 called for the relocation of all ________. a. Northern tribes to the south, in present-day Alabama, Arkansas, and Florida b. Eastern Indigenous people to the west of the Mississippi River c. Western tribes eastward across the Colorado River to what is now Nebraska d. Native Americans to the African continent

Answer: b Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Remember the Facts Difficulty: Moderate

9. Which statement is true of the Indian Removal Act of 1830? a. It was carried out to protect Native Americans from a cowpox epidemic. b. It led to annexation of Native American lands. c. The Native American communities were well compensated for relocation. d. The migration was volunteered by the Native Americans as a political bargaining point.

Answer: b 184

Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Understand the Concepts Difficulty: Moderate

10. The _________ of 1887 bypassed tribal leaders and proposed making individual landowners of tribal members. a. Allotment Act b. Reorganization Act c. Indian Claims Commission d. Alaska Native Settlement Act

Answer: a Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Remember the Facts Difficulty: Easy

11. Which observation is true of the Allotment Act of 1887? a. It educated landowners in the skills necessary to make arid land productive. b. It encouraged Native Americans to sell their land.

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c. It assumed the Native Americans would become homesteaders. d. It prevented a given geographical region from being farmed.

Answer: c Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: Treaties and Warfare Skill Level: Understand the Concepts Difficulty: Moderate

12. Much of the land deeded under the Allotment Act of 1887 eventually came into the possession of ________. a. tribal leaders b. Native American families c. Europeans d. the first Black settlers

Answer: c Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Remember the Facts Difficulty: Easy

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13. Which outcome was the objective of both the Allotment Act of 1887 and missionary activities during that same century? a. assimilation of Native Americans into White society b. creation of a pluralistic society of non-native and Native Americans c. expatriation of Native Americans d. ethnic cleansing of Native Americans from White society

Answer: a Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: European Contacts Skill Level: Understand the Concepts Difficulty: Moderate

14. The Indian Reorganization Act of 1934 ___________. a. was readily accepted by all the Native American communities b. extended the Allotment Act until 1950 c. allowed tribes to adopt a written constitution for themselves d. prohibited tribes from electing a tribal council with a tribe member at the head

Answer: c Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

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Topic: European Contacts Skill Level: Understand the Concepts Difficulty: Moderate

15. The __________, in place by the government since World War II, created a new meeting place for Native Americans in urban areas, far from their native homelands and the reservations. a. Johnson-O‘Malley Act b. Reorganization Act c. Indian Claims Commission d. Employment Assistance Program

Answer: d Learning Objective: 6.2: Explain how contemporary federal policies affect Native Americans.

Topic: Reservation Life and Federal Policies Skill Level: Understand the Concepts Difficulty: Moderate

16. Which statement is true of the Cobell class action lawsuit? a. The case was filed under the trust arrangements created by the Reorganization Act of 2017. b. The case was filed on behalf of half a million Hispanic Americans in the United States.

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c. The government had well-documented records to present their case and rebut fabricated claims. d. The government was charged with cheating billions of dollars in royalties due to various Native American groups.

Answer: d Learning Objective: 6.2: Explain how contemporary federal policies affect Native Americans.

Topic: Reservation Life and Federal Policies Skill Level: Understand the Concepts Difficulty: Moderate

17. The treaty in which the Sioux people lost their land is known as the ________. a. 1868 Fort Laramie Treaty b. 1854 Treaty of Medicine Creek c. 1934 Treaty of Relations d. 1944 Bretton Woods Agreement

Answer: a Learning Objective: 6.2: Explain how contemporary federal policies affect Native Americans. Topic: Reservation Life and Federal Policies Skill Level: Remember the Facts Difficulty: Easy

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18. Which statement is true of the Termination Act of 1953? a. It proposed recommendations for initiating a period of tax immunity for all Americans. b. It provided funding for essential federal services to be provided to Native Americans. c. It focused on the individual needs of people in spite of maximizing overall costs. d. It resulted in the rapid withdrawal of basic services (such as road repair and medical care) to Native American communities.

Answer: d Learning Objective: 6.2: Explain how contemporary federal policies affect Native Americans. Topic: Reservation Life and Federal Policies Skill Level: Understand the Concepts Difficulty: Moderate

19. The government orders on Native Americans in the aftermath of the Termination Act resulted in ________. a. tribes becoming autonomous b. many tribe members being employed by federal agencies c. major economic upheaval for the affected tribes d. a strong bond between local government agencies and the tribes

Answer: c Learning Objective: 6.2: Explain how contemporary federal policies affect Native Americans.

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Topic: Reservation Life and Federal Policies Skill Level: Remember the Facts Difficulty: Easy

20. Which statement is true of the Employment Assistance Program? a. It is a successful program and remains in place for those who seek financial assistance. b. It involved setting up industries near Native American reservations. c. It provided tax incentives that eventually paid for themselves. d. It relocated Indigenous people away from reservations for greater jobs opportunities.

Answer: d Learning Objective: 6.2: Explain how contemporary federal policies affect Native Americans.

Topic: Reservation Life and Federal Policies Skill Level: Understand the Concepts Difficulty: Moderate

21. Which consequence of the Employment Assistance Program is accurate? a. It resulted in a Native American version of the brain drain. b. It increased the labor force on Native American reservations. c. It helped resolve all the problems of Native Americans in cities.

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d. It led to the destruction of all intertribal networks.

Answer: a Learning Objective: 6.2: Explain how contemporary federal policies affect Native Americans.

Topic: Reservation Life and Federal Policies Skill Level: Understand the Concepts Difficulty: Moderate

22. ________ refers to intertribal social movements in which several tribes, joined by political goals but not by kinship, unite in a common identity. a. Pan-Indianism b. Neocolonialism c. Nativism d. Ethnocentrism

Answer: a Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts. Topic: Collective Action Skill Level: Remember the Facts Difficulty: Easy

23. Which statement is true of pan-Indianism?

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a. It is only observed among Native Americans and not among other ethnic subgroups. b. It serves to host cultural events within a tribal community. c. Its proponents see the tribes as captive nations or even colonies. d. It is a predictable result of kinship ties among members of a tribe.

Answer: c Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts. Topic: Collective Action Skill Level: Understand the Concepts Difficulty: Moderate

24. Which statement is true of fish-ins? a. They were protests held by Washington State officials against Native Americans. b. They were held by Native Americans to continue salmon farming. c. They brought increased public awareness of the deprivations experienced by Native Americans. d. The protests were held to safeguard White society‘s law.

Answer: c Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Understand the Concepts Difficulty: Moderate 193

25. ________, founded in 1944 in Denver, Colorado, was the first national organization representing Native Americans. a. The National Civic League b. The American Civil Liberties Union c. The Association of Young Americans d. The National Congress of American Indians

Answer: d Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Remember the Facts Difficulty: Easy

26. Which statement is true of the National Congress of American Indians (NCAI)? a. It was registered as a lobby in Washington, DC. b. It funded the occupation of Alcatraz Island in 2008 by Native Americans. c. It was formed in the aftermath of the American Indian Religious Freedom Act. d. It recommended that both non-native and Native American members pay equally in dues.

Answer: a 194

Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Understand the Concepts Difficulty: Moderate

27. The National Congress of American Indians (NCAI) was a significant development because it ________. a. played an important role in creating the National Congress of American Indians b. sits in judgment of Native Americans charged with federal criminal offenses c. is considered the most important civil rights organization for Native Americans d. created a patrol to monitor police actions and document charges of police brutality

Answer: c Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Understand the Concepts Difficulty: Moderate

28. Which statement is true of the American Indian Movement (AIM)? a. The group was known for its conservative ideas. b. The group was created to provide jobs for Native Americans.

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c. The group documented the relocation of Native Americans during the 1980s. d. The group promoted programs for alcohol rehabilitation and school reform.

Answer: d Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts. Topic: Collective Action Skill Level: Understand the Concepts Difficulty: Moderate

29. The organizers of fish-ins argued that their practices were in accordance with the ________. a. 1868 Fort Laramie Treaty b. 1854 Treaty of Medicine Creek c. 1934 Truce of Stensby d. 1944 Peace of Noyon

Answer: b Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Remember the Facts Difficulty: Easy

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30. Which statement is true of the occupation of Alcatraz Island in San Francisco Bay, in 1969? a. The island was seized by members of the Alaska Indian Center. b. The island was an active maximum-security federal prison at the time. c. The federal government was undecided about how to use the island. d. The San Francisco City Council agreed to pay the Native American occupiers a symbolic $24 to regain the property.

Answer: c Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts. Topic: Collective Action Skill Level: Understand the Concepts Difficulty: Moderate

31. Which statement is true of the Battle of Wounded Knee II of 1973? a. It took place between members of the Cherokee and Apache nations. b. It involved the occupation of the site of the infamous cavalry assault of 1890. c. The leader of the confrontation received no support from others, yet managed to get successful results. d. The occupation received negligible press coverage.

Answer: b Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action 197

Skill Level: Understand the Concepts Difficulty: Moderate

32. Wounded Knee, South Dakota, is the site of the infamous assault in 1890 by ________. a. White farmers and ranchers b. the Iroquois tribe c. the Choctaw tribe d. the US Army cavalry

Answer: d Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Remember the Facts Difficulty: Moderate

33. A visible activity of the American Indian Movement (AIM) has been its efforts to ________. a. gain clemency for Leonard Peltier, one of its leaders b. document the criminal status of Dennis Banks, an AIM leader c. prohibit the release of the documentary Incident at Oglala d. organize a fund-raising walk called the Trail of Tears 198

Answer: a Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Understand the Concepts Difficulty: Moderate

34. The largest Native American nation currently, by reservation, is the _________ nation. a. Seminole b. Nez Perce c. Ojibwa d. Navajo

Answer: d Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Remember the Facts Difficulty: Easy

35. Originally, the phrase pau wau referred to ________.

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a. native dances performed by the Sioux, Cherokee, and Crow nations b. the medicine man or spiritual leader of the Algonquin tribes c. the homeland of the ancestral Anasazi people d. apples and tomahawks, as a play on words

Answer: b Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Remember the Facts Difficulty: Easy

36. In the context of Native American identity, which term refers to tribal self-rule and is recognition that tribes have vibrant economic and cultural lives? a. autonomy b. secularity c. diversity d. sovereignty

Answer: d Learning Objective: 6.4: Discuss the macro and micro levels of Native American identity.

Topic: Native American Identity Skill Level: Remember the Facts 200

Difficulty: Easy

37. _________ is a macro level of Native American identity. a. How individuals view themselves as US citizens b. The recognition of tribes c. How the public perception of Native Americans is recognized d. The status of members of a tribe

Answer: b Learning Objective: 6.4: Discuss the macro and micro levels of Native American identity.

Topic: Native American Identity Skill Level: Understand the Concepts Difficulty: Moderate

38. Which statement is true of the Alaska Native Claims Settlement Act (ANCSA)? a. It was a step to resolve sovereignty of the Alaska Natives. b. The immigrants to Alaska gave up their claims of land in exchange for payments. c. It addressed Native hunting and fishing rights of the Alaska Natives. d. It established strict regulations for Alaska Native government.

Answer: a 201

Learning Objective: 6.4: Discuss the macro and micro levels of Native American identity.

Topic: Native American Identity Skill Level: Understand the Concepts Difficulty: Moderate

39. Which conclusion is true of the acknowledgment process established in 1978? a. It was established by the Department of Justice. b. According to its principles, tribes are required to show that they are a blended group. c. It was established by the combined efforts of Native American tribes. d. It was set up to decide whether individual tribes needed a government-to-government relationship.

Answer: d Learning Objective: 6.4: Discuss the macro and micro levels of Native American identity.

Topic: Native American Identity Skill Level: Understand the Concepts Difficulty: Moderate

40. A standard of ancestry established by recognized tribes ___________. a. is used to determine who is a tribal member b. is used to determine the health of a tribe member 202

c. is a unanimously accepted procedure d. is independent of racial purity measures

Answer: a Learning Objective: 6.4: Discuss the macro and micro levels of Native American identity.

Topic: Native American Identity Skill Level: Understand the Concepts Difficulty: Moderate

41. What is a blood quantum? a. the degree of American Indian or Alaska Native blood that an individual has from a federally recognized tribe b. a form of racial profiling tacitly agreed to by the US federal government, for tracking the movements of Native American people c. a type of hate crime prevalent during the late 1880s and early 1900s that targeted Native Americans d. a derogatory term used by some Native Americans to disparage other Native Americans

Answer: a Learning Objective: 6.4: Discuss the macro and micro levels of Native American identity.

Topic: Native American Identity Skill Level: Understand the Concepts 203

Difficulty: Easy

42. Which statement regarding the socioeconomic status of Native Americans is accurate? a. The contemporary Native American population lives entirely on reservations. b. Native Americans living on reservations have good quality houses. c. Native Americans are a highly employed people. d. Native Americans are an impoverished people.

Answer: d Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

43. Which statement is true of the economic development of Native Americans? a. Tourism is an important source of employment for many reservation residents. b. They are likely to be employed as upper managers or administrators in corporate positions. c. They have higher incomes and lower poverty rates compared to many other US citizens. d. Casino gambling is prohibited on reservations according to the tribal tradition.

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Answer: a Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

44. Which statement is true of tourism based on Native American heritage? a. People interpret their tourism experiences as conflicting with their previously held stereotypes of Native Americans. b. Enterprises related to tourism have achieved significant success to improve tribal economies. c. Native American foods and souvenirs are especially sought by contemporary tourists conscious of their historical context and significance. d. Tourism, in light of exploitation of tribal people, is a complex interaction of the outside world with Native Americans and their culture.

Answer: d Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

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45. Which statement is true of Native American craftwork? a. Craftwork is the highest source of profits that meets the needs of Native Americans. b. The trading-post business has benefited Native American cultures. c. Selling objects as Native American crafts when they are not is a punishable crime. d. Genuine Native American craftwork tends to be produced by mechanical duplication.

Answer: c Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

46. The 1988 Indian Gaming Regulatory Act ________. a. prohibits gambling that was previously allowed under state law b. prohibits hunting of protected animals and birds near reservations c. allows for negotiated gambling agreements on reservations d. allows only Native American people to gamble on reservations in accordance with their traditions

Answer: c Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

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Topic: Native Americans Today Skill Level: Remember the Facts Difficulty: Easy

47. Native American casinos are a form of ________. a. federal government enterprise b. tribal government enterprise c. private business d. public nonprofit operations

Answer: b Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Remember the Facts Difficulty: Easy

48. In the context of the economic aspects of gambling, which statement is true? a. The wealth from reservation casino gambling is evenly sourced and distributed among the recognized Native American tribes. b. Expansion of nontribal gambling outlets has led to further growth in receipts on virtually all reservation gaming operations. c. Reservation casino gambling was boosted during periods of nationwide economic 207

recession. d. In 2021, the nationwide receipts from reservation casino operations represented about 44 percent of all casino gaming revenue in the country.

Answer: d Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

49. Which observation is true of tribes that have opened casinos on reservations? a. The tribes do not pay taxes to local, state, or federal governments. b. Nationwide, the economic and social impact of the revenue from casinos is limited. c. Unemployment in the reservations has substantially increased despite the presence of casinos. d. On the reservations that benefit from gambling enterprises, the family income is significantly higher than for the nation as a whole.

Answer: b

Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts 208

Difficulty: Moderate

50. Native Americans who oppose gambling on moral grounds do so because ________. a. they believe the playing field for gambling is uneven b. gambling distracts politicians from discharging their necessary duties c. they believe the casinos trivialize and cheapen their heritage d. they oppose the contributions made to politicians involved in policies concerning gambling laws

Answer: c Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

51. The 1794 treaty with the Oneida Indians is primarily associated with ________. a. health care b. education c. senior citizen support d. pension to the handicapped

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Answer: b Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Remember the Facts Difficulty: Easy

52. Which statement is true of education among the Cherokee tribe? a. Through the nineteenth century, schools run by the tribe were completely financed by the federal government. b. Tribe members are opposed to learning the English language. c. By the mid-1800s, literacy rates for the tribe remained negligible. d. The tribe developed an extensive bilingual school system.

Answer: d Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

53. Nationwide, the percentage of Native Americans who are high school dropouts is __________ , compared to the percentage of White people of a similar age.

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a. about twice as much b. about the same c. substantially lower d.a few points higher

Answer: a Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Remember the Facts Difficulty: Easy

54. The assimilationist view argues that to succeed in larger White-dominated society, it is important for Native Americans to ________. a. start shedding the ―old ways‖ of Native beliefs and lifestyles as soon as possible b. promote a greater and more sustained embracing of the past c. protest against the education system established by White-dominated society d. use curricula that Native American youth can learn in their homes

Answer: a Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Remember the Facts 211

Difficulty: Easy

55. Which statement is true of tribally controlled colleges? a. They are specialized in providing primary and remedial education. b. They exclusively enroll Native American women. c. They provide services such as counseling and childcare. d. They accept and encourage the assimilationist view.

Answer: c Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

56. In 1955, the responsibility for health care for Native Americans through the Indian Health Service transferred from the Bureau of Indian Affairs to the ________. a. American Medical Association b. Public Health Service c. tribal governments d. state governments

Answer: b Learning Objective: 6.5: Summarize the special challenges Native Americans face 212

today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Remember the Facts Difficulty: Easy

57. Native Americans are _________ as likely to die annually from homicide than the general population. a. twice b. half c. three times d. ten times

Answer: a Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Remember the Facts Difficulty: Moderate

58. Which substance is a hallucinogen? a. Ikwewag b. Boozhoo c. powwow 213

d. peyote

Answer: d Learning Objective: 6.6: Discuss how Native Americans express religion and spirituality.

Topic: Religious and Spiritual Expression Skill Level: Remember the Facts Difficulty: Easy

59. Congress amended the American Indian Religious Freedom Act in 1994 to allow Native Americans the right to ________. a. perform the Ghost Dance in public places on religious occasions b. use, transport, and possess peyote for religious purposes c. reclaim Native remains by tribes with authentic claims d. bury their dead on historically sacred tribal ground

Answer: b Learning Objective: 6.6: Discuss how Native Americans express religion and spirituality.

Topic: Religious and Spiritual Expression Skill Level: Remember the Facts Difficulty: Easy

60. ________ is a term used to describe efforts to ensure that hazardous substances are controlled so that all communities receive protection regardless of race or socioeconomic circumstances.

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a. Environmental justice b. Affirmative action c. Amalgamation d. Environmental refuge

Answer: a Learning Objective: 6.7: Analyze how environmental issues affect Native Americans.

Topic: Environment Skill Level: Remember the Facts Difficulty: Easy

Essay Questions

61. Describe the Allotment Act of 1887. What was its outcome?

Answer: The Allotment Act of 1887 bypassed tribal leaders and proposed making individual landowners of tribal members. Each family was given as many as 160 acres under the government‘s assumption that, with land, Native Americans would become more like the White homesteaders who were flooding the not-yet-settled areas of the West.

The effect of the Allotment Act, however, was disastrous. To guarantee that they would remain homesteaders, the act prohibited Native Americans from selling the land for 25 years. Yet no effort was made to acquaint them with the skills necessary to make the land productive. Many tribes were not accustomed to cultivating land and, if anything, considered such labor undignified, and they received no assistance in adapting to homesteading. Large parcels of land eventually fell into the possession of Europeans.

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Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: Treaties and Warfare Skill Level: Understand the Concepts Difficulty: Moderate

62. Discuss the advantages and disadvantages of the Indian Reorganization Act of 1934.

Answer: The Indian Reorganization Act of 1934, also known as the Wheeler-Howard Act, recognized the need to acknowledge, rather than ignore, tribal identity. However, assimilation, rather than movement toward a pluralistic society, was still the goal of the legislation.

Many provisions of the Indian Reorganization Act, including revocation of the Allotment Act, benefited Native Americans. Nonetheless, given the legacy of broken treaties, many tribes at first distrusted the new policy. Under the Indian Reorganization Act, tribes could adopt a written constitution and elect a tribal council with a head. This system imposed foreign values and structures. Under it, the elected tribal leader represented an entire reservation, which might include several tribes, some hostile to one another. Furthermore, the leader had to be elected by majority rule, a concept alien to many tribes. Many full-blooded Native Americans resented the provision that mixedbloods had full voting rights. The Indian Reorganization Act did facilitate tribal dealings with government agencies, but the dictation to Native Americans of certain procedures common to White society and alien to the tribes was another sign of forced assimilation.

Learning Objective: 6.1: Describe the impact of early treaties and acts of Congress on Native Americans.

Topic: Treaties and Warfare 216

Skill Level: Understand the Concepts Difficulty: Moderate

63. Why was the passage of the Termination Act of 1953 disastrous?

Answer: The Termination Act of 1953 initiated the most controversial government policy toward Native American reservations in the twentieth century. The act originated in ideas that were meant to benefit Native Americans and give them greater autonomy while at the same time reducing federal expenditures.

The services the tribes received, such as subsidized medical care and college scholarships, should not have been viewed as ―special‖ and therefore deserving to be discontinued. These services were not the result of favoritism but merely fulfilled treaty obligations.

The Termination Act emphasized reducing costs and ignored the tribes‘ individual needs. According to the act, federal services such as medical care, schools, and road equipment were supposed to be withdrawn gradually. Instead, when the Termination Act‘s provisions began to go into effect, federal services were stopped immediately, with minimal coordination between local government agencies and the tribes to determine whether the services could be continued by other means. The effect of the government orders on Native Americans was disastrous, with major economic upheaval in the affected tribes, who could not establish some of the most basic services—such as road repair and fire protection—that the federal government had previously provided.

Learning Objective: 6.2: Explain how contemporary federal policies affect Native Americans.

Topic: Reservation Life and Federal Policies Skill Level: Analyze It 217

Difficulty: Difficult

64. Describe the provisions of the Employment Assistance Program. What were the consequences of implementing this program?

Answer: In 1952, the Bureau of Indian Affairs (BIA) began programs to relocate young Native Americans to urban areas. One of these programs, which began in 1962, was called the Employment Assistance Program (EAP). The EAP‘s primary provision was for relocation, individually or in families, at government expense, to urban areas where job opportunities were greater than those on the reservations. The BIA stressed that the EAP was voluntary, but this was a fiction, given the lack of viable economic alternatives on the reservations. The program was not a success for the many Native Americans who found the urban experience unsuitable or unbearable.

The movement of Native Americans into urban areas has had many unintended consequences. For example, it has further reduced the labor force on the reservation.

Those people who leave tend to be better educated, creating the Native American version of the brain drain. However, urbanization unquestionably contributed to the development of an intertribal network, or pan-Indian movement. The city became the new meeting place of Native Americans, who learned their predicament was similar to that of other racial and ethnic minority groups.

Learning Objective: 6.2: Explain how contemporary federal policies affect Native Americans. Topic: Reservation Life and Federal Policies Skill Level: Understand the Concepts Difficulty: Moderate

65. Briefly describe the economic impact of casino gambling on the Native American community.

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Answer: A recent source of significant income and some employment for Native Americans has been the introduction of gambling on reservations. Some forms of gambling, originally part of tribal ceremonies or celebrations, existed long before Europeans arrived in the Western hemisphere. Today, however, commercial gambling is the only viable source of employment and revenue available to many Native American nations.

Tribes that have opened casinos have experienced drops in unemployment and increases in household income not seen on nongaming reservations. However, five important factors must be considered:

1. The tribes do pay taxes. They pay $1.83 billion in gambling-generated taxes and revenuesharing to local, state, and federal governments. Even after taxes, significant profits exist and can be paid to tribal members or reinvested in collective tribal operations.

2. Nationwide, the economic and social impact of this gambling revenue is limited. The tribes that make substantial revenue from gambling are a small fraction of Native American people.

3. Reservations with gambling see a rise in median income but little change in labor force participation. Even on the reservations that benefit from gambling enterprises, the levels of unemployment are substantially higher and the family income significantly lower than for the nation as a whole.

4. The more successful revenue-generating operations often fund worthwhile projects, ranging from childcare operations serving the reservation to creating museums that publicize the long tribal history, but when revenues slow down, these are the first operations to be reduced or shut down entirely.

5. Although gaming generates many jobs, only about one-quarter of jobs are filled by tribal members. In an effort to situate casinos near population centers or interstate highways, some casinos are located more than 100 miles from the tribe.

Learning Objective: 6.5: Summarize the special challenges Native Americans face today with 219

regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

66. Provide an overview of the protest efforts made by Native Americans. Also, mention the outcome of the efforts made.

Answer: Fish-ins began in 1964 to protest interference by Washington State officials with Native Americans who were fishing, as they argued, in accordance with the 1854 Treaty of Medicine Creek, and were not subject to fine or imprisonment, even if they did violate White society‘s law. The fish-ins had protesters fishing en masse in restricted waterways. Legal battles followed, and the US Supreme Court confirmed the treaty rights in 1968. Fish-ins brought increased public awareness of the deprivations of Native Americans.

In 1969, members of the San Francisco Indian Center seized Alcatraz Island in San Francisco Bay. The 13-acre island was an abandoned maximum-security federal prison, and the federal government was undecided about how to use it. The Native Americans claimed the ―excess property‖ in exchange for $24 in glass beads and cloth, following the precedent set in the sale of Manhattan more than three centuries earlier. With no federal response and the loss of public interest in the demonstration, the protesters left the island more than a year later. Nonetheless, the event gained international publicity for their cause.

The most dramatic confrontation between Native Americans and the government happened in what came to be called the Battle of Wounded Knee II. In January 1973, American Indian Movement (AIM) leader Russell Means led an unsuccessful drive to impeach Richard Wilson as tribal chairman of the Oglala Sioux tribe on the Pine Ridge Reservation. In the next month, Means, accompanied by some 300 supporters, started a 70-day occupation of Wounded Knee, South Dakota, site of the infamous cavalry assault in 1890 and now part of the Pine Ridge Reservation. The occupation received 220

tremendous press coverage.

Learning Objective: 6.3: Discuss the results of Native Americans‘ collective-action efforts.

Topic: Collective Action Skill Level: Understand the Concepts Difficulty: Moderate

67. Briefly describe the federal government‘s role in supporting the sovereignty of Native Americans.

Answer: Sovereignty in the context of Native Americans refers to self-rule. Supported by every US president since the 1960s, sovereignty is recognition that tribes have vibrant economic and cultural lives. At the same time, numerous legal cases, including many at the Supreme Court level, continue to clarify to what extent a recognized tribe may rule itself and to what degree it is subject to state and federal laws.

This legal relationship can be quite complex. For example, tribal members always pay federal income, Social Security, unemployment, and property taxes but do not pay state income tax if they live and work only on the reservation. Whether tribal members on reservations pay sales, gasoline, cigarette, or motor vehicle taxes has been negotiated on a reservation-by-reservation basis in many states.

The government ultimately determines which tribes are recognized, and although tribal groups may argue publicly for their recognition, self-declaration carries no legal recognition. The federal government takes this gatekeeping role of sovereignty very seriously. In 1978, the Department of the Interior established what it called the acknowledgment process to decide whether individual tribes should have a government-to-government relationship.

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Learning Objective: 6.4: Discuss the macro and micro levels of Native American identity.

Topic: Native American Identity Skill Level: Understand the Concepts Difficulty: Moderate

68. Discuss the identity of Native Americans at a micro level.

Answer: Most people reflect on their ancestry to find roots or to self-identify themselves.

For an individual who perceives themself to be an Native American, the process is defined by legalistic language. Recognized tribes establish a standard of ancestry, or what is termed a blood quantum, or the degree of a person‘s Native American or Alaska Native blood from a federally recognized tribe.

This process may lead some individuals or entire extended families to be disenrolled.

For these people, who perceive themselves as worthy of recognition by a tribe but are denied this coveted ―enrollment‖ status, disputes have resulted that are rarely resolved satisfactorily for all parties. This has occurred for generations but has become more contentious recently for tribes that profit from casino gambling and must determine who is entitled to share in any profits that could be distributed to those on tribal rolls.

Learning Objective: 6.4: Discuss the macro and micro levels of Native American identity.

Topic: Native American Identity Skill Level: Understand the Concepts Difficulty: Moderate 222

69. Why hasn‘t tourism been able to improve the tribal economy significantly?

Answer: Tourism represents a complex interaction of the outside world with Native Americans and their culture. Interviews with tourists visiting museums and reservations found that, regardless of the presentation, many visitors interpreted their brief experiences to be consistent with their previously held stereotypes of and prejudices toward Native Americans. In addition, some contemporary tourists conscious of the historical context are uncomfortable taking in Native foods and purchasing crafts in Native American lands despite the reservations‘ large economic need for such commerce.

Craftwork rarely produces the profits that most Native Americans desire and need. The trading-post business has also taken its toll on Native American cultures. Many nonNative American craft workers have produced the items tourists want. Creativity and authenticity often are replaced by mechanical duplication of ―genuine Native American‖ curios. The influx of fraudulent crafts was so great that Congress passed the Indian Arts and Crafts Act in 1990, which severely punishes anyone who offers to sell an object as produced by a Native American artisan when it was not.

Learning Objective: 6.5: Summarize the special challenges Native Americans face today with regard to economic development, education, and health care.

Topic: Native Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

70. What is peyote? What stand have federal and state governments taken regarding its 223

use?

Answer: In recent years, a specific Native American expression of religion has received significant attention: the ritual use of peyote, which dates back thousands of years. The sacramental use of peyote was first noted by Europeans in the 1640s. In 1918, the religious use of peyote, a plant that creates mild psychedelic effects, was organized as part of the Native American Church (NAC). At first a Southwest-based religion, since World War II the NAC has spread among northern tribes. The use of peyote is a small part of a long and moving ritual, and the exact nature of NAC rituals varies widely.

Peyote is a hallucinogen, however, and federal and state governments have been concerned about its use by NAC members. Several states passed laws in the 1920s and 1930s prohibiting the use of peyote. In the 1980s, several court cases involved the prosecution of Native Americans who were using peyote for religious purposes. Finally, in 1994, Congress amended the American Indian Religious Freedom Act to allow Native Americans the right to use, transport, and possess peyote for religious purposes.

Learning Objective: 6.6: Discuss how Native Americans express religion and spirituality.

Topic: Religious and Spiritual Expression Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 7 – African Americans

Multiple Choice Questions

1. ________ are communities from which anyone other than White people are systematically excluded from living. a. Segregationist sects 224

b. Sundown towns c. Midway neighborhoods d. Blocked residences

Answer: b Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Skill Level: Remember the Facts Difficulty: Easy

2. The first African people in colonial America arrived as indentured servants whose children were ________. a. designated as enslaved people b. born free people c. also indentured servants d. provided with free education Answer: b Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

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3. One of the central conditions on which slavery in the United States rested was that ________. a. slavery was for life b. enslavement was for a period of no more than 10 years c. enslaved people were considered mere laborers d. negotiation was used to maintain the system

Answer: a Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

4. The slave codes demonstrate the subjugation of Africans in the United States, as illustrated by the fact that an enslaved person could not __________. a. possess property even if it was allowable by an enslaver b. testify in court against another enslaved person c. legally buy or sell anything by special arrangement d. marry or even meet with a free Black Answer: d Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts 226

5. According to the slave codes, ________. a. marriage between enslaved people was not legally recognized b. an enslaved person could legally buy or sell household goods c. except White enslavers, no one else was allowed to teach an enslaved person to read or write d. an enslaved person could not testify in court against another enslaved person

Answer: a Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

6. Which outcome was rare when responding to an enslaved person‘s violations of slave codes? a. branding b. physical abuse c. imprisonment d. mutilation

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Answer: c Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

7. ________ are laws that defined the low position of enslaved people in the United States. a. Slave inventories b. Slave indentures c. Jim Crow laws d. Slave codes

Answer: d Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Skill Level: Remember the Facts Difficulty: Easy

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8. ________ refers to a deliberate effort to maximize the number of offspring. a. Racial profiling b. ―Slave breeding‖ c. Slavery reparation d. ―Racial formation‖

Answer: b Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

9. Which statement is true regarding the condition of enslaved people, as evident through the research conducted by W. E. B. Du Bois and many others? a. Enslaved women were often identified as an enslaved man‘s possession. b. Enslaved parents decided at what age their children would begin working in the fields. c. Enslaved married couples could get their marriage registered in a court of law. d. An enslaved man‘s only recognized family role was to sire offspring.

Answer: d Learning Objective: 7.1: Explain the history of slavery in the United States and how it 229

influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

10. Racial ________ is a sociohistorical process by which racial categories are created, inhabited, transformed, and destroyed. a. formation b. profiling c. segregation d. ethnocentrism

Answer: a Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

11. Antislavery advocates, including White people and free Black people, were called ________.

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a. White primaries b. abolitionists c. covenants d. assimilationists

Answer: b Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

12. Which statement is true of the attack on slavery? a. An enslaved person was vulnerable to an enslaver‘s wishes, but slavery as an institution was not vulnerable to outside opinion. b. Enslaved Black people who did not attempt to escape from the South resisted slavery through such means as violent, armed resistance. c. An enslaved person was counted as three-fifths of a person in determining population representation in the House of Representatives. d. Many White people who opposed slavery, such as Abraham Lincoln, believed in racial equality as the basis for freeing enslaved people.

Answer: c Learning Objective: 7.1: Explain the history of slavery in the United States and how it 231

influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

13. An aspect of Black enslavement was the enslaved peoples‘ own resistance to ________. a. naturalization b. Black Power c. racial formation d. servitude

Answer: d Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

14. The Emancipation Proclamation ________.

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a. worsened the status of enslaved people throughout the country b. freed enslaved people only in the Confederacy c. released all enslaved Black people currently in the United States d. was nullified by the Supreme Court in 1852

Answer: b Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

15. The period from 1867 to 1877 in the United States is called ________. a. the Rapprochement b. the Revolutionary Decade c. Antebellum Peace d. Reconstruction

Answer: d Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

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Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

16. The ________ of 1867 put each Southern state under a military governor until a new state constitution could be written, with Black people participating partially in the process. a. Reconstruction Act b. De Jure Segregation Code c. Reparations Policy d. Emancipation Proclamation Treaty

Answer: a Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

17. During the Reconstruction period, ________. a. marriage between White people and Black people was prohibited b. schools remained segregated 234

c. Black people were represented in elected office d. streetcars were exclusively reserved for White people

Answer: c Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

18. Jim Crow refers to ________. a. a folk hero popular in the oral traditions of people from West Africa b. variations of emancipation proclamations that existed from state to state c. the theoretical basis for enacting theories of the talented tenth d. racial segregation laws prominent in Southern states

Answer: d Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy 235

Skill Level: Remember the Facts

19. Jim Crow laws ________. a. mandated affirmative action b. gave White people their ultimate authority c. outlawed busing to achieve racial balance d. improved the position of African Americans in US society

Answer: b Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

20. The policy of ―separate but equal‖ was defined as ________ by the US Supreme Court in 1896. a. reasonable b. unacceptable c. racist d. discriminatory 236

Answer: a Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

21. In the case of Plessy v. Ferguson, the US Supreme Court ________. a. supported the right of governments to deny the right to vote on the basis of race b. ended the practice of racial discrimination by White people against Black people c. upheld ―separate but equal‖ accommodations for Black people d. said that states could not pass laws that established racial segregation

Answer: c Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

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22. In 1898, the Supreme Court‘s decision in Williams v. Mississippi ________. a. upheld the right of the government to deny an individual or group the right to vote on the basis of race, ethnicity, or social status b. approved the use of poll taxes, literacy tests, and residency requirements to discourage Black people from voting c. strengthened Jim Crow laws and advocated ―separate but equal‖ accommodations for Black people d. reaffirmed the importance of an integrated educational experience for all American schoolchildren

Answer: b Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

23. The ________ forbade Black people from voting in election primaries. a. restrictive covenant b. principle of de jure segregation c. Black caucus d. White primary

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Answer: d Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

24. ________ refers to the act of making amends for the injustice of slavery. a. Slavery reparation b. Reconstruction c. Slavery codification d. Relative deprivation

Answer: a Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

25. Since 1989, African American members of Congress have annually introduced a bill to call for the ________.

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a. increased representation of Black people in federal government positions in the South b. creation of a commission to make recommendations for appropriate remedies to slavery c. establishment of a nontaxation policy for descendants of enslaved people d. remission of tuition and fees at historically Black colleges and universities (HBCUs)

Answer: b Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

26. In 2023, _____________ became the first US city to pay reparations to its Black residents. a. Charleston, South Carolina b. Austin, Texas c. Evanston, Illinois d. Mooresville, Alabama

Answer: c Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

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Topic: Slavery Difficulty: Easy Skill Level: Remember the Facts

27. According to W. E. B. Du Bois, which statement best represents the talented tenth? a. privileged Black people who must serve the educational interests of the other ninetenths of Black people b. White elites who are willing to help advance the interests of Black people in the United States c. Black people who support vocational education over academic programs d. disadvantaged Black people who are the focus of atrocities committed by White people

Answer: a Learning Objective: 7.2: Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders Difficulty: Moderate Skill Level: Understand the Concepts

28. The Niagara Movement‘s legacy was ________. a. documenting revolts by enslaved people that accelerated the intensity of oppression

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b. enduring poverty that gripped a large proportion of the descendants of enslaved people c. making amendments for the injustices produced by slavery d. educating a new generation of African Americans in the politics of protest

Answer: d Learning Objective: 7.2: Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders Difficulty: Moderate Skill Level: Understand the Concepts

29. The politics of accommodation is associated primarily with ________. a. Frederick Douglass b. Booker T. Washington c. W. E. B. Du Bois d. Harriett Tubman

Answer: b Learning Objective: 7.2: Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders Difficulty: Easy 242

Skill Level: Remember the Facts

30. W. E. B. Du Bois advocated the leadership of Blacks to be spearheaded by what he called the ________. a. accommodationists b. White primary c. abolitionist d. talented tenth

Answer: d Learning Objective: 7.2: Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders Difficulty: Easy Skill Level: Remember the Facts

31. The founding of the National Association for the Advancement of Colored People (NAACP) is associated with ________. a. the Niagara Movement b. the National Urban League c. Congress of Racial Equality d. Southern Christian Leadership Conference 243

Answer: a Learning Objective: 7.2: Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders Difficulty: Easy Skill Level: Remember the Facts

32. The ________ marked the merging of White liberalism and Black militancy, a coalition unknown since the end of the abolition movement and Reconstruction. a. Civil Rights Movement b. riff-raff theory c. National Association for the Advancement of Colored People d. National Advisory Commission on Civil Disorders

Answer: c Learning Objective: 7.2: Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders Difficulty: Easy Skill Level: Remember the Facts

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33. Numerous riots broke out throughout the country during the ―red summer,‖ with extreme violence against African Americans in the aftermath of ________. a. Reconstruction b. World War I c. the Great Depression d. World War II

Answer: b Learning Objective: 7.2: Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders Difficulty: Easy Skill Level: Remember the Facts

34. The Ku Klux Klan had its largest membership just after ________. a. World War I b. Reconstruction c. Regeneration d. World War II

Answer: a Learning Objective 7.2: Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders 245

Difficulty: Easy Skill Level: Remember the Facts

35. The population of Black people living in the South __________ from 1900 to 2020. a. decreased dramatically b. increased slowly c. increased rapidly d. stayed roughly the same

Answer: a Learning Objective: 7.3: Discuss the reemergence of Black protests.

Topic: Reemergence of Black Protests Difficulty: Easy Skill Level: Remember the Facts

36. The racial unrest in the US during World War II was paralleled by a growth in ________ as a means to achieve Black equality. a. violent resistance b. civil disobedience c. militancy activism d. racial profiling

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Answer: b Learning Objective: 7.3: Discuss the reemergence of Black protests.

Topic: Reemergence of Black Protests Difficulty: Easy Skill Level: Remember the Facts

37. The ________ was founded in 1942 to fight discrimination with nonviolent direct action. a. Council of Discriminatory Practices (CDP) b. Fair Employment Practices Commission (FEPC) c. National Advisory Commission on Civil Disorders (NACCD) d. Congress of Racial Equality (CORE)

Answer: d Learning Objective: 7.3: Discuss the reemergence of Black protests.

Topic: Reemergence of Black Protests Difficulty: Easy Skill Level: Remember the Facts

38. The White primary elections endorsed in Jim Crow‘s formative period were finally challenged in the 1944 ________ decision. a. Smith v. Allwright 247

b. Shelley v. Kramer c. Williams v. Mississippi d. Plessy v. Ferguson

Answer: a Learning Objective: 7.3: Discuss the reemergence of Black protests.

Topic: Reemergence of Black Protests Difficulty: Easy Skill Level: Remember the Facts

39. ________ are private contracts entered into by neighborhood property owners stipulating that property cannot be sold or rented to certain minority groups, thus ensuring that they could not live in the area. a. Jim Crow laws b. De facto laws c. Restrictive covenants d. Slave codes

Answer: c Learning Objective: 7.3: Discuss the reemergence of Black protests.

Topic: Reemergence of Black Protests Difficulty: Easy 248

Skill Level: Remember the Facts

40. In 1948, the Supreme Court finally declared in ________ that restrictive covenants were not constitutional. a. Smith v. Allwright b. Shelley v. Kramer c. Williams v. Mississippi d. Plessy v. Ferguson

Answer: b Learning Objective: 7.3: Discuss the reemergence of Black protests.

Topic: Reemergence of Black Protests Difficulty: Easy Skill Level: Remember the Facts

41. The military was desegregated by the order of President ________. a. Harry S Truman b. Franklin Delano Roosevelt c. John Fitzgerald Kennedy d. Lyndon Baines Johnson

Answer: a 249

Learning Objective: 7.3: Discuss the reemergence of Black protests Topic: Reemergence of Black Protests Difficulty: Easy Skill Level: Remember the Facts

42. ________ results from children being assigned to schools specifically to maintain racially separate schools. a. Racial formation b. Segmented assimilation c. Relative deprivation d. De jure segregation

Answer: d Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Easy Skill Level: Remember the Facts

43. The practice of de jure school segregation was attacked in the landmark decision of ________. a. Smith v. Allwright b. Brown v. Board of Education 250

c. Plessy v. Ferguson d. Williams v. Mississippi

Answer: b Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Easy Skill Level: Remember the Facts

44. The motivation for the Brown v. Board of Education lawsuit ________. a. originated because students in Black schools had White people as teachers b. developed because Black people were found to be economically disadvantaged c. did not come about merely because Black schools were inferior, even though they were d. did not occur simply because Black students were unaware of an integrated educational experience

Answer: c Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Moderate Skill Level: Understand the Concepts 251

45. Active nonviolent resistance is an example of ________. a. the riff-raff theory b. civil disobedience c. segmented assimilation d. relative deprivation

Answer: b Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Easy Skill Level: Remember the Facts

46. When Rosa Parks refused to give up her seat on a crowded bus to a White man, her defiance led to the organization of the ________. a. National Association for the Advancement of Colored People (NAACP) b. National Advisory Commission (NAC) c. Alabama National Guard Emergency Response (ANGER) d. Montgomery Improvement Association (MIA)

Answer: d 252

Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Easy Skill Level: Remember the Facts

47. The Montgomery Improvement Association was headed by ________. a. Martin Luther King, Jr. b. W. E. B. Du Bois c. A. Philip Randolph d. Booker T. Washington

Answer: a Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Easy Skill Level: Remember the Facts

48. ________ is based on the belief that people have the right to disobey the law under certain circumstances. a. Slavery reparation b. Civil disobedience 253

c. Self-fulfilling prophecy d. Relative deprivation

Answer: b Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Easy Skill Level: Remember the Facts

49. Martin Luther King Jr. advocated ________ when protesting racial injustice. a. nonviolence b. pluralism c. separatism d. the self-fulfilling prophecy

Answer: a Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Easy Skill Level: Remember the Facts

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50. In disobeying unjust laws, which strategy did Martin Luther King Jr. develop? a. acting with the conviction that the universe sides with the unjust b. seeking to defeat and humiliate opponents in the political arena c. actively but nonviolently resisting evil d. attacking people who happen to do evil rather than attacking the forces of evil

Answer: c Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Moderate Skill Level: Understand the Concepts

51. One of the strategies developed by Martin Luther King Jr. in disobeying unjust laws was ________. a. passively resisting evil b. being willing to accept suffering without retaliating c. seeking to defeat and humiliate opponents d. attacking the people who happen to be doing the evil

Answer: b Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

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Topic: The Civil Rights Movement Difficulty: Moderate Skill Level: Understand the Concepts

52. The enactment of the ________ on July 2, 1964, was hailed as a major victory and provided, at least for a while, what historian John Hope Franklin called ―the illusion of equality.‖ a. Bill of Rights Act b. Reconstruction Act c. Voting Rights Act d. Civil Rights Act

Answer: d Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Easy Skill Level: Remember the Facts

53. Government records made public in 1973 revealed that the FBI ________. a. had infiltrated civil rights groups to discredit them b. had infiltrated the Ku Klux Klan to detect violent crimes against Black people c. knew about John F. Kennedy‘s assassination in advance 256

d. believed civil rights activists were honorable and loyal Americans

Answer: a Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Skill Level: Understand the Concepts Difficulty: Moderate

54. The ________ theory refers to the explanation for civil unrest that stated that riot participants were mostly unemployed youths who had criminal records, and who were vastly outnumbered by the African Americans who repudiated the looting and arson. a. conflict b. riff-raff c. color-blind d. exploitation

Answer: b Learning Objective 7.5: Explain how urban areas in the 1960s and 1970s refocused relations between Black and White people.

Topic: The Urban Stage Difficulty: Easy Skill Level: Remember the Facts

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55. The ________ theory is also known as the rotten apple theory because it discredited rioters involved in civil rights protests and left the barrel of apples (that is, White society) untouched. a. exploitation b. talented tenth c. labeling d. riff-raff

Answer: d Learning Objective 7.5: Explain how urban areas in the 1960s and 1970s refocused relations between Black and White people.

Topic: The Urban Stage Difficulty: Easy Skill Level: Remember the Facts

56. Which statement is true of urban violence and oppression during the 1960s and 1970s in the United States? a. Riots involving White people and Black people had been unknown in the US prior to the 1960s. b. Most violence between White people and Black people had been in the form of largescale collective action. c. Rioters included middle-class, working-class, and educated residents. d. The Black community was largely unsympathetic toward rioters.

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Answer: c Learning Objective 7.5: Explain how urban areas in the 1960s and 1970s refocused relations between Black and White people.

Topic: The Urban Stage Difficulty: Moderate Skill Level: Understand the Concepts

57. The conscious feeling of a negative discrepancy between legitimate expectations and current actualities is called ________. a. a restrictive covenant b. institutional discrimination c. cultural relativism d. relative deprivation

Answer: d Learning Objective 7.5: Explain how urban areas in the 1960s and 1970s refocused relations between Black and White people.

Topic: The Urban Stage Difficulty: Easy Skill Level: Remember the Facts

58. Which statement best defines the concept of rising expectations? a. the increasing sense of frustration that legitimate needs are being blocked 259

b. the tendency to believe that one‘s culture and way of life are superior to all others‘ c. the unreliable generalizations about all members of a group d. the conscious feeling that expectations and current actualities are congruent

Answer: a Learning Objective 7.5: Explain how urban areas in the 1960s and 1970s refocused relations between Black and White people.

Topic: The Urban Stage Difficulty: Easy Skill Level: Remember the Facts

59. ________ was born not of Black violence but out of White violence. a. The Niagara Movement b. Black Power c. The Civil Disobedience Movement d. Jim Crow

Answer: b Learning Objective 7.5: Explain how urban areas in the 1960s and 1970s refocused relations between Black and White people.

Topic: The Urban Stage Difficulty: Easy Skill Level: Remember the Facts 260

60. Stokely Carmichael‘s ideology differed from that of Martin Luther King Jr.‘s in that Carmichael rejected the goal of ________. a. assimilation into White middle-class society b. establishing the constitutionality of de jure segregation c. abolition of slavery in the United States d. Black representation in elected offices

Answer: a Learning Objective 7.5: Explain how urban areas in the 1960s and 1970s refocused relations between Black and White people.

Topic: The Urban Stage Difficulty: Moderate Skill Level: Understand the Concepts

61. Which statement is true of the Black Power movement? a. It facilitated the assimilation of Black people into White upper-class society. b. It legalized marriage between Black people and White people. c. It gained wide acceptance among Black people and even many White people. d. It made amendments for the injustice of slavery.

Answer: c 261

Learning Objective 7.5: Explain how urban areas in the 1960s and 1970s refocused relations between Black and White people.

Topic: The Urban Stage Difficulty: Moderate Skill Level: Understand the Concepts

62. One reason for the popularity of Black Power among African Americans was that ________. a. it advocated the theory of the talented tenth for the development of Black educational programs b. it fought for the cause of establishing an independent state for Black people c. it gave them the opportunity to take the law into their own hands d. it gave them a viable option for surviving in a segregated society

Answer: d Learning Objective 7.5: Explain how urban areas in the 1960s and 1970s refocused relations between Black and White people.

Topic: The Urban Stage Difficulty: Moderate Skill Level: Understand the Concepts

63. The Africans who were brought involuntarily to the Western Hemisphere were seen as heathens and barbarians because they ________. a. were ethnocentric in their racial attitudes 262

b. were non-Christian c. were not White d. opposed slavery on theoretical grounds

Answer: b Learning Objective: 7.6: Describe the role of religion in the African American community.

Topic: The Religious Force Difficulty: Moderate Skill Level: Understand the Concepts

64. Which statement is true of religion in the US African American community? a. African Americans are overwhelmingly Protestant. b. Africans who were brought involuntarily to the US were Christians. c. A majority of African Americans belong to historically White churches. d. Judaism is embraced by most African Americans today.

Answer: a Learning Objective: 7.6: Describe the role of religion in the African American community.

Topic: The Religious Force Difficulty: Moderate Skill Level: Understand the Concepts 263

65. Which statement is true of immigration of Black people to the United States? a. Major immigration of Black people to the US took place in the first 100 years after the Civil War. b. African-born Black people live in urban areas, whereas Caribbean Black people are more dispersed across the nation. c. A lower cost of living for Black people has made the US an attractive destination for Black immigrants. d. Current Black immigrants are confronted by a society still deeply divided by race.

Answer: d Learning Objective: 7.7: Examine how recent immigration is adding to the Black community Topic: The New Immigration Difficulty: Moderate Skill Level: Understand the Concepts

66. Which factor has made the United States an attractive destination for Black people from other countries? a. legalization of interracial marriages b. highly restrictive civil rights legislation c. improved living conditions d. liberal immigration policies

Answer: c 264

Learning Objective: 7.7: Examine how recent immigration is adding to the Black community.

Topic: The New Immigration Difficulty: Moderate Skill Level: Understand the Concepts

67. Restrictive US legislation made it difficult for people to emigrate from Africa until well into the _________. a. 1940s b. 1960s c. 1970s d. 1980s

Answer: b Learning Objective: 7.7: Examine how recent immigration is adding to the Black community.

Topic: The New Immigration Difficulty: Easy Skill Level: Remember the Facts

68. The Black immigrant population is projected to account for roughly _________ of the US Black population‘s growth through 2060.

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a. one-quarter b. one-third c. one-half d. two-thirds

Answer: b Learning Objective: 7.7: Examine how recent immigration is adding to the Black community.

Topic: The New Immigration Difficulty: Difficult Skill Level: Remember the Facts

69. Compared to other immigrants, Black immigrants to the US are more likely to __________. a. be legal and to speak English b. settle in rural areas of the country, motivated by the greater racial acceptance evident in those geographic areas c. anticipate harmonious interactions with members of other racial groups, especially White people d. be in their 20s and 30s, or in their 70s

Answer: a Learning Objective: 7.7: Examine how recent immigration is adding to the Black community.

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Topic: The New Immigration Difficulty: Moderate Skill Level: Understand the Concepts

70. Nearly 35 percent of Black immigrants to the United States live in either __________ or __________ . a. Chicago; Mississippi b. Los Angeles; Wichita, Kansas c. Omaha, Nebraska; Salt Lake City d. New York City; Miami–Fort Lauderdale

Answer: d Learning Objective: 7.7: Examine how recent immigration is adding to the Black community.

Topic: The New Immigration Difficulty: Easy Skill Level: Remember the Facts

Essay Questions

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71. Discuss the aspects of slavery that destroyed the stability and continuity of family life for Black people.

Answer: Through inspecting the research findings of W. E. B. Du Bois and many others, we know that enslaved families had no standing in law. Marriages between enslaved people were not legally recognized, and enslavers rarely respected those unions when they sold adults or children. ―Slave breeding‖—a deliberate effort to maximize the number of offspring—was practiced with little attention to the emotional needs of the enslaved people. The enslaver, not the parents, decided at what age children would begin working in the fields. The enslaved family could not offer its children shelter or security, rewards or punishments. The man‘s only recognized family role was to sire offspring—that is, to be the sex partner of a woman. In fact, enslaved men often were identified as an enslaved woman‘s possession, for example, ―Nancy‘s Tom.‖ Southern law consistently ruled that ―the father of an enslaved person is unknown to our law.‖

Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

72. Describe the antislavery movement and its major goals. Why was racial equality not necessarily on the agenda of the abolitionists?

Answer: Antislavery advocates, or abolitionists, included White people and free Black people. Many White people who opposed slavery, such as Abraham Lincoln, did not believe in racial equality. In their minds, even though slavery was a moral evil, racial equality was unimaginable. This inconsistency did not lessen the emotional fervor of the efforts to end slavery. Antislavery societies had been founded even before the American Revolution, but the Constitution dealt the antislavery movement a blow. To appease the South, the framers of the Constitution recognized and legitimized slavery‘s existence.

The Constitution even allowed slavery to increase Southern political power. An 268

enslaved person was counted as three-fifths of a person in determining population representation in the House of Representatives.

Abolitionists, both Black and White people, continued to speak out against slavery and the harm it was doing not only to the enslaved people but also to the entire nation, which had become economically dependent on bondage. Frederick Douglass and Sojourner Truth, both freed enslaved people, became visible in the fight against slavery through their eloquent speeches and publications. Harriet Tubman, along with other Black people and sympathetic White people, developed the Underground Railroad to transport escaping enslaved people to freedom in the North and Canada.

Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

73. Explain the concept of slavery reparation. How has the historical and social significance of slavery been marginalized?

Answer: Slavery reparation refers to the act of making amends for the injustice of slavery. Few people would argue that slavery was wrong and continues to be wrong where it is still practiced in parts of the world. Since 1989, African American members of Congress have annually introduced in Congress a bill to call for the creation of a commission to make recommendations for appropriate remedies. While no final vote has been taken in Congress, hearings were held in 2019 to consider forming a commission to look into any form of apology or compensation. Beginning in 2020, Democratic candidates for the presidential nomination began taking a position on the issue in light of President Trump‘s refusal to consider any discussion of reparations.

Notably, Evanston, Illinois, became the first city in 2023 to pay reparations to its Black residents.

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Learning Objective: 7.1: Explain the history of slavery in the United States and how it influences life today.

Topic: Slavery Difficulty: Moderate Skill Level: Understand the Concepts

74. Explain what Booker T. Washington meant by using the term politics of accommodation.

Answer: Booker T. Washington‘s approach to White supremacy is called the politics of accommodation. He was willing to forgo social equality until White people saw Black people as deserving of it. Perhaps his most famous address was made in Atlanta on September 18, 1895, to a mostly White and mostly wealthy audience, where he gave a five-minute speech in which he pledged the continued dedication of Black people to White people. Washington‘s essential theme was compromise. Unlike Frederick Douglass, who had demanded the same rights for Black people as for White people, Washington asked that Black people be educated because it would be a wise investment for White society. He called racial hatred ―the great and intricate problem which God has laid at the doors of the South.‖ The Black people‘s goal should be economic respectability. To become influential as a Black person, Washington reasoned, required acceptance by White people. His image as an accommodator allowed him to fight discrimination covertly.

Learning Objective: 7.2 Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders Difficulty: Moderate 270

Skill Level: Understand the Concepts

75. Summarize the main principles of the Niagara Movement, and discuss the extent to which it was at odds with the views of Booker T. Washington.

Answer: W. E. B. Du Bois proposed what came to be called the Niagara Movement, named after a strategy session he organized near Niagara Falls in 1905. DuBois advocated the theory of the talented tenth, which reflected his atypical educational background. Unlike Booker T. Washington, Du Bois was not at home with both intellectuals and sharecroppers. Although the very phrase talented tenth has an elitist ring, Du Bois argued that these privileged Black people must serve the other nine-tenths.

This argument was also Du Bois‘s way of criticizing Washington‘s emphasis on vocational education. Although he did not completely oppose the vocational approach, Du Bois thought education for African Americans should emphasize academics, which would be more likely to improve their position.

The Niagara Movement was closely monitored by Booker T. Washington. However, the rivalry between Washington and Du Bois has been exaggerated. They enjoyed fairly cordial relations for some time. In 1900, Washington recommended Du Bois, at his request, for superintendent of Black schools in Washington, DC. By 1905, however, relations between the two had cooled. Du Bois spoke critically of Washington‘s influence, arguing that his power was being used to stifle African Americans who spoke out against the politics of accommodation. He also charged that Washington had caused the transfer of funds from academic programs to vocational education. Du Bois‘s greatest objection to Washington‘s statements was that they encouraged White people to place the burden of Black people‘s problems on the Black people themselves.

Learning Objective: 7.2 Summarize the accomplishments of Black leaders in the early twentieth century.

Topic: The Challenges and Accomplishments of Black Leaders Difficulty: Moderate 271

Skill Level: Understand the Concepts

76. Discuss the activism of A. Philip Randolph.

Answer: A. Philip Randolph, president of the Brotherhood of Sleeping Car Porters, threatened to lead 100,000 Black people in a march on Washington in 1941 to ensure their employment and not have Black workers targeted for dismissal. Randolph‘s proposed tactic was nonviolent direct action, which he modeled on Mahatma Gandhi‘s practices in India. Randolph made it clear that he intended the march to be an all-Black event because he saw it as neither necessary nor desirable for White people to lead Black Americans to their own liberation. President Franklin Roosevelt responded to the pressure and agreed to issue an executive order prohibiting discrimination if Randolph would call off the march. The order and the Fair Employment Practices Commission it set up did not fulfill the original promises, but a precedent had been established for federal intervention in job discrimination.

Learning Objective: 7.3: Discuss the reemergence of Black protest.

Topic: Reemergence of Black Protest Difficulty: Moderate Skill Level: Understand the Concepts

77. Explain the significance of the Supreme Court decision pertaining to the lawsuit of Brown v. Board of Education of Topeka, Kansas.

Answer: Southern school districts assigned children to school by race rather than by neighborhood, a practice that constituted de jure segregation, or segregation that 272

results from school assignment specifically to maintain racially separate schools. It was this form of legal humiliation that was attacked in the landmark decree of Brown v.

Board of Education of Topeka, Kansas.

Seven-year-old Linda Brown was not permitted to enroll in the grade school four blocks from her home in Topeka, Kansas. Rather, school board policy dictated that she attended the Black school almost two miles away. This denial led the NAACP Legal Defense and Educational Fund to bring suit on behalf of Linda Brown and 12 other Black children. The NAACP argued that the Fourteenth Amendment was intended to rule out segregation in public schools. Chief Justice Earl Warren of the Supreme Court wrote the unanimous opinion that ―in the field of public education the doctrine of ‗separate but equal‘ has no place. Separate educational facilities are inherently unequal.‖

Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Moderate Skill Level: Understand the Concepts

78. Distinguish the tactics and ideology of the early civil rights period (1954–1965) from those of the period since 1965.

Answer: It is difficult to say exactly when a social movement begins or ends. Usually, a movement‘s ideas or tactics precede the actual mobilization of people and continue long after the movement‘s driving force has been replaced by new ideals and techniques.

This description applies to the Civil Rights Movement and its successor: the continuing struggle for African American freedom. Before 1954, there were some confrontations of White supremacy: the Congress of Racial Equality (CORE) sit-ins of 1942 and efforts to desegregate buses in Baton Rouge, Louisiana, in 1953. The Civil Rights Movement gained momentum with a Supreme Court decision in 1954 that eventually desegregated the public schools, and it ended as a major force in Black America with the civil disorders of 1965 through 1968. However, beginning in 1954, toppling the traditional barriers to full rights for Black people became the rule, not the exception.

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Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Moderate Skill Level: Understand the Concepts

79. What did Dr. Martin Luther King Jr. mean by civil disobedience? What were the elements of his strategy?

Answer: Civil disobedience is based on the belief that people have the right to disobey the law under certain circumstances. This tactic was not new; Black people in the United States had used it before, and Mahatma Gandhi also had urged its use in India.

Under Martin Luther King Jr.‘s leadership, however, civil disobedience became a widely used technique and even gained a measure of acceptability among some prominent White people. Dr. King called attention to laws that were unjust and should not be obeyed because they were not right; in his view, they were not in accordance with God‘s higher moral code.

In disobeying unjust laws, Dr. King developed this strategy:

     

actively but nonviolently resisting evil, not seeking to defeat or humiliate opponents but to win their friendship and understanding, attacking the forces of evil rather than the people who happen to be doing the evil, being willing to accept suffering without retaliating, refusing to hate the opponent, and acting with the conviction that the universe is on the side of justice.

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Dr. King, like other Black leaders before him and since, made it clear that passive acceptance of injustice was intolerable. He hoped that by emphasizing nonviolence, Southern Black people would display their hostility to racism in a way that would undercut violent reaction by White people.

Learning Objective: 7.4: Summarize the key events and outcomes of the Civil Rights Movement.

Topic: The Civil Rights Movement Difficulty: Moderate Skill Level: Understand the Concepts

80. Describe the riff-raff theory and the alternative explanations for the urban riots that took place during the Civil Rights Movement.

Answer: In April 1968, after the assassination of Martin Luther King, Jr., more cities exploded with violence than had in all of 1967. Communities of all sizes were hit.

As the violence continued and embraced many ghettos, a popular explanation was that riot participants were mostly unemployed youths who had criminal records (often involving narcotics), and who were vastly outnumbered by the African Americans who repudiated the looting and arson. This explanation was called the riff-raff theory or the rotten-apple theory because it discredited the rioters and absolved the ―barrel of apples,‖ (that is, White society), of responsibility. However, research shows that the Black community expressed sympathy toward the rioters and that the rioters were not merely impoverished people and uneducated but also included middle-class, workingclass, and educated residents.

Several alternative explanations to the riff-raff theory explain why Black violent protest 275

increased in the United States at a time when the nation was seemingly committed to civil rights for all. One explanation stands out: Black frustration with rising expectations in the face of continued deprivation relative to White people.

Learning Objective: 7.5: Identify how urban areas in the 1960s and 1970s refocused Black White relations.

Topic: The Urban Stage Difficulty: Moderate Skill Level: Understand the Concepts

81. Describe how the Black Power movement differs from the #BlackLivesMatter movement.

Answer: Black Power was born not of Black violence but out of White violence. On June 6, 1966, James Meredith was carrying out a one-person march from Memphis to Jackson, Mississippi, to encourage fellow African Americans to overcome their own fears and vote after the passage of the Voting Rights Act. During that march, an unidentified assailant shot and wounded Meredith. Black people from throughout the country immediately continued the march. During the march, Stokely Carmichael of the Student Nonviolent Coordinating Committee proclaimed to a cheering Black crowd, ―What we need is Black Power.‖ By advocating Black Power, Carmichael distanced himself from the assimilationism of Martin Luther King Jr. Carmichael rejected the goal of assimilation into White middle-class society. Instead, he said, Black people must create new institutions. To succeed in this endeavor, Carmichael argued that Black people must follow the same path as the Italians, Irish, and other White ethnic groups. ―Before a group can enter the open society, it must first close ranks. . . . Group solidarity is necessary before a group can operate effectively from a bargaining position of strength in a pluralistic society.‖ Although it came to be defined differently by nearly every new proponent, support of Black Power generally implied endorsing Black control of the political, economic, and social institutions in Black communities.

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In comparison, the emergence of the #BlackLivesMatter (#BLM) movement in 2013 caused many White Americans to feel that #BLM served only to worsen the racial divide and that #BLM was suggesting that White lives do not matter. It appears very difficult for people who are privileged to accept that any acknowledgment of subjugation does not tacitly mean their position is society is being undermined.

Eventually, Black Power gained wide acceptance among Black and even many White people; it remains to be seen if the same will happen with #BlackLivesMatter.

Learning Objective 7.5: Identify how urban areas in the 1960s and 1970s refocused Black White relations.

Topic: The Urban Stage Skill Level: Understand the Concepts Difficulty: Moderate

82. Describe how Africans who were brought involuntarily to the Western Hemisphere were viewed during the days of slavery. Discuss whether religion played a role in their treatment.

Answer: The Africans who were brought involuntarily to the Western Hemisphere were non-Christian, and were therefore seen as heathens and barbarians. To ―civilize‖ the enslaved people in the period before the Civil War, Southern slaveholders encouraged and often required their enslaved people to attend church and embrace Christianity. The Christian churches to which Black people were introduced in the United States encouraged them to accept their inferior status, and religious teaching equated Whiteness with salvation, presenting Whiteness as an acceptable, even preferred, object of reverence.

Learning Objective 7.6 Describe the role of religion in the African American community.

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Topic: The Religious Force Skill Level: Understand the Concepts Difficulty: Moderate

83. Discuss whether recent immigration patterns of Black people have increased, decreased, or stayed the same, and speculate as to why these patterns might not be noticed by the existing populace.

Answer: A substantial flow of immigrants to the United States has come from Africa and the Caribbean. This immigration is all the more dramatic because there had been little immigration of Black people to the United States in the 100 years following the Civil War. The number of immigrants from Africa and Black Caribbean countries living in the United States reached 4.6 million in 2019, up from about 800,000 in 1980. This increase over the last 40 years accounted for one-fifth of the growth in the overall Black American population. The Black immigrant population is projected to account for roughly a third of the US Black population‘s growth through 2060. Africa has accounted for the fastest growth in the US Black immigrant population, but the Caribbean remains the largest origin region.

To many people already living in the United States, the sheer size of this recent immigrant group has gone unnoticed. This is probably because of the relative concentration of the immigrants in certain urban areas. For example, nearly 35 percent of Black immigrants live in either the New York City or Miami–Fort Lauderdale metropolitan areas.

Learning Objective 7.7: Examine how recent immigration is adding to the Black community.

Topic: The New Immigration Skill Level: Understand the Concepts 278

Difficulty: Moderate

Chapter 8 – African Americans Today

Multiple Choice Questions

1. Which statement is true of the education of African American students? a. Black people as a group have always attained the same level of education as White people as a group. b. African American children are more likely to have formal prekindergarten education than are White children. c. African American schoolchildren who stay in school are virtually assured of equal opportunities in life. d. Older Black children generally drop out of school sooner and, therefore, are less likely to receive high school diplomas and college degrees.

Answer: d Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

2. Racial and ethnic groups generally realize that formal schooling is the key to 279

________. a. social mobility b. affirmative action c. redlining d. differential justice

Answer: a Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

3. Proposals to improve educational opportunities for African American people often argue for ________. a. additional school hours b. better educated teachers c. more funding d. improved extracurricular programs

Answer: c Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education 280

Skill Level: Understand the Concepts Difficulty: Moderate

4. The US Supreme Court issued its unanimous ruling in Brown v. Board of Education of Topeka, Kansas that ________. a. tracking in schools should be mandated to decrease segregation at the classroom level b. racial tolerance can overcome school segregation c. integrated schools operate effectively in segregated neighborhoods d. separate educational facilities are inherently unequal

Answer: d Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

5. The type of school discrimination that results from residential patterns is called ________. a. de facto segregation b. tracking c. differential justice 281

d. racial steering

Answer: a Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

6. In 1974, the Supreme Court ruled in ________ that it was improper to order Detroit and the suburbs to have a joint metropolitan busing solution. a. Milliken v. Bradley b. Plessy v. Ferguson c. Williams v. Mississippi d. Shelley v. Kramer

Answer: a Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

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7. The term apartheid schools has been used to refer to schools that ________. a. are funded by elite members of the community b. are overwhelmingly Black c. exclusively have White teachers d. are reserved for Hispanic students

Answer: b Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

8. The practice of placing students in specific curriculum groups based on test scores is referred to as ________. a. redlining b. gerrymandering c. profiling d. tracking

Answer: d 283

Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

9. Which practice, especially in middle and high schools, intensifies segregation at the classroom level? a. tracking b. redlining c. racial profiling d. assimilating

Answer: a Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

10. Which statement is true of segregation in schools? a. The Black students study with the White students in apartheid schools. b. Diverse student population guarantees an integrated, equal schooling environment.

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c. Tracking has the effect of decreasing White–Black classroom interaction. d. Tracking leads to desegregation at the classroom level.

Answer: c Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

11. ________ is associated with speaking proper English or with cultural preferences, such as listening to rock music rather than hip-hop. a. Cultural expansion b. Acting White c. Acting Black d. Social commitment

Answer: b Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

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12. Taking school seriously and accepting the authority of teachers and administrators is a characteristic of ________. a. de facto segregation b. acting White c. de jure segregation d. White privilege

Answer: b Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

13. Students of all colors may hold back in their academic achievement ___________ . a. out of fear of being selected for accelerated learning programs b. in order to maintain social relationships with their younger friends c. because their parents consistently express punitive attitudes for becoming successful d. for fear of being accused of being ―too hardworking‖

Answer: d Learning Objective: 8.1: Describe the major educational issues facing African Americans.

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Topic: Education Skill Level: Understand the Concepts Difficulty: Difficult

14. Which statement is true of acting White or acting Black? a. Acting White shifts the responsibility of low school attainment from the school to the individual and, thus, provides yet another example of blaming the victim. b. The acting-White thesis overemphasizes structural features rather than personal responsibility. c. To equate acting White with high academic achievement has substantial empirical and cultural support. d. The issue is not about acting White or acting Black, but rather with rejecting substantial opportunities for advancement offered to Black students.

Answer: a Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

15. The proposition that equates acting White with high academic achievement __________ . a. has been documented in both the United States and Europe 287

b. was central to the Milliken v. Bradley lawsuit c. is the theoretical basis for establishing apartheid schools d. has little empirical or cultural support

Answer: d Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

16. The acting-White thesis overemphasizes ________. a. personal responsibility b. structural features c. intellectual abilities d. social mobility

Answer: a Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy 288

17. Which statement best represents the pattern of higher education for Black people? a. Attention to what appears to be a growing number of racial incidents on predominantly White college campuses has discouraged African American students from considering enrolling in college. b. Pushing for higher standards in educational achievement without remedial courses has encouraged minority students to attend college. c. Increased positive publicity about affirmative action has encouraged African American students to consider enrolling in college. d. More reliance on grants-in-aid than on loans has encouraged students who would be the first members of their families to attend college.

Answer: a Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

18. Many characterizations of the African American community have been attacked because they ________. a. represent the legacy of racism and low income across many generations b. place too much focus on African American people in high-paying occupations c. overemphasize the poorest segment of the African American community d. underemphasize the success achieved by African American people 289

Answer: c Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

19. _________ defined class as a group of people who share a similar level of wealth and income. a. W. E. B. Du Bois b. Karl Marx c. Florian Schneider d. Max Weber

Answer: d Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Remember the Facts Difficulty: Difficult

20. Income refers to ________. a. material assets, including land and other properties 290

b. salaries, wages, and other money received c. currency exchange rates d. tangible and intangible assets

Answer: b Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

21. The term ________ refers to a person‘s material assets, including land and other types of property. a. income b. equity c. indemnity d. wealth

Answer: d Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Remember the Facts Difficulty: Easy

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22. W. E. B. Du Bois argued that ________. a. when racism decreases, class issues become more important b. what Black students need is segregated or mixed schools. c. exploitation should be eradicated so that all classes of people can be considered equal d. race has ceased to be of concern as educated Black people are entering the middle class

Answer: a Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

23. Pointing to the increasing affluence of African American people, sociologist William J. Wilson concluded that ________. a. class has become more important than race in determining Black life-chances in the modern industrial period b. class has ceased to be of concern as more educated Black people are entering the middle class c. programs must be developed to confront ethnic and racial discrimination rather than class subordination d. the overriding goal of the Black middle class is to embrace insignificant social values and become acceptable to White society 292

Answer: a Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

24. Sociologist William J. Wilson pointed to what he considered the ―compelling evidence‖ that young Black people ________. a. embraced the culture of acting White b. were competing successfully with young White people c. were socially isolated d. had shrinking economic opportunities

Answer: b Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

25. Lack of _________ offers a compelling reason for the higher unemployment rates found among African American people.

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a. dependable assets b. credibility c. skills and expertise d. initiative

Answer: a Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

26. Which statement is true of the employment picture of Black workers? a. The taboo against putting Black people in jobs in which they would supervise White workers has strengthened. b. The unemployment rate among Black people is significantly less than that of White people during the best economic times. c. Black employees are the first to be fired as the business cycle weakens. d. Employment opportunities are quite promising for Black workers ages 16 to 19.

Answer: c Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts 294

Difficulty: Moderate

27. One of the factors that explains why official unemployment rates for young African American workers are so high is that ________. a. most African American people are seen as socially capable by the White society b. many African American people receive high amounts of federal financial assistance c. Black middle-class men continue to be in the labor force even at an old age d. many African American people live in the depressed economy of the central cities

Answer: d Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

28. Which factor explains why official unemployment rates for young African American workers are so high? a. a low number of White middle-class women in the labor force b. increased competition from immigrants c. more experience and expertise than most White people d. the need to support their families

295

Answer: b Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

29. The federal government counts as unemployed people only those who ________. a. are actively seeking employment b. hold a full-time job and are seeking another job c. have temporarily given up looking for employment d. are being employed only intermittently

Answer: a Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

30. Underemployment refers to working ________. a. voluntarily on a part-time basis b. voluntarily on a permanent basis 296

c. at a job for which a person is overqualified d. at a job for which a person is underqualified

Answer: c Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

31. Which situation illustrates an example of underemployment? a. Joey dropped out of high school and was never able to find a job. b. Johnny earned a master‘s degree in engineering but worked as a lab technician when he couldn‘t find a job as an engineer. c. Tommy worked in the accounting department of a company but couldn‘t get transferred to the marketing department. d. Dee Dee received a bachelor‘s degree in sales and marketing and was recruited as a sales manager at a pharmaceutical company.

Answer: b Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Apply What You Know Difficulty: Difficult

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32. Which statement is true of African American people in relation to employment? a. The official unemployment rate includes African American people who are effectively unemployed. b. The percentage of African American workers in professional and managerial occupations has dropped drastically. c. African American people are underrepresented in high-status, high-paying occupations. d. The taboo against putting Black people in jobs in which they would supervise White people has strengthened.

Answer: c Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

33. In 2022, the percentage of African American people who were employed as college professors was ________, which represents a(n) __________ compared to the prior 40 years. a. about 25 percent; substantial decrease b. 11 percent; slight decrease c. less than 10 percent; increase d. 4 percent; increase

298

Answer: c Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Difficult

34. In the African American community, the family reflects ________. a. a source of high income b. dependable financial assets and untapped wealth c. both amazing stability and the legacy of racism d. low stability coupled with high income

Answer: c Learning Objective: 8.3: Identify the strengths of and challenges facing African American families.

Topic: Family Life Skill Level: Remember the Facts Difficulty: Easy

35. Which statement is true of the stability of African American families? a. Single-parent African American families are necessarily deprived, whereas twoparent families are always secure and happy.

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b. The tradition of extended family among African American women living in poverty eases the burden of raising a child. c. The absence of a partner in single-parent African American households means that no one shares in childcare duties. d. In African American single-parent families, the absent parent is more often the mother.

Answer: b Learning Objective: 8.3: Identify the strengths of and challenges facing African American families.

Topic: Family Life Skill Level: Understand the Concepts Difficulty: Moderate

36. Strong __________ among African American families allows them to function effectively in a hostile (racist) society. a. entrepreneurship skills b. kinship bonds c. educational backgrounds d. financial backgrounds

Answer: b Learning Objective: 8.3: Identify the strengths of and challenges facing African American families.

Topic: Family Life 300

Skill Level: Understand the Concepts Difficulty: Moderate

37. According to Robert Hill, of the National Urban League and Morgan State University, which characteristic is typical of African American families? a. a high social status b. low achievement aspirations c. a strong work orientation d. rigid family roles

Answer: c Learning Objective: 8.3: Identify the strengths of and challenges facing African American families.

Topic: Family Life Skill Level: Understand the Concepts Difficulty: Moderate

38. Which statement is true of African American families? a. Poor Black families often include only one wage earner. b. In two-parent Black families, an egalitarian pattern of decision-making is rare. c. Black people are less likely than White people to care for children and older members of an extended family network. d. Working-class Black people indicate a greater desire for their children to attend 301

college than do working-class White people.

Answer: d Learning Objective: 8.3: Identify the strengths of and challenges facing African American families.

Topic: Family Life Skill Level: Understand the Concepts Difficulty: Moderate

39. The ________ outlined a ―tangle of pathology,‖ with the Black family at its core. a. Moynihan Report b. Journal Citation Report c. Ebony and Ivory Report d. Journal of Black Studies

Answer: a Learning Objective: 8.3: Identify the strengths of and challenges facing African American families.

Topic: Family Life Skill Level: Remember the Facts Difficulty: Easy

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40. The most consistently documented strength of the Black family is the presence of ________. a. a strong male wage earner b. subsidized childcare for working mothers c. an extended family household d. a strong nonreligious orientation

Answer: c Learning Objective: 8.3: Identify the strengths of and challenges facing African American families.

Topic: Family Life Skill Level: Understand the Concepts Difficulty: Moderate

41. The most common feature of African American households is ________. a. having grandparents residing in the home b. the absence of extended living arrangements c. a weak religious orientation d. the strong presence of a patriarchal structure in the family

Answer: a Learning Objective: 8.4: Explain the housing situation in the African American community.

Topic: Housing 303

Skill Level: Understand the Concepts Difficulty: Moderate

42. Which factor creates residential segregation in the United States? a. Government policies do not effectively enforce anti-bias legislation. b. Policies of banks create barriers to financing home purchasing based on an applicant‘s gender identity. c. The prejudicial policies of real estate companies allow people from underrepresented groups to enter into ―correct‖ neighborhoods. d. Public housing policies make it difficult for people who earn low incomes to locate housing in inner-city neighborhoods.

Answer: a Learning Objective: 8.4: Explain the housing situation in the African American community.

Topic: Housing Skill Level: Understand the Concepts Difficulty: Moderate

43. Which statement is true regarding the housing situation of African American people in the United States? a. African American people differ from White people because their housing has been restricted through discrimination. b. The quality of Black housing is superior to that of White people at all income levels.

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c. Statistics have indicated that Black housing has deteriorated in recent years throughout the United States. d. African American people pay a meagre proportion of their income for housing.

Answer: a Learning Objective: 8.4: Explain the housing situation in the African American community.

Topic: Housing Skill Level: Understand the Concepts Difficulty: Moderate

44. The key factor in the great disparity between Black and White family wealth was the inability of Black people to ________. a. inherit wealth from their ancestors b. have a strong achievement orientation c. maintain a strong work orientation d. accumulate wealth through home buying

Answer: d Learning Objective: 8.4: Explain the housing situation in the African American community.

Topic: Housing Skill Level: Understand the Concepts Difficulty: Moderate 305

45. Which reason has been identified as contributing to residential segregation in the United States? a. prejudicial policies of real estate companies that steer people to the ―correct‖ neighborhoods b. bank policies that create barriers to finance home purchasing based on social class c. court decisions that dismantle exclusionary housing practices d. public housing policies that make it difficult to locate housing for the poor in inner-city neighborhoods

Answer: a Learning Objective: 8.4: Explain the housing situation in the African American community.

Topic: Housing Skill Level: Understand the Concepts Difficulty: Moderate

46. ________ refers to the practice of discriminating against people trying to buy homes in minority and racially changing neighborhoods. a. Zoning b. Redlining c. Tracking d. Neutralizing

Answer: b 306

Learning Objective: 8.4: Explain the housing situation in the African American community.

Topic: Housing Skill Level: Remember the Facts Difficulty: Easy

47. In theory, zoning laws are enacted to ensure that ________. a. specific standards of housing construction will be satisfied b. low-income people will be kept out of wealthy communities c. people of color are prevented from buying homes in affluent neighborhoods d. zero population growth will be maintained at the level of individual counties

Answer: a Learning Objective: 8.4: Explain the housing situation in the African American community.

Topic: Housing Skill Level: Understand the Concepts Difficulty: Moderate

48. ________ can separate industrial and commercial enterprises from residential areas. a. De facto segregation b. Zoning laws 307

c. Redlining d. Tracking

Answer: b Learning Objective: 8.4: Explain the housing situation in the African American community.

Topic: Housing Skill Level: Remember the Facts Difficulty: Easy

49. The fact that White defendants are dealt with more leniently than Black defendants, whether at the time of investigation, arrest, indictment, conviction, sentencing, incarceration, or parole represents ________. a. redlining b. differential justice c. residential segregation d. victim discounting

Answer: b Learning Objective: 8.5: Identify the present concerns about the criminal justice system with respect to African Americans.

Topic: Criminal Justice Skill Level: Remember the Facts Difficulty: Easy 308

50. In the context of the criminal justice system, studies demonstrate that ________. a. African American suspects often evade formal arrest by hiring private attorneys b. African American people are less likely to be the victims of violent crimes than are White people c. the majority of the violent crimes against White people are perpetrated by Black people d. police often deal with Black youths more harshly than with White youths

Answer: d Learning Objective: 8.5: Identify the present concerns about the criminal justice system with respect to African Americans.

Topic: Criminal Justice Skill Level: Understand the Concepts Difficulty: Moderate

51. In the context of criminal justice, which statement is true of Black people? a. Black defendants are more likely to be able to afford private attorneys than are White defendants. b. Crimes involving Black victims are viewed as more socially significant than those involving White victims. c. Most of all the violent crimes against White people are perpetrated by Black people. d. Black people are more likely to be the victims of violent crimes than are White people.

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Answer: d Learning Objective: 8.5: Identify the present concerns about the criminal justice system with respect to African Americans.

Topic: Criminal Justice Skill Level: Understand the Concepts Difficulty: Moderate

52. ________ refers to a systematic interview of ordinary people that is carried out annually to reveal how much crime occurs. a. Censoring b. Victim discounting c. Victimization survey d. Redlining

Answer: c Learning Objective: 8.5: Identify the present concerns about the criminal justice system with respect to African Americans.

Topic: Criminal Justice Skill Level: Remember the Facts Difficulty: Easy

53. Victim _________ refers to the tendency to view crime as less socially significant if the victim is viewed as less worthy. a. profiling 310

b. redlining c. discounting d. tracking

Answer: c Learning Objective: 8.5: Identify the present concerns about the criminal justice system with respect to African Americans.

Topic: Criminal Justice Skill Level: Remember the Facts Difficulty: Easy

54. W. E. B. Du Bois noted that crime was difficult to address precisely because it is a(n) ________. a. action that stands alone and is viewed in isolation b. phenomenon that stands as a symptom of countless wrong social conditions c. involuntary act that is committed without any premeditation d. deed that is committed with the motive of depicting a sense of supremacy over others

Answer: b Learning Objective: 8.5: Identify the present concerns about the criminal justice system with respect to African Americans.

Topic: Criminal Justice Skill Level: Understand the Concepts 311

Difficulty: Moderate

55. Compared with White men, Black men have higher death rates due to ________. a. respiratory disease b. heart disease c. AIDS d. diarrhea

Answer: b Learning Objective: 8.6: Explain the healthcare dilemma faced by African Americans.

Topic: Health Care Skill Level: Remember the Facts Difficulty: Easy

56. Drawing on the conflict perspective, sociologist Howard Waitzkin mused that ________. a. racial tensions contribute to the medical problems experienced by African American people b. death resulting from hypertension is twice as common among White people as among Black people c. significant differences exist among segments of the population, with Black people living longer than White people, on average d. Black people are overrepresented while seeking medical care, donating blood, or signing up for organ donation 312

Answer: a Learning Objective: 8.6: Explain the healthcare dilemma faced by African Americans.

Topic: Health Care Skill Level: Understand the Concepts Difficulty: Moderate

57. In sociologist Howard Waitzkin‘s view, the stress resulting from racial prejudice and discrimination helps explain the higher rates of ________ found among Black people than among White people. a. arthritis b. tuberculosis c. hypertension d. AIDS

Answer: c Learning Objective: 8.6: Explain the healthcare dilemma faced by African Americans.

Topic: Health Care Skill Level: Remember the Facts Difficulty: Easy

58. In the context of health care, which statement is true of Black people?

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a. Hypertension is believed to be a critical factor in Black people‘s high mortality rates from heart disease, kidney disease, and strokes. b. Over the years, Black people have received separate and equal healthcare facilities compared to those received by White people in the United States. c. Black men are less likely to experience unrelenting stress, heart disease, and cancer compared to their White counterparts. d. Black people are overrepresented while seeking medical care, donating blood, or signing up for organ donation.

Answer: a Learning Objective: 8.6: Explain the healthcare dilemma faced by African Americans.

Topic: Health Care Skill Level: Understand the Concepts Difficulty: Moderate

59. Which reason can be attributed to the underrepresentation of African American people seeking medical care? a. a history of mistreatment b. the low cost of treatment c. documented inexperience of medical practitioners d. unreliability of medical reports

Answer: a Learning Objective: 8.6: Explain the healthcare dilemma faced by African Americans.

Topic: Health Care 314

Skill Level: Understand the Concepts Difficulty: Moderate

60. Which statement is true of the Tuskegee syphilis study? a. Most of the participants in the study were White men who had been diagnosed with syphilis. b. After the discovery of effective treatments for syphilis in 1945, the Black men who participated in the study were given immediate medical assistance. c. The study established a strong feeling of trust in the American healthcare system among contemporary African American patients. d. In the study, Black men in Alabama were left untreated with syphilis so researchers could observe the progression of the disease.

Answer: d Learning Objective: 8.6: Explain the healthcare dilemma faced by African Americans.

Topic: Health Care Skill Level: Understand the Concepts Difficulty: Moderate

61., Harriet Washington, professor of ethics at Harvard Medical School, coined the term medical __________ to refer to the separate and unequal healthcare system in the United States. a. deprivation b. segregation 315

c. discounting d. apartheid

Answer: d Learning Objective: 8.6: Explain the healthcare dilemma faced by African Americans.

Topic: Health Care Skill Level: Remember the Facts Difficulty: Easy

62. Black Americans were three times as likely to contract the coronavirus (COVID-19) and to die from it, often because ___________ . a. their access to affordable health care is too broad and oftentimes too generous in its coverage b. they are less likely to live in densely populated areas c. they are more likely to experience underlying medical conditions that make them susceptible to complications from COVID-19 d. of rampant discrimination of physicians refusing to treat Black people who had contracted the virus

Answer: c Learning Objective: 8.6: Explain the healthcare dilemma faced by African Americans.

Topic: Health Care Skill Level: Remember the Facts Difficulty: Easy 316

63. Which observation is true regarding African American people and politics? a. After the election of a Black US president, African American candidates have received an equal share of the political pie. b. Non-Black voters have difficulty seeing Black politicians as anything other than representatives of the Black community. c. Locally elected Black officials find it easy to make the jump to statewide office. d. Non-Black voters have expressed their faith that the views of the White populace and other non-Black citizens will be well represented by a Black political candidate.

Answer: b Learning Objective: 8.7: Describe the current role of African Americans in US politics.

Topic: Politics Skill Level: Understand the Concepts Difficulty: Moderate

64. One of the big hurdles faced by African American politicians is ________. a. garnering votes from the Black community b. meeting eligibility criteria for contesting local elections c. being considered representatives of the Black community d. acquiring the money necessary to seek a major office

Answer: d Learning Objective: 8.7: Describe the current role of African Americans in US politics.

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Topic: Politics Skill Level: Understand the Concepts Difficulty: Moderate

Essay Questions

65. Discuss three factors that account for the reversal in progress of African American people in higher education.

Answer: Although African American people are more likely today to be college graduates, the upward trend in the 1970s and 1980s has moderated. Three main factors account for this reversal in progress:

1. Reductions in financial aid and more reliance on loans, coupled with rising costs, have discouraged African American students who would be the first members of their families to attend college.

2. Pushing for higher standards in educational achievement without providing remedial courses has locked out many minority students.

3. Employment opportunities, though slight for African American people without some college, have continued to lure young African American people who must contribute to their family‘s income and who otherwise might have gone to college.

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Learning Objective: 8.1: Describe the major educational issues facing African Americans.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

66. Summarize William J. Wilson‘s claim in The Declining Significance of Race that ―class has become more important than race.‖

Answer: The complexity of the relative influence of race, income, and wealth was apparent in the controversy surrounding the publication, more than 40 years ago, of sociologist William J. Wilson‘s The Declining Significance of Race. Pointing to the increasing affluence of African American people, Wilson concluded, ―Class has become more important than race in determining Black life-chances in the modern industrial period.‖ The policy implications of his conclusion are that programs must be developed to confront class subordination rather than ethnic and racial discrimination. Wilson did not deny the legacy of discrimination reflected in the disproportionate number of African Americans who are below the poverty level, less educated, and living in inadequate and overcrowded housing. However, he pointed to ―compelling evidence‖ that young Black people were competing successfully with young White people.

Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

67. Discuss the reasons behind the high unemployment rates of young African 319

American workers. According to the federal government, which people are considered unemployed?

Answer: The employment picture is especially grim for African American workers ages 16 to 19; unemployment at the beginning of 2023 was 17 percent, compared to 9 percent for White workers.

Social scientists have cited many factors to explain why official unemployment rates for young African American workers are so high:    

Many African Americans live in the depressed economy of the central cities.

Immigrants and undocumented immigrants present increased competition for employment.

White middle-class women have entered the labor force.

Illegal activities whereby youths can make more money are increasingly prevalent.

The federal government counts as unemployed people only those who are actively seeking employment. The official unemployment rate leaves out millions of Americans, Black and White, who are effectively unemployed. It does not count people who are so discouraged they have temporarily or permanently given up looking for employment. It also does not count people who are incarcerated.

Learning Objective: 8.2: Understand the economic situation of Black Americans.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

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68. According to Robert Hill, what are the five strengths of African American families that allow them to function effectively in a hostile (racist) society?

Answer: Robert Hill, of the National Urban League and Morgan State University, listed the following five strengths of African American families that allow them to function effectively in a hostile (racist) society.

1. Strong kinship bonds: Black people are more likely than White people to care for children and older adults in an extended family network.

2. A strong work orientation: Black people below the poverty lines are more likely to be working, and often include more than one wage earner.

3. Adaptability of family roles: In two-parent families, an egalitarian pattern of decisionmaking is the most common.

4. Strong achievement orientation: Black members of the working class indicate a greater desire for their children to attend college than the White working class. A majority of low-income African American children want to attend college.

5. A strong religious orientation: Since the time of slavery, Black churches have been the impetus behind many significant grassroots organizations.

Learning Objective: 8.3: Identify the strengths of and challenges facing African American families.

Topic: Family Life Skill Level: Understand the Concepts Difficulty: Moderate

69. Discuss the five primary factors that create residential segregation in the United States.

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Answer: The five primary factors that create residential segregation in the United States are:

1. People refuse to sell or rent to people of the ―wrong‖ race, ethnicity, or religion because of private prejudice and discrimination.

2. The prejudicial policies of real estate companies steer people to the ―correct‖ neighborhoods.

3. Government policies do not effectively enforce anti-bias legislation.

4. Public housing policies today, as well as past construction patterns, reinforce locating housing for the poor in inner-city neighborhoods.

5. Policies of banks and other lenders create barriers based on race to financing home purchasing.

Learning Objective: 8.4: Explain the housing situation in the African American community.

Topic: Housing Skill Level: Understand the Concepts Difficulty: Moderate

70. Discuss the social implications of differential justice and victim discounting. How is the system of justice compromised by these practices?

Answer: Central to the concerns of minorities regarding the criminal justice system is differential justice; White defendants are dealt with more leniently than are Black defendants, whether at the time of investigation, arrest, indictment, conviction, 322

sentencing, incarceration, or parole. Studies demonstrate that police often deal with African American youths more harshly than with White youths. Law is a public social institution and in many ways reproduces the inequality experienced in life.

It has also been accepted, albeit reluctantly, that the government cannot be counted on to address inner-city problems. In crimes involving African American people, legal system scholars have observed victim discounting, or the tendency to view crime as less socially significant if the victim is viewed as less worthy.

It is most important to remember that crime and victimization cannot be viewed in isolation, but must be seen as interconnected with everything from education to employment, the quality of health care, to the homes to which one returns at the end of the day. W. E. B. Du Bois noted more than a century ago that crime was difficult to address precisely because ―it is a phenomenon that stands not alone, but rather as a symptom of countless wrong social conditions.‖

Learning Objective: 8.5: Identify the present concerns about the criminal justice system with respect to African Americans.

Topic: Criminal Justice Skill Level: Understand the Concepts Difficulty: Moderate

71. Explain why affluent Black mothers often experience the same health outcomes as those of impoverished White mothers. Which factors may account for this puzzling trend?

Answer: Researchers examined 10 years of records of all births, infant and maternal hospitalizations, and infant death certificates in California, which produced a massive amount of data that accounted for 12 percent of all such records in the entire nation. Not surprisingly, 323

patients from low income groups fared worse in terms of maternal health, birth weight, and survival beyond one year.

However, most striking was the significant result comparing Black and White households based on income. Black mothers and their children at the top of the income distribution actually had similar poor birth outcomes and deaths as White mothers of the lowest income levels. Those stark inequities by income and race in California are particularly notable, given that the state has one of the most generous social safety net systems in the US, and is also well known for its efforts to improve maternal and infant health outcomes and to address racial disparities.

Some relevant observations help to explain this pattern of results. High incomes in Black households do not take into consideration their relatively little wealth and high indebtedness compared to White households, which may interfere with accessing better health care. What‘s more, segregation serves to make optimum health care more distant for Black families. Encounters with racism in healthcare facilities and cumulative stress due to ongoing racial discrimination are likely another important cause of poor health outcomes among Black Americans, including maternal and birth outcomes.

Learning Objective: 8.6: Explain the healthcare dilemma faced by African Americans.

Topic: Health Care Skill Level: Understand the Concepts Difficulty: Moderate

72. What are the trends in the election of African American people to political office? Do you think you will see more African American politicians elected to high office in the near future?

Answer: In 2012, the proportion of Black voting exceeded that of White non-Hispanics for the first time. More than 66 percent of eligible African American voters voted, compared to 64 percent of White non-Hispanic Americans. The proportion of Black people turning out to vote for Barack Obama exceeded the proportion of White voters in the same presidential election. The change was achieved through a combination of hard work on the part of Black Americans themselves, many facets of the Civil Rights 324

Movement, favorable federal and court actions, and finally, in 2008, the desire to vote for a Black man for president of the United States.

However, major challenges confront the continued success of African American politicians. Locally elected Black officials usually find it difficult to make the jump to statewide office. Voters, other than Black voters, have difficulty seeing Black politicians as anything other than representatives of the Black community, and they express concern that African American politicians will not represent the views of others. Another big hurdle is acquiring the money necessary to seek a major office.

Political gains made by African Americans, as well as Hispanics, have also been placed in jeopardy by legal actions that challenged race-based districts. Boundaries for elective office, ranging from city council positions to the US House of Representatives, have been drawn in such a way as to concentrate enough members of a racial or ethnic group to create a ―safe majority‖ to make it likely that a member of that group will get elected.

Learning Objective: 8.7: Describe the current role of African Americans in US politics.

Topic: Politics Skill Level: Analyze It Difficulty: Difficult Chapter 9 – Latinos: Growth and Diversity

Multiple Choice Questions

1. Two-thirds of Hispanic people in the United States are ________. a. Colombians b. Puerto Ricans 325

c. Cuban Americans d. Mexican Americans

Answer: d Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

2. Which Latino community contains people who are US citizens by birth? a. Colombians b. Mexican Americans c. Puerto Ricans d. Cubans

Answer: c Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

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3. Legal status is a major issue within the Latino community, except for ________. a. Mexican Americans b. Colombians c. Cubans d. Puerto Ricans

Answer: d Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

4. Compared to the others, which state is home to the largest number of Hispanic people? a. New York b. Indiana c. Oklahoma d. California

Answer: d Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

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Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

5. Which panethnic term is used to identify Americans of Spanish or Latin American origin? a. Guatemalans b. Puerto Ricans c. Hispanics d. Cubans

Answer: c Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

6. The development of solidarity between ethnic subgroups, such as Hispanic or Latino Americans, is called ________. a. panethnicity b. ethnocentrism c. assimilation 328

d. marginalization

Answer: a Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

7. Which statement is true about the identity of Hispanics? a. Latinos and Hispanics feel their experiences in the United States have been and are the same. b. Non-Hispanic people often view the diverse group of Latino Americans as one collective group. c. Hispanics share a common historical identity. d. Latinos and Hispanics feel that they share a common ethnic-group name.

Answer: b Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

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8. The ranking or judging of individuals based on skin color is called ___________ by sociologists. a. graduated ethnicity b. panethnicity c. colorism d. the skin gradiant

Answer: c Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

9. The sharp White American–Black American divide is absent in Latinos‘ home countries, where race, if socially constructed, tends to be along a ________. a. conflict continuum b. functionalist perspective c. contact hypothesis d. color gradient

Answer: d

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Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

10. A color ________ places people along a continuum from light to dark skin color rather than in two or three distinct racial groupings. a. gradient b. hypothesis c. perspective d. paradox

Answer: a Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

11. Terms such as mulatto Colombians and mestizo Hondurans refer to a(n) ________. a. biological race b. ethnic class 331

c. color gradient d. social gradient

Answer: c Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Remember the Facts Difficulty: Easy

12. Which economic trend is prevalent among Hispanic people? a. The Latino poverty rate has consistently been higher than that of White nonHispanics. b. Poor Hispanic children are least likely to have a working parent compared to White or Black children. c. Hispanic households appear to have slightly lower levels of median wealth compared to African American households. d. Hispanic households average about 12 cents for every dollar in wealth owned by White non-Hispanic households.

Answer: a Learning Objective: 9.2: Describe the current economic picture for Latinos in the United States.

Topic: The Economic Picture Skill Level: Understand the Concepts 332

Difficulty: Moderate

13. ________ are characteristic of Hispanic households. a. Low levels of wealth b. High financial resources c. High levels of accountability d. Low indemnity levels

Answer: a Learning Objective: 9.2: Describe the current economic picture for Latinos in the United States.

Topic: The Economic Picture Skill Level: Remember the Facts Difficulty: Easy

14. Which statement is true about Latino groups in regard to their economic status? a. They have greater financial resources to fall back on. b. They have stronger financial backgrounds than other cultural groups. c. Their income is on par with the average income of comparable groups. d. Their income has gradually increased over the past 30 years.

Answer: d 333

Learning Objective: 9.2: Describe the current economic picture for Latinos in the United States.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

15. Which statement is true about the income and poverty trends of Latino households? a. Latinos are likely to continue to earn much more annually and also rely on their many financial resources. b. The overall income levels of Latinos has grown at a faster rate than White overall income. c. Latinos have low levels of income but high levels of wealth. d. The income gap between White people and Latinos has remained relatively constant.

Answer: d Learning Objective: 9.2: Describe the current economic picture for Latinos in the United States.

Topic: The Economic Picture Skill Level: Remember the Facts Difficulty: Easy

16. Compared to African Americans living in poverty, Latinos living in poverty ________. a. do not send money abroad to help their relatives 334

b. have limited prospects for a brighter future c. are more geographically mobile d. have lower median levels of wealth

Answer: c Learning Objective: 9.2: Describe the current economic picture for Latinos in the United States.

Topic: The Economic Picture Skill Level: Remember the Facts Difficulty: Easy

17. Which statement is true about Latinos and education? a. The most important complicating factor in educational attainment for Latinos is immigration status. b. Latinos are often stigmatized as being more academically challenged than their White and Asian Pacific American peers. c. The level of educational attainment by Latinos, as measured by years of schooling completed beyond high school, remains high. d. Due to cultural reasons, Latinos exhibit low aspirations for continuing school beyond legally required levels.

Answer: b Learning Objective: 9.3: Understand Latino patterns of education and English-language attainment.

Topic: Education 335

Skill Level: Remember the Facts Difficulty: Easy

18. In the realm of education, Latinos are more likely to ___________. a. succeed in completing college faster than their White classmates b. agree that a college degree is unnecessary to get ahead in life, compared to Asian Pacific Americans c. have less success in completing college in a timely fashion than their White classmates d. have a bachelor‘s degree than their White counterparts

Answer: c Learning Objective: 9.3: Understand Latino patterns of education and English-language attainment.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

19. ________ is key to both education and the future economic development of Hispanics. a. Cultural fragmentation b. Prejudiced perception c. English-language acquisition 336

d. Social discrimination

Answer: c Learning Objective: 9.3: Understand Latino patterns of education and English-language attainment.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

20. A complicating factor for Latinos in educational attainment is the ________. a. exorbitant amount of tuition and admission fees b. lack of Latino teachers to cater to the needs of Latino students c. need for proficiency in English d. limited aspirations of Latinos to continue their education

Answer: c Learning Objective: 9.3: Understand Latino patterns of education and English-language attainment.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

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21. ________ was a labor organizer who crusaded to organize migrant farmworkers. a. César Chávez b. Fidel Castro c. Frank Renda d. Vicente Fox

Answer: a Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Remember the Facts Difficulty: Easy

22. The central political issue for Puerto Ricans and Cuban Americans has been the ________. a. lack of recognition of the growing Latino presence by established political parties b. residential status of their respective citizens c. political ambitions of their undocumented immigrants d. political future of their respective island homelands

Answer: d Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Remember the Facts 338

Difficulty: Easy

21. ________ have been notably successful in garnering the political allegiance of Hispanic people in the United States. a. Republicans b. Peace and Freedom Party candidates c. Democrats d. Socialists

Answer: c Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Remember the Facts Difficulty: Easy

22. Hispanic voter turnout has often been poor, mainly because many Hispanic people are ineligible to vote under the US Constitution because ________. a. of the unavailability of bilingual voting information b. they are noncitizens c. they are not interested in voting d. political parties refrained from courting them

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Answer: b Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Remember the Facts Difficulty: Easy

23. Established political parties began recognizing Latinos as a force in the election process primarily through the ________. a. poor Hispanic presence at the polls b. policies that have facilitated English-speaking voters c. growth of the Hispanic population d. Hispanic presence outside conventional political activities

Answer: c Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Remember the Facts Difficulty: Easy

24. In 2022, eligible Hispanic voters represented about ________ percent of the total electorate. a. 8 b. 14 340

c. 22 d. 37

Answer: b Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Understand the Concepts Difficulty: Moderate

25. Compared to the others, Latinos represent a substantial percentage of eligible voters—over 20 percent—in the state of ___________. a. Oregon b. Montana c. Arizona d. Illinois

Answer: c Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Remember the Facts Difficulty: Difficult

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26. Latino voters represent a key faction in political battleground states such as __________ . a. Florida b. Kentucky c. Wisconsin d. North Dakota

Answer: a Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Remember the Facts Difficulty: Easy

27. Latino Americans represent about _________ percent of local, state, and federal elected offices, as of 2020. a. 1 b. 7 c. 12 d. 22

Answer: a Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence 342

Skill Level: Remember the Facts Difficulty: Difficult

28. Which statement reflects the political trends prevalent amongst Latinos? a. Many Latino voters resent that, every four years, political movers and shakers rediscover that they exist. b. The majority of Hispanic voters in the United States prefer Republican candidates over Democratic ones. c. Many Hispanic people are uninterested in voting, as they fear being deprived of their permanent residency status. d. The majority of Latinos vote for political candidates who promote policies with strict immigration limitations.

Answer: a Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Remember the Facts Difficulty: Easy

29. Latino community leaders derisively label candidates‘ fascination with Latino concerns near election time as ________. a. ―Latino love‖ b. marielitos c. a mestizo miracle 343

d. fiesta politics

Answer: d Learning Objective: 9.4: Explain the current role of Latinos in US politics.

Topic: The Political Presence Skill Level: Remember the Facts Difficulty: Easy

30. The most important formal organization in the Hispanic community is the ________. a. court of law b. family c. church d. government

Answer: c Learning Objective: 9.5: Summarize the role of religion in Latino communities.

Topic: Religion Skill Level: Remember the Facts Difficulty: Easy

31. Which statement reflects the religious profile of Latinos?

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a. The majority of first generation Latinos are Baptists. b. The majority of third generation Latinos are Buddhists. c. Latinos are predominantly Roman Catholics. d. Latinos are predominantly Evangelical Protestants.

Answer: c Learning Objective: 9.5: Summarize the role of religion in Latino communities.

Topic: Religion Skill Level: Remember the Facts Difficulty: Easy

32. Hispanics account for more than _________ of Roman Catholics in the United States. a. one-quarter b. one-third c. one-half d. two-thirds

Answer: b Learning Objective: 9.5: Summarize the role of religion in Latino communities.

Topic: Religion Skill Level: Remember the Facts Difficulty: Easy 345

33. Pentecostalism and similar faiths are attractive to many Latino Christians because these denominations ________. a. reject questionable religious experiences such as faith healing b. offer followers the opportunity to express their religious fervor openly c. originate from regions of Central and South America d. increase the likelihood of acquiring permanent residency for undocumented immigrants

Answer: b Learning Objective: 9.5: Summarize the role of religion in Latino communities.

Topic: Religion Skill Level: Understand the Concepts Difficulty: Moderate

34. Which factor has been responsible for the Catholic Church‘s continued growth in recent years? a. the population growth of Mexican Americans and other Hispanics b. an integration of other doctrines, such as faith healing and handling of serpents c. lenient attitudes toward radical Biblical interpretations d. dissatisfaction with Judaism expressed by Cuban Americans

Answer: a 346

Learning Objective: 9.5: Summarize the role of religion in Latino communities.

Topic: Religion Skill Level: Remember the Facts Difficulty: Moderate

35. Latinos adhering to ________ hold beliefs similar to those of evangelicals. a. Roman Catholicism b. Fundamentalism c. Pentecostalism d. Sectarianism

Answer: c Learning Objective: 9.5: Summarize the role of religion in Latino communities.

Topic: Religion Skill Level: Remember the Facts Difficulty: Easy

36. The fourth-largest Hispanic group in the United States is ________. a. Puerto Ricans b. Mexican Americans c. Dominicans 347

d. Cuban Americans

Answer: d Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

37. Cuban immigration increased tremendously ________. a. after the 1959 Cuban Revolution b. with the passage of the 1964 Civil Rights Act c. after Che Batista‘s assumption of power d. after the Cuban Missile Crisis in 1962

Answer: a Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

38. Which statement pertaining to the first wave of Cuban immigration to the United States is true?

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a. The first wave was started through a program of freedom flights, which were specially arranged charter flights from Havana to Miami. b. Regular commercial air traffic was halted due to the severing of diplomatic relations by the United States with Cuba. c. The first wave was considered to be the most controversial, to the extent that these refugees were socially undesirable. d. The first wave stopped with the missile crisis of 1962, when all legal movement between the two nations was halted.

Answer: d Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

39. The early immigrants of the first Cuban wave ________. a. were mostly illiterate people from rural areas b. were predominantly Protestants c. had professional or managerial backgrounds d. did not have to make adjustments to a new life in the United States

Answer: c Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans 349

Skill Level: Remember the Facts Difficulty: Easy

40. The second wave of Cuban immigration began in 1965 as a result of the outcome of a(n) ________ between Cuba and the US. a. missile crisis b. territory purchase c. war d. agreement

Answer: d Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

41. The third wave of immigration from Cuba to the US is referred to as ________. a. the mestizo escape b. fiesta immigration c. the freedom flotilla d. chain immigration

350

Answer: c Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

42. During the 1980 Mariel boatlift, prison inmates, patients from mental hospitals, and drug addicts were sent to the US from ________. a. El Salvador b. the Dominican Republic c. Haiti d. Cuba

Answer: d Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

43. The third wave of Cuban immigrants had a great deal of difficulty in adjusting to their new lives in the United States because they ________. a. were not welcomed by President Jimmy Carter, who publicly expressed hostility toward this group 351

b. lacked formal education and had fewer skills than previous groups of Cuban immigrants c. grew up with pro-American images and had developed unrealistically high expectations of life in the US d. were boarding boats in Cuba right at the time legal migration between the two nations was halted

Answer: b Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

44. Marielitos refer to ________. a. clubs that maintain ties with Latin America b. the third wave of refugees from Cuba c. immigrants from Puerto Rico d. US businesses that operate in Mexico

Answer: b Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy 352

45. The term Marielitos, applied to the third major migration from Cuba to the US, implies that these refugees were ________. a. undesirable b. highly talented c. Communists d. skilled professionals

Answer: a Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

46. Which similarity applies to both the Cuban freedom flotilla and previous Irish immigration to the United States? a. Both represent immigration based on difficult economic conditions. b. Both represent immigration based on the presence of color gradients in their region of origin. c. The refugees of both these migrations were called mestizos. d. The refugees of both these migrations were exploited for political reasons.

Answer: a 353

Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

47. Which statement is true about the transition phase experienced by members of the freedom flotilla? a. Adapting to a new environment and culture was easy because it was a small group. b. Government assistance provided to transitioned members was substantial. c. Most of the members failed to gain acceptance by the larger Hispanic community. d. The majority of the members found employment and applied for permanent residency.

Answer: d Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

48. The dry foot policy refers to the _________ . a. rule that allows asylum to Cubans who reach the United States b. law that makes new Cuban immigration illegal 354

c. law that gives refugee status to any Cuban who leaves Cuba d. rule that allows asylum to Cubans who are picked up at sea

Answer: a Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

49. The wet foot policy refers to the rule that ________. a. allows Cuban nationals who manage to actually reach the United States to remain b. Cuban nationals picked up at sea will be sent back to Cuba c. grants highly trained and skilled Cuban nationals a permanent residency in the US d. grants permanent residency to Cuban nationals based on their educational qualifications

Answer: b Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

50. Which observation about the current picture of Cuban Americans is true?

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a. Cultural differences among Cuban Americans have been eliminated, as they follow a single Cuban American lifestyle. b. The primary adjustment among South Florida‘s Cuban Americans has been more to the White population than to Latinos. c. Cuban Americans have been able to immediately establish the kind of life they sought. d. Cuban Americans have selectively accepted Anglo culture.

Answer: d Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

51. Which event will most likely influence Cuban exiles in the United States to return to Cuba? a. a flurry of undocumented immigrants being deported to Cuba b. young Cuban Americans accepting Anglo culture c. Cuban Americans taking an armed anti-Castro stand d. the communist government in Cuba being overturned

Answer: d Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans 356

Skill Level: Understand the Concepts Difficulty: Moderate

52. Cuban Americans have selectively accepted ________. a. the policies promoted by the Republican party b. the wet foot policy c. Anglo culture d. being called grandes tiros

Answer: c Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Remember the Facts Difficulty: Easy

53. Immigrants from Central and South America ________. a. tend to form coalitions with Cuban Americans, Mexican Americans, or Puerto Ricans b. lack formal education and possess modest skills c. represent a diverse population that has not been closely studied d. share the same native language, Spanish

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Answer: c Learning Objective: 9.7: Describe the diversity among Central and South Americans.

Topic: Central and South Americans Skill Level: Remember the Facts Difficulty: Easy

54. In the context of placing people into racial groups, social relations among Central and South American groups with each other, Latinos, and non-Latinos defy ________. a. naturalization b. nationalization c. repatriation d. generalization

Answer: d Learning Objective: 9.7: Describe the diversity among Central and South Americans.

Topic: Central and South Americans Skill Level: Remember the Facts Difficulty: Easy

55. Compared to the others, which reason primarily accounts for the immigration of Central and South Americans to the United States? a. economic opportunities 358

b. environmental degradation c. downward mobility d. political vendetta

Answer: a Learning Objective: 9.7: Describe the diversity among Central and South Americans.

Topic: Central and South Americans Skill Level: Remember the Facts Difficulty: Easy

56. ________ are monies that immigrants send to their countries of origin. a. Tariffs b. Marielitos c. Remittances d. Bills

Answer: c Learning Objective: 9.7: Describe the diversity among Central and South Americans.

Topic: Central and South Americans Skill Level: Remember the Facts Difficulty: Easy

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57. ________ have the highest level of remittances among Hispanics. a. Puerto Ricans b. Cuban Americans c. Mexican Americans d. Salvadoran Americans

Answer: d Learning Objective: 9.7: Describe the diversity among Central and South Americans.

Topic: Central and South Americans Skill Level: Remember the Facts Difficulty: Easy

58. Like Mexican Americans, Salvadorans have created ________, or associations that relate to a specific village that receives remittances. a. colonias b. ethnonational clubs c. hometown clubs d. maquiladoras

Answer: c Learning Objective: 9.7: Describe the diversity among Central and South Americans.

Topic: Central and South Americans 360

Skill Level: Remember the Facts Difficulty: Easy

59. Central and South American immigrants ________. a. are always well-documented workers b. create a brain drain in their home countries c. experience lower unemployment rates compared to the existing White population d. adapt to a new culture and urban life with ease

Answer: b Learning Objective: 9.7: Describe the diversity among Central and South Americans.

Topic: Central and South Americans Skill Level: Remember the Facts Difficulty: Easy

Essay Questions

60. Discuss the concept of a color gradient as a social construction of race. Provide examples that reflect the continuum of a color gradient.

Answer: A color gradient places people along a continuum from light to dark skin color rather than in two or three distinct racial groupings. Terms such as mestizo Hondurans, 361

mulatto Colombians, or African Panamanians reflect this continuum. The presence of color gradients provides an example of the social construction of race. In the United States, Latinos tend to avoid taking on the label of being ―White‖ or ―Black,‖ although lighter-skinned Hispanics generally distinguish themselves from Black Americans. In a 2020 national survey, about six million Hispanics considered themselves ―Afro-Latino‖ and were primarily of Mexican, Puerto Rican , and Dominican background. Among all self-identified Afro-Latinos, 86 percent of them also self-identified as Hispanic or Latino.

They are most ―Afro-Caribbean, or Afro-country of origin.‖ This self-description does not mean they also may identify themselves as ―Black‖ but rather that they can report themselves as a combination of White, Hispanic, Indigenous, or Black.

Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Understand the Concepts Difficulty: Moderate

61. Do Hispanic Americans prefer a panethnic identity or an identity specific to their country of origin? What is the influence of social class and country of origin on these preferences?

Answer: Panethnicity is the development of solidarity between ethnic subgroups.

Hispanics do not share a common historical or cultural identity. Non-Hispanics often give a single label to the diverse group of native-born Latino Americans and immigrants.

This labeling reflects the views of the dominant group in grouping all Spanish-speaking people (and sometimes Portuguese-speaking people) under one umbrella, just as the dominant group places quite different American Indian tribes or Asian Pacific Americans into one collective group. However, Hispanics do not share a common historical or cultural identity; definitions of their ethnic identity may lead to heated debates even among those who share the same ethnic heritage. Lumping all Hispanics into one category reflects a lack of understanding of their history and the history of the United States.

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Although generally two-thirds of Latinos and Hispanics in the United States agree that they share a common culture, that does not mean they feel they share a common ethnic-group name. Overall, about half would prefer to use their country of origin to identify themselves, such as Mexican American; the balance is split between Hispanic or Latino and American.

Learning Objective: 9.1: Discuss the characteristics of Latinos, and explain Latino panethnicity.

Topic: Latino Identity Skill Level: Understand the Concepts Difficulty: Moderate

62. Discuss the economic picture for Hispanic Americans as compared to other ethnic groups in the United States.

Answer: Among the many indicators of how well a group is doing economically in the United States, income is probably the best one. By studying the income and poverty trends of Latino households, we can see how much—but also how little—has been accomplished in terms of reducing social inequality among ethnic and racial groups.

Although the income of Latino households has gradually increased over the past 30 years, so has White people‘s income, meaning that the gap in income between the two groups has remained relatively constant.

The Latino poverty rate has consistently been higher than that of White non-Hispanics.

Since 2002, when comparable data were first available, Latino households have had double the poverty rate of White non-Hispanic households. A growing proportion of these poor Latino Americans find it increasingly difficult to obtain meaningful work. Once employed, studies suggest they hit a ―blue-collar ceiling,‖ finding it difficult to move into better-paying jobs with benefits such as insurance and a pension. The same is true of Latino people today below the poverty rate, but their situation is much more difficult to predict. On the one hand, as a group, Latino individuals who are living in poverty are more geographically mobile than African Americans who are living in poverty, which 363

increases Latino workers‘ prospects of a brighter future.

Learning Objective: 9.2: Describe the current economic picture for Latinos in the United States.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

63. Discuss the trends in education among contemporary Latinos.

Answer: Education among contemporary Latino students is a study in contrasts.

Progress has been significant, but they are often stigmatized as being more academically challenged than their White and Asian Pacific American peers. The percentage of Hispanics who graduate from high school to start college was comparable to that of the general White population until recently, because concerns were voiced nationally about young adults who were brought into the country as children without legal documentation being able to attend public colleges. The level of attainment (as measured by years of schooling completed beyond high school) remains modest. As a group in 2021, 21 percent of Latino people 25 years and older have a bachelor‘s degree, compared to more than 41 percent of White non-Hispanic people.

There is a wide range among Latino individuals, with some groups like Cuban Americans having relatively high levels of college completion, but collectively, Latino attainment lags behind that of White Americans. More and more Latino students are receiving their degrees, but their success in completing college in a timely fashion is lower than that of their White classmates.

Learning Objective: 9.3: Understand Latino patterns of education and English-language attainment.

Topic: Education 364

Skill Level: Understand the Concepts Difficulty: Moderate

64. Describe the different waves of Cuban immigration to the United States. How does the economy and politics play a part in Cuban-to-US migration?

Answer: Fidel Castro‘s assumption of power after the 1959 Cuban Revolution led to sporadic immigration to the United States and, for generations, defined the Cuban American political agenda in the United States. Cuban immigration to the United States since the 1959 revolution has been continuous, but there were three significant influxes of Cuban immigrants through the 1980s.

First, the initial exodus of about 200,000 Cubans after Castro‘s assumption of power lasted about three years. This first wave stopped with the missile crisis of October 1962, when all legal movement between the two nations was halted. Although some of those who fled Cuba were forced to give up their life‘s savings, the early immigrants of the first wave were generally well-educated and had professional or managerial backgrounds and, therefore, met with greater economic success than later immigrants.

An agreement between the United States and Cuba in 1965 produced the second wave of immigration through a program of freedom flights—specially arranged charter flights from Havana to Miami. Through this program, more than 340,000 refugees arrived between 1965 and 1973.

The third major migration, the 1980 Mariel boatlift, has been the most controversial. In 1980, more than 124,000 refugees fled Cuba in the ―freedom flotilla.‖ In May of that year, a few boats from Cuba began to arrive in Key West, Florida, with people seeking asylum in the United States. It became apparent that Fidel Castro had used the opportunity to send prison inmates, patients from mental hospitals, and drug addicts to the US. However, the majority of the refugees were neither marginal to the Cuban economy nor social deviants.

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Many exiles have publicly proclaimed their desire to return to Cuba if the communist government is overturned, highlighting the political climate as a primary consideration driving immigration.

Learning Objective: 9.6: Examine and understand the culture of Cuban Americans.

Topic: Cuban Americans Skill Level: Understand the Concepts Difficulty: Moderate

65. How have Central and South Americans contributed to the diversity of the Hispanic population in the United States?

Answer: Immigrants who have come from Central and South America are a diverse population that has not been closely studied. Indeed, most government statistics treat its members collectively as ―other‖ and rarely differentiate among them by nationality, although there are 20 nations in Latin America, each with its own identity.

As an example of such diversity, people from Chile and Costa Rica have little in common other than their hemisphere of origin and the Spanish language, if that. Some come from Indigenous populations, especially in Guatemala and Belize, and have a social identity apart from any national allegiance. Also, not all Central and South Americans have Spanish as their native tongue. For example, Brazilians speak Portuguese, people from French Guyana speak French, and those from Suriname speak Dutch. Many immigrants from Latin American come from remote areas and speak only Indigenous languages. From Guatemala alone, people arrive in the United States speaking Mam, K‘iche‘ and Q‘anjob‘al, presenting special challenges for dealing with government agencies and for their transition into US society.

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Furthermore, many of the nations of Central and South America have a complex system of placing people into myriad racial groups. Their experience with a color gradient in their home countries necessitates an adjustment when they come to the United States.

Social relations among Central and South American groups with one another, the Latino community in general, and non-Latinos defy generalization. Central and South Americans do not form, nor should they be expected to form, a cohesive group, nor do they naturally form coalitions with Cuban Americans, Mexican Americans, or Puerto Ricans. As such, they contribute an even greater degree of diversity to the Hispanic population in the United States.

Learning Objective: 9.7: Describe the diversity among Central and South Americans.

Topic: Central and South Americans Skill Level: Understand the Concepts Difficulty: Moderate

66. Describe the immigration patterns of Central and South Americans to the United States.

Answer: Immigration from the various Central and South American nations has been sporadic, influenced by US immigration laws and social forces operating in the home countries. Perceived economic opportunities escalated the northward movement during the 1960s. By 1970, Panamanians and Hondurans represented the largest national groupings, most of them being identified in the census as ―non-White.‖ By 2010, El Salvador, Guatemala, and Colombia were the top countries of origin, each with at least a million present. Immigration often comes through Mexico, which may serve as a brief stop along the way or represent a point of settlement for six months to three years or even longer.

Since the mid-1970s, increasing numbers of Central and South Americans have fled unrest in their home countries. Most notably, Salvadorans‘ movement to the United States reached the point recently where they surpassed Cuban Americans as the thirdlargest Hispanic group in the nation.

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Starting in about 1978, war and economic chaos in El Salvador, as well as Nicaragua and Guatemala, prompted many to seek refuge in the United States. Not at all a homogeneous group, the immigrants range from Guatemalan Indian peasants to wealthy Nicaraguan exiles. These latest arrivals probably had some economic motivation for migration, but this concern was overshadowed or at least matched by their fear of being killed or hurt if they remained in their home country.

Learning Objective: 9.7: Describe the diversity among Central and South Americans.

Topic: Central and South Americans Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 10 – Mexican Americans and Puerto Ricans

Multiple Choice Questions

1. The term Chicanos refers to ________. a. Puerto Ricans b. Cuban Americans c. Mexican Americans d. Dominicans

Answer: c Learning Objective: 10.1: Understand the history of Mexican Americans.

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Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

2. The ________ is referred to as ―the Mutilation‖ by many Mexican people. a. Treaty of Paris b. Treaty of Guadalupe Hidalgo c. Spanish-American War d. Mexican-American War

Answer: d Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

3. Texas, California, and parts of Arizona and New Mexico were ceded to or sold to the United States by Mexico through the _____________ in 1848. a. Mon-Almonte Treaty b. Treaty of Guadalupe Hidalgo c. De la Huerta-Lamont Treaty d. Teoloyucan Treaties 369

Answer: b Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

4. Along with citizenship, the United States was to guarantee ________ in the Treaty of Guadalupe Hidalgo. a. religious freedom b. a separate territory c. political autonomy d. free and fair trade

Answer: a Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

5. A generalization that can be made about the many segments of the Mexican American population in the nineteenth century is that they ________.

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a. were the dominant group in the Southwest b. assimilated into the dominant culture fully c. were regarded as a conquered people d. were considered arrogant and rude

Answer: c Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

6. Which statement reflects the Mexican experience in the United States? a. Mexican Americans who inherited land proved no match for Anglo lawyers. b. Mexican Americans‘ interests won whenever Mexican Americans and Anglo interests conflicted. c. Mexican Americans were granted grazing privileges for their cattle on public lands. d. Mexican Americans were regarded as a group of unconquered people.

Answer: a Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate 371

7. Which statement is true of immigration from Mexico? a. Immigration from Mexico to the United States remains unrestricted through legislation after 1965. b. The border between the United States and Mexico is strictly monitored constantly. c. Almost all immigrations from Mexico are legal in nature. d. Immigration from Mexico has been a continuous large-scale movement for most of the last 100 years.

Answer: d Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

8. Which conditions reflect the uniqueness of immigration from Mexico? a. a small-scale movement of immigrants that takes place occasionally for a considerable amount of time b. the proximity of Mexico encourages past immigrants to maintain strong cultural ties with their homeland c. an aura of legality has surrounded and influenced the Mexican migrants‘ approach toward Anglos d. return visits to Mexico by Mexican Americans take place once in a lifetime

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Answer: b Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

9. Which statement represents the trends in immigration of Mexicans to the United States? a. The years before World War I restricted Mexican refugees from entering the United States. b. The Mexican revolution of 1909–1922 limited Mexican immigrants from entering the United States. c. World War I curtailed the flow of people from Europe, leaving the labor market open to Mexican Americans. d. Increasing poverty in the Southwest United States decreased the number of Mexicans across the border.

Answer: c Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

10. During the 1930s, the ________ brought pressure on local governments to care for 373

the growing number of unemployed and impoverished people. a. Great Depression b. World War I c. Mexican Revolution d. Special Force Operation

Answer: a Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

11. The program of deporting Mexicans during the 1930s was called ________. a. los mojados b. repatriation c. Operation Hispanos d. the bracero program

Answer: b Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts 374

Difficulty: Easy

12. Which statement is true of repatriation? a. The program‘s objective was to curb unprecedented population growth. b. The program was officially considered unconstitutional. c. Only illegal Mexican immigrants were to be repatriated. d. Only people born in the United States of Mexican origin were to be repatriated.

Answer: c Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

13. ________ are contracted laborers brought to the United States from Mexico after the Depression. a. Braceros b. Wetbacks c. Marielitos d. Mojados

Answer: a 375

Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

14. Which statement is true of the bracero program? a. It was devised to recruit labor from poor Mexican areas for US farms. b. It restricted migration across the border by Mexican laborers. c. It was supervised by the United States exclusively. d. It abruptly came to an end in 1942 after some interruptions.

Answer: a Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

15. The derogatory slang term wetbacks refers to ________. a. Mexicans who swim across the Rio Grande to gain illegal entry to the US b. contract workers who are recruited from Mexico c. Mexicans who cross the border in compliance with immigration policies 376

d. migrant workers from Mexico who are granted permanent residency

Answer: a Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

16. In 1964, illegal border crossings by Mexicans increased because ________. a. legal crossings became more difficult b. the bracero program was reinstated c. immigration quotas for Mexicans became relaxed d. the United States introduced an open border policy

Answer: a Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

17. For Mexican Americans, the term La Raza literally refers to the ________.

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a. government b. church c. state d. race

Answer: d Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

18. Among contemporary Mexican Americans, the term ________ connotes pride in a pluralistic Spanish, Native American, and Mexican heritage. a. mojados b. Neoricans c. curanderismo d. La Raza

Answer: d Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy 378

19. Neither the immigration nor the apprehension of illegal aliens is likely to end in the United States because of ________. a. political vendettas b. religious intolerance c. economic conditions d. environmental factors

Answer: c Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

20. The best-known Hispanic leader for economic empowerment was ________. a. Reies Tijerina b. César Chávez c. Reies López d. Henry Cisneros

Answer: b Learning Objective: 10.1: Understand the history of Mexican Americans.

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Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

21. ________ was a Mexican American who crusaded to organize migrant farm workers. a. Reies López b. César Chávez c. Vicente López d. Luis Gutierrez

Answer: b Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Remember the Facts Difficulty: Easy

22. For César Chávez, organizing migrant farm workers was challenging because they ________. a. had no savings to pay for organizing or to live on while striking b. came from different ethnic backgrounds and practiced different religions c. could not work harmoniously with each other due to language differences 380

d. feared being boycotted, as they lacked the expertise and skills for unionization

Answer: a Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

23. César Chávez and the United Farm Workers (UFW) succeeded in ________. a. ensuring high employment rates for laborers regardless of their residential status b. making federal and state governments more aware of the exploitation of migrant laborers c. helping the migrant laborers acquire the necessary skills and expertise required for the job d. providing job security for migrant laborers by ensuring permanent jobs for them

Answer: b Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

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24. The term borderlands refers to the area of ________. a. land that acts as a major gateway to the United States for undocumented immigrants from Mexico b. land that is neither controlled by Mexico nor by the United States c. employment located on the US–Mexico border that is reserved for undocumented immigrants d. common culture along the border between Mexico and the United States

Answer: d Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

25. ________ are foreign-owned manufacturers located in Mexico along the United States border. a. Marielitos b. Maquiladoras c. Mojados d. Neoricans

Answer: b Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

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Topic: Mexican Americans Today Skill Level: Remember the Facts Difficulty: Easy

26. Maquiladoras are __________ . a. owned by Mexican nationals b. located in the United States along the Mexican border c. required to provide insurance benefits to their workers d. exempt from paying Mexican taxes

Answer: d Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

27. Maquiladoras are __________ . a. a primary source of remittances into the US b. located primarily in California and Florida c. highly taxed by the Mexican government d. not required to provide insurance or benefits to workers 383

Answer: d Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

28. Remittances sent back to family members in their native countries by many Mexicans, as well as other Hispanic groups, total an estimated ___________ annually. a. $320 million b. $670 million c. $13 billion d. $26 billion

Answer: d Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Remember the Facts Difficulty: Difficult

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29. ___________ refers to the forcible return of an individual to a country where they would be at real risk of serious human rights violations. a. Retribution b. Refoulement c. Remittance d. La Raza

Answer: b Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

30. ________ are nonprofit organizations in the United States that maintain close ties to immigrants‘ hometowns in Mexico and engage in development projects back home. a. Mojados b. Sundown clubs c. Maquiladoras d. Hometown associations

Answer: d Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

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Topic: Mexican Americans Today Skill Level: Remember the Facts Difficulty: Easy

31. Which statement is true of hometown associations? a. They collect money for improvements in hospitals and schools that are beyond the means of the local people back home. b. They accept remittances only from entities situated in Mexico. c. They are professional organizations that operate on a profit basis. d. They are recreational clubs started with the motive of connecting fellow Mexican American migrants with each other.

Answer: a Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

32. ________ are immigrants who sustain multiple social relationships that link their societies of origin and settlement. a. Neoricans b. Transnationals 386

c. Mojados d. Suffragists

Answer: b Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Remember the Facts Difficulty: Easy

33. Which statement is true of hometown associations? a. They have a formal organizational structure. b. They began as volunteer-driven social organizations. c. They have cut off all links with their home countries. d. They function with a profit motive.

Answer: b Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

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34. People‘s opportunities to provide themselves with material goods, positive living conditions, and favorable life experiences are referred to as life ________. a. cycles b. extensions c. chances d. expectancies

Answer: c Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Remember the Facts Difficulty: Easy

35. Which statement is true of the trends in health care prevalent among Hispanic people? a. Undocumented Hispanic immigrants seek regular medical treatment in the United States. b. Hispanic people as a group have easy access to the healthcare system more often than any other racial or ethnic group. c. The rates of preventable diseases such as lead poisoning are higher among Hispanics. d. Health care is a popular profession among the Hispanic or Spanish-speaking community.

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Answer: c Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

36. ________ is a commonly used term by Mexican Americans and other Latinos to interpret their illnesses. a. Campadrazgo b. Bracero c. Maquiladora d. Curanderismo

Answer: d Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Remember the Facts Difficulty: Easy

37. ___________ refers to the maintenance of one‘s ethnic ties in a way that can assist with assimilation in society.

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a. Ethnic complicity b. La Raza c. Ethnic paradox d. Curanderismo

Answer: c Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.Topic: Mexican Americans Today Skill Level: Remember the Facts Difficulty: Easy

38. The most important organization or social institution among Mexican Americans is the ________. a. National Farm Workers Association b. school system c. hometown association d. family

Answer: d Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Remember the Facts Difficulty: Easy 390

39. ________ means pride and closeness in the family, which results in loyalty coming before individual needs. a. Familiar spirit b. Familiarity c. Nepotism d. Familism

Answer: d Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Remember the Facts Difficulty: Easy

40. Which statement is true of familism? a. It has had the positive effect of encouraging youths to stay independent and not rely on their family to provide for them. b. It has been viewed as having a positive influence solely on Mexican American nuclear families. c. It is generally regarded as good, because an extended family provides emotional strength in times of crisis. d. It has had the positive effect of encouraging young people with a bright future by ensuring that they take advantage of the right opportunities.

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Answer: c Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

41. Which statement is true of mixed status? a. It is focused on religious orientations rather than citizenship. b. It magnifies the usual pressures found within a family. c. It becomes problematic when the citizen members have steady employment. d. It becomes problematic when the noncitizens are well documented.

Answer: b Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

42. Puerto Ricans‘ current association with the United States began as the result of ___________.

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a. a series of treaties b. favorable trade agreements c. steady immigration to and from the island d. the outcome of a war

Answer: d Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Remember the Facts Difficulty: Moderate

43. The __________ were the native inhabitants of the island of Borinquén, later called Puerto Rico. a. Inca b. Taíno Indians c. Aztecs d. Chicanos

Answer: b Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Remember the Facts Difficulty: Moderate 393

44. Among the institutions Spain imported to Puerto Rico was ________. a. maquiladoras b. familism c. panethnicity d. slavery

Answer: d Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Remember the Facts Difficulty: Easy

45. The United States seized the island of Puerto Rico in 1898 during the ____________. a. Mexican Revolution b. First Boer War c. Spanish American War d. Cuban-Pacific Conquest

Answer: c Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

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Topic: Puerto Rico: The Island Skill Level: Remember the Facts Difficulty: Easy

46. Puerto Rico‘s value for the United States, as it had been for Spain, was mainly its ________. a. technological advancement b. strategic location c. climatic conditions d. cultural orientation

Answer: b Learning Objective: 10.3: Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Remember the Facts Difficulty: Easy

47. The Jones Act of 1917 granted ________ to Puerto Ricans. a. autonomy b. religious freedom c. citizenship d. commonwealth status 395

Answer: c Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Remember the Facts Difficulty: Easy

48. Which statement is true of Puerto Ricans? a. They elect their own governor. b. They are known as Chicanos. c. They trace their roots to the Mayan and Aztec civilizations. d. They have their own voting representation in Congress.

Answer: a Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts Difficulty: Moderate

49. ________ refers to continuing dependence of former colonies on foreign countries. a. Neocolonialism 396

b. Orientalism c. Nativism d. Postcolonialism

Answer: a Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Remember the Facts Difficulty: Easy

50. Which statement is true of the economic trends prevalent in Puerto Rico? a. Efforts to raise the wages of Puerto Rican workers make the island more attractive to labor-intensive businesses. b. Agriculture is the primary source of tax revenue and contributes to two-thirds of the gross domestic product (GDP). c. Puerto Rico‘s unemployment rate is substantially less than that of the mainland. d. The median household income of Puerto Rico is about one-third of what it is in the United States.

Answer: d Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Understand the Concepts 397

Difficulty: Difficult

51. Which statement is true of Puerto Rico? a. Puerto Rico plays a crucial role in the economy of the United States. b. Puerto Rico‘s economy is more stable, even when compared with that of the mainland in a recession. c. Puerto Rico is an example of world systems theory. d. Puerto Ricans continue to argue and fight for commonwealth status.

Answer: c Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Understand the Concepts Difficulty: Moderate

52. ________ is the view of the global economic system as divided between certain industrialized nations that control wealth and developing countries that are controlled and exploited. a. Labeling theory b. Fringe-of-values theory c. World systems theory d. Exploitation theory 398

Answer: c Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Remember the Facts Difficulty: Easy

53. An advantage of Puerto Rico‘s continuing territorial status is that islanders ________. a. can have voting representation in Congress b. can enter into free-trade agreements and participate in the global economy c. can enjoy US citizenship while maintaining a distinct national identity d. who work for organizations funded by the United States can evade federal income taxes

Answer: c Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts Difficulty: Moderate

54. A downside of the continuing territorial status of Puerto Rico is that the island cannot 399

__________. a. enter into free-trade agreements b. receive federal funds c. retain representation in the Olympic Games d. retain its language and culture

Answer: a Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts Difficulty: Moderate

55. Which outcome could be advantageous for Puerto Rico if it is granted statehood? a. The island would receive federal money to build infrastructure. b. The island would retain representation in the Miss Universe pageant and Olympic Games. c. The islanders would enjoy US citizenship with a distinct national identity. d. The islanders would not be required to pay federal income taxes.

Answer: a Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts 400

Difficulty: Moderate

56. If Puerto Rico is granted statehood, the island would ___________, which would be a distinct disadvantage. a. be unable to enjoy open-market trade with US allies b. lose out on federal funds c. be denied the right to vote in presidential elections d. lose representation in the Olympic Games

Answer: d Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts Difficulty: Moderate

57. If Puerto Rico is granted independence, the island would be able to ____________, which would be quite advantageous. a. acquire six seats in the House of Representatives b. enjoy open-market trade with US allies c. receive federal funds from the US government d. participate in the global economy

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Answer: d Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts Difficulty: Moderate

58. Puerto Rico‘s independence could result in the country losing ________. a. its cultural identity b. US protection c. representation in the Olympic Games d. participation in the global economy

Answer: b Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts Difficulty: Moderate

59. Among some residents of Puerto Rico, the idea of statehood invokes the fear of ________. a. higher taxes b. religious oppression 402

c. constricted tourism d. decreased economic development

Answer: a Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Remember the Facts Difficulty: Easy

60. Commonwealth supporters of Puerto Rico argue that ________. a. independence includes too many unknowns, so they embrace the status quo b. the idea of statehood invokes the fear of higher taxes c. the idea of statehood results in an erosion of their cultural heritage d. independence leads to nonparticipation in the global economy, and thereby restricts international negotiation

Answer: a Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts Difficulty: Moderate

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61. ________ is the easiest way for the island of Puerto Rico to retain and strengthen its cultural and political identity. a. Status quo b. Neocolonialism c. Independence d. Statehood

Answer: c Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Remember the Facts Difficulty: Easy

62. Which factor has contributed to the migration of Puerto Ricans to the mainland United States? a. the prevalence of crony capitalism in the mainland b. the environmental degradation and desertification of the island c. the absence of legal restrictions against immigration d. the increasingly expensive air transportation in the island

Answer: c Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today 404

Skill Level: Understand the Concepts Difficulty: Moderate

63. The population of Puerto Ricans in the United States __________. a. find their papers scrutinized less closely than do other US citizens b. dominate the Latino scene in New York City c. are now finding it increasingly difficult to adjust with the mainland culture d. are dispersed throughout the mainland‘s cities

Answer: d Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Understand the Concepts Difficulty: Moderate

64. Neoricans refer to ________. a. Puerto Rican refugees who enter the United States illegally b. Puerto Ricans who return to their island from New York c. Puerto Ricans who are granted permanent residency in the United States d. Puerto Ricans who live in Europe, primarily Croatia

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Answer: b Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Understand the Concepts Difficulty: Moderate

65. A color ________ describes distinctions based on skin color made on a continuum rather than by sharp categorical separations. a. paradox b. perspective c. chart d. gradient

Answer: d Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Remember the Facts Difficulty: Easy

66. The presence of ________ reflects past (and ongoing) fusion between different groups in Puerto Rico. a. symbolic ethnicity 406

b. a glass ceiling c. a color gradient d. a functionalist perspective

Answer: c Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Remember the Facts Difficulty: Easy

67. Which statement is true of the social construction of race in Puerto Rico? a. The presence of a color gradient in Puerto Rico, rather than two or three racial categories, produces less prejudice. b. Racial identification in Puerto Rico depends a great deal on the attitude of an individual making the judgment. c. Puerto Rico has experienced interracial conflict and violence because of different racial heritages. d. Studies concur that race is as clear-cut an issue in Puerto Rico as it is on the mainland of the United States.

Answer: b Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today 407

Skill Level: Understand the Concepts Difficulty: Moderate

68. Blanco, trigueño, and moreno are all ________. a. political parties in Puerto Rico b. forms of holistic healthcare and healing used in Puerto Rico c. color gradients to describe people racially in Puerto Rico d. radical nationalist groups in Puerto Rico

Answer: c Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Understand the Concepts Difficulty: Moderate

Essay Questions

69. Describe three different policies the United States has had toward the flow of laborers over the Mexican–US border.

Answer: Beginning in the 1930s, the United States embarked on a series of measures aimed specifically at Mexicans. The Great Depression brought pressure on local 408

governments to care for the growing number of unemployed and impoverished people.

Government officials developed a quick way to reduce welfare rolls and eliminate people seeking jobs: ship Mexicans back to Mexico. This program of deporting Mexicans in the 1930s was called repatriation.

When the Depression ended, Mexican laborers again became attractive to industry. In 1942, when World War II depleted the labor pool, the United States and Mexico agreed to a program allowing migration across the border by contracted laborers, called braceros. Within a year of the initiation of the bracero program, more than 80,000 Mexican nationals had been brought into the US. The program continued with some interruptions until 1964.

Another crackdown on undocumented immigrants, called either Operation Wetback or Special Force Operation, began in 1954. The term wetbacks—derisive slang for Mexicans who enter the United States illegally—refers to those who secretly swim across the Rio Grande. Like other roundups, this effort failed to stop the illegal flow of workers.

Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

70. What was the significance of César Chávez‘s leadership for the Mexican American community? What were the successes of the movement he led? What challenges or barriers were faced in their efforts?

Answer: The best-known Hispanic labor leader for economic empowerment was César Chávez, the Mexican American who crusaded to organize migrant farm workers. Efforts to organize agricultural laborers date back to the turn of the twentieth century, but 409

Chávez was the first to enjoy any success.

Chávez formed the National Farm Workers Association in 1962, later to become the United Farm Workers (UFW). Organizing migrant farm workers was not easy, because they had no savings to pay for organizing or to live on while striking. Growers could rely on an almost limitless supply of Mexican laborers to replace the Mexican Americans and other workers who struck for higher wages and better working conditions.

Despite initial success, Chávez and the UFW were plagued with continual opposition by agribusiness and many lawmakers. This was about the time the UFW was also trying to heighten public consciousness about pesticides used in the fields. Chávez had difficulty fulfilling his objectives. Nevertheless, what he and the UFW accomplished was significant.

First, they succeeded in making federal and state governments more aware of the exploitation of migrant laborers. Second, the migrant workers developed a sense of their own power and worth that will make it extremely difficult for growers to abuse them in the future as they had in the past. Third, working conditions improved.

Learning Objective: 10.1: Understand the history of Mexican Americans.

Topic: The Mexican American Community Emerges Skill Level: Understand the Concepts Difficulty: Moderate

71. What do sociologists and others mean by the term borderlands? Discuss the influence of the borderlands on Mexicans and other Latino groups.

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Answer: The term borderlands refers to the area of a common culture along the border between Mexico and the United States. Though particularly relevant to Mexicans and Mexican Americans, the growing Mexican influence is relevant to the other Latino groups as well.

Documented and undocumented emigration from Mexico to the United States, day laborers crossing the border regularly to go to jobs in the United States, the implementation of the North American Free Trade Agreement (NAFTA) and its successor the USMCA (United States–Mexico–Canada Agreement), and the exchange of media across the border all make the notion of separate Mexican and US cultures obsolete in the borderlands.

The economic position of the borderlands is complex in terms of both businesses and workers. Very visible on the Mexican side are maquiladoras: foreign-owned operations that are exempt from paying Mexican taxes and are not required to provide insurance or benefits for their workers. The labor costs at the maquiladoras are typically $6 to $7 per hour; these wages are very good in comparison to prevailing wage standards in Mexico, making jobs at the maquiladoras desirable to Mexican workers. Many Mexicans, as well as members of other Hispanic groups, send part of their earnings back to family members remaining in their native countries. This substantial flow of money, sometimes called remittances, totals an estimated $26 billion annually.

The close cultural and economic ties to the home country that are found in the borderlands also can be found with other Latino groups. Such economic and political events continue to have a prominent role in the lives of immigrants and their children, and even grandchildren, in the United States. In recent years, Mexicans have also turned their attention to their other borders as migrants from other Latin American countries enter Mexico to either settle there or move north to the United States.

Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts 411

Difficulty: Moderate

72. Discuss the significant aspects of familism. Why are Latino households considered to be more familistic than other groups in the United States?

Answer: The most important organization or social institution among Mexican Americans, or for that matter any group, is the family. The structure of the Mexican American family differs little from that of all families in the United States, a statement that is remarkable in itself, given the impoverished status of a significant number of Mexican Americans.

Latino households are described as laudably more ―familistic‖ than others in the United States. Familism means pride and closeness in the family, which results in family obligation and loyalty coming before individual needs. The family is the primary source of both social interaction and caregiving.

Familism has been viewed as both a positive and a negative influence on individual Mexican and Puerto Rican Americans. It has been argued that familism has had the negative effect of discouraging youths with a bright future from taking advantage of opportunities that would separate them from their family. Familism is generally regarded as good, however, because an extended family provides emotional strength in times of crisis. Close family ties maintain the mental and social well-being of the elderly. Most Latino people, therefore, see the intact extended family as a norm and as a nurturing unit that provides support throughout a person‘s lifetime.

Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate 412

73. What are the research findings regarding race, immigration, and health? How does curanderismo impact Latinos in terms of health care?

Answer: Hispanics as a group are locked out of the healthcare system more often than any other racial or ethnic group. Although federal law requires that emergency medical treatment be available to all people, even undocumented immigrants, many Hispanics— even those with legal residency but who have relatives here illegally—are wary of seeking medical treatment. Predictably, the uninsured are less likely to have a regular source of medical care. This means that they wait for a crisis before seeking care.

Fewer are immunized, and rates of preventable diseases such as lead poisoning are higher. Those people without coverage are increasing in number, a circumstance that may reflect a further breakdown in healthcare delivery or may be a result of continuing immigration.

Some Mexican Americans and many other Latinos have cultural beliefs that make them less likely to use the medical system. They may interpret their illnesses according to folk practices or curanderismo: Latino folk medicine, a form of holistic health care and healing. This orientation influences how one approaches health care and even how one defines illness. Hispanics probably use folk healers, or curanderos, infrequently, but perhaps 20 percent rely on home remedies. Although these are not necessarily without value, especially if a dual system of folk and establishment medicine is followed, reliance on natural medications may be counterproductive.

On the bright side, however, in terms of health, Mexican immigrants, by continuing to maintain their cultural practices, embrace a healthier lifestyle than their American counterparts. Although it may benefit them to assimilate into American society, it is the very act of clinging to their home culture that keeps them generally healthier. Among these healthy practices are eating healthier (which makes them less likely to be obese) and being less likely to smoke. These results are all the more remarkable when one considers that these immigrants are less likely to have the same access to healthcare providers as the general population. Regrettably, the paradox is not permanent. As Hispanic immigrants assimilate, with each successive generation their health indicators deteriorate relative to White non-Hispanics.

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Learning Objective: 10.2: Describe the social circumstances of contemporary Mexican Americans.

Topic: Mexican Americans Today Skill Level: Understand the Concepts Difficulty: Moderate

74. Discuss the differences between commonwealth, statehood, and independence status for Puerto Rico. What are the advantages and disadvantages of each?

Answer: The Indigenous people of Puerto Rican have consistently argued and fought for independence for most of the 500 years since Columbus landed. They continue to do so in the twenty-first century. The contemporary hybrid commonwealth arrangement is popular with many of today‘s Puerto Ricans, but some prefer statehood and others call for complete independence from the United States.

The advantages of Puerto Rico‘s current commonwealth status are as follows:

1. Island is under US protection.

2. Islanders enjoy US citizenship with a distinct national identity.

3. Residents don‘t pay federal income taxes (they do pay into Social Security, Medicare, and 32 percent to island tax collectors).

4. United States provides federal funds in the sum of $22 billion annually and offers 414

other tax advantages.

5. Island retains representation in the Olympic Games and other international sporting events.

The disadvantages of Puerto Rico‘s current commonwealth status are as follows:

1. United States has ultimate authority over island matters.

2. Residents cannot vote for president.

3. Residents who work for any company or organization that is funded by the United States must pay federal income taxes.

4. Although Puerto Rico has a higher standard of living compared to other Caribbean islands, it has half the per capita income of the poorest states in the United States.

5. Island cannot enter into free-trade agreements or control its economy.

Puerto Rico‘s statehood status could bring the following advantages:

1. Permanent and guaranteed US citizenship and an end to US colonial rule over the island.

2. The island would receive federal money to build infrastructure.

3. The island would be able to enjoy open-market trade with US allies.

4. The island would acquire five seats in the House of Representatives and two seats in the Senate, enabling the island to have more political clout and the people to vote in presidential elections.

5. Residents would be eligible for larger benefits in Medicare, Medicaid, Social Security, and food stamps (Supplemental Nutrition Assistance Program).

Puerto Rico‘s statehood status could pose the following disadvantages: 415

1. Possibility of English-only requirements (loss of cultural or national identity).

2. An increased influx of money could result in extreme inflation, leading to further economic deterioration because of the current muddled economic situation.

3. Businesses that take advantage of certain tax benefits could leave the island, and future businesses might not consider locating there.

4. Island would lose representation in international sporting events such as the Olympic Games.

An independent Puerto Rico could have the following advantages:

1. Island would retain language and culture.

2. Island would be able to participate in the global economy.

3. End of US colonial rule over the island.

An independent Puerto Rico could have the following disadvantages:

1. Lose US citizenship.

2. Lose US protection.

3. Lose federal funds.

Learning Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts 416

Difficulty: Moderate

75. Discuss the reasons for the migration of Puerto Ricans to the mainland. Who are the Neoricans?

Answer: Despite their citizenship, immigration officials occasionally challenge Puerto Ricans.

Because other Latin Americans attempt to enter the country posing as Puerto Ricans, Puerto Ricans find their papers scrutinized more closely than do other US citizens.

Puerto Ricans came to the mainland in small numbers in the first half of the twentieth century, often encouraged by farm labor contracts similar to those extended to Mexican braceros. During World War II, the government recruited hundreds of Puerto Ricans to work on the railroads, in food-manufacturing plants, and in copper mines on the mainland. But migration has been largely a post–World War II phenomenon.

Among the factors that have contributed to migration are the economic pull away from the underdeveloped and overpopulated island, the absence of legal restrictions against immigration, and the increasingly cheap air transportation. As the migration continues, the mainland offers the added attraction of a large Puerto Rican community in New York City, which makes adjustment easier for new arrivals. However, Puerto Ricans no longer dominate the Latino scene in New York City, making up only a little more than a third of the city‘s Hispanic population. Moreover, Puerto Ricans are now more dispersed throughout the mainland‘s cities.

Puerto Ricans returning to the island have become a significant force. Indeed, they now are given the name Neoricans, or Nuyoricans, a term the islanders also use for Puerto Ricans in New York. Longtime islanders direct a modest amount of hostility toward these Neoricans. They usually return from the mainland with more formal schooling, more money, and a better command of English than native Puerto Ricans. It is no surprise that Neoricans compete very well with islanders for jobs and land.

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Lesson Objective: 10.3 Explain the challenges that Puerto Rico faces.

Topic: Puerto Rico: The Island Skill Level: Understand the Concepts Difficulty: Moderate

76. Discuss the social construction of race in Puerto Rico.

Answer: The most significant difference between race in Puerto Rico and on the mainland is that Puerto Rico, like so many other Caribbean societies, has a color gradient, a term that describes distinctions based on skin color made on a continuum rather than by sharp categorical separations. The presence of a color gradient reflects past (and ongoing) fusion between different groups. Rather than seeing people as either Black or White, Puerto Ricans perceive people as ranging from pale white to very black.

Compared to US society as a whole, Puerto Ricans are more sensitive to degrees of difference in skin color and are less likely to pigeonhole a person into one of two racial categories.

The presence of a color gradient, rather than two or three racial categories, does not necessarily mean less prejudice. Generally, however, societies with a color gradient permit more flexibility, and therefore are less likely to impose specific sanctions against a group of people based on skin color alone. Puerto Rico has not suffered interracial conflict or violence; its people are conscious of different racial heritages. Studies disagree on the amount of prejudice in Puerto Rico, but all concur that race is not as clear-cut an issue on the island as it is on the mainland.

Racial identification in Puerto Rico depends a great deal on the attitude of the individual making the judgment. If one thinks highly of people, they may be seen as a member of a more acceptable racial or ethnic group. Several terms are used in the color gradient to 418

describe people racially: blanco (white), trigueño (bronze- or wheat-colored), moreno (darkskinned), and negro (black) are a few. Factors such as social class and social position determine race, but on the mainland, race is more likely to determine social class. This situation may puzzle people from the mainland, but racial etiquette on the mainland may be just as difficult for Puerto Ricans to comprehend and accept. Puerto Ricans arriving in the United States may find a new identity thrust on them by the dominant society based on their skin color.

Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Understand the Concepts Difficulty: Moderate

77. Explain the economic status of Puerto Rico, using world systems theory. What problems are contributing to the economic conditions experienced by the majority of the island‘s inhabitants?

Answer: Puerto Rico is an example of world systems theory. World systems theory is the view of the global economic system as divided between certain industrialized nations that control wealth and developing countries that are controlled and exploited.

Although Puerto Rico may be better off compared with many other Caribbean nations, it clearly is at the mercy of economic forces in the United States and, to a much lesser extent, other industrial nations. Puerto Rico finds itself caught ―in between‖: its people have the advantages of US citizenship, but the island plays a peripheral role in the overall economy of the United States.

New challenges continue to face Puerto Rico. First, with congressional approval in 1994 419

of NAFTA, Mexico, Canada, and the United States became integrated into a single economic market. The reduction of trade barriers with Mexico, coupled with that nation‘s lower wages, undercut Puerto Rico‘s commonwealth advantage. Second, many more island nations now offer sun-seeking tourists from the mainland alternative destinations to Puerto Rico. Cruise ships present another attractive option for tourists. Given the economic problems of the island, it is not surprising that increasing numbers of Puerto Ricans migrate to the mainland.

Learning Objective: 10.4: Discuss Puerto Rican life and culture today, including the social construction of race.

Topic: Puerto Ricans Today Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 11 – Muslim and Arab Americans: Diverse Cultures

Multiple Choice Questions 1. ________ is the simplistic view of the people and history of the region of the Middle East to East Asia, with no recognition of change over time or the diversity within its many cultures. a. Orientalism b. Pluralism c. Pentecostalism d. Pan-Indianism

Answer: a 420

Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Remember the Facts Difficulty: Easy

2. Muslim worshippers come to the mosque _________ times a day for prayer. a. two b. three c. five d. twelve

Answer: c Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Remember the Facts Difficulty: Moderate

3. Most Arab Americans are _________, and most Muslim Americans are __________. a. from Turkmenistan; from Afghanistan b. not Muslim; not of Arab background 421

c. Muslim; from an Arab nation d. from Pakistan; from Lebanon

Answer: b Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Understand the Concepts Difficulty: Moderate

4. The term Middle East is ___________. a. frequently used, but ambiguous b. an academic term agreed to by a majority of scholars c. the official designation used by the World Bank to signify a specific cluster of nations d. used interchangeably with ―Muslim nations‖

Answer: a Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Remember the Facts Difficulty: Easy

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5. One way to distinguish Arabs and Muslims is that ___________ . a. Muslims originate in Tunisia, whereas Arabs originate in Gambia b. Arabs originate in Syria and Lebanon, whereas Muslims can originate in any country c. Muslims are from the Middle East, whereas Arabs are only from Saudi Arabia d. Arabs are an ethnic group, whereas Muslims are a religious group

Answer: d Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Remember the Facts Difficulty: Moderate

6. Rico is an immigrant to the United States from Sudan. Statistically, chances are good that Rico is ___________. a. Muslim, but not Arab b. both Arab and Muslim c. Arab, but not Muslim d. neither Arab nor Muslim

Answer: b Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

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Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Apply What You Know Difficulty: Easy

7. The intersection of people who are both Arab and Muslim can be found in _________ . a. Yemen b. Albania c. Syria d. Indonesia

Answer: a Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Remember the Facts Difficulty: Difficult

7. People in __________ are _______ but not necessarily ___________ . a. Iran; Arabs; Muslim b. Jordan; Muslim; Arabs c. Palestine; Muslim; Arabs 424

d. Lebanon; Arabs; Muslim

Answer: d Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Remember the Facts Difficulty: Difficult

8. The Arab American and Muslim American communities are among the _________ subordinate groups in the United States. a. most visible b. most rapidly growing c. numerically smallest d. most densely located

Answer: b Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Remember the Facts Difficulty: Easy

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9. The single most unifying force among Arabs is ________. a. the Arabic language b. the religion of Islam c. their country of origin d. their panethnicity

Answer: a Learning Objective: 11.2: Describe the Arab American community.

Topic: Arab Americans Skill Level: Remember the Facts Difficulty: Easy

10. Diversity underlies virtually everything about Arab Americans, which is an example of ________. a. ethnocentrism b. panethnicity c. marginalization d. indocentrism

Answer: b Learning Objective: 11.2: Describe the Arab American community.

Topic: Arab Americans Skill Level: Remember the Facts 426

Difficulty: Easy

11. Which statement is true of Arab Americans? a. Arab Americans are diverse in religious tradition. b. All Arab Americans can read and speak Arabic. c. Most Arab Americans are Muslims. d. Among Arab Americans, the largest single source of ancestry is Saudi Arabia.

Answer: a Learning Objective: 11.2: Describe the Arab American community.

Topic: Arab Americans Skill Level: Understand the Concepts Difficulty: Moderate

12. Sociologist Gary David developed the ________ to understand how ethnicity is viewed and evaluated in terms of an ideal ethnic type. a. model minority b. deficit model of ethnic identity c. matrix model of ethnic identity d. ethnic evaluation model

Answer: b 427

Learning Objective: 11.2: Describe the Arab American community.

Topic: Arab Americans Skill Level: Understand the Concepts Difficulty: Moderate

13. According to the deficit model of ethnic identity, _________. a. speaking one‘s native language makes a person ―less ethnic‖ b. marrying outside the community makes one ―more ethnic‖ c. never going to the home country makes one ―less ethnic‖ d. trying to blend in with people of other communities makes one ―more ethnic‖

Answer: c Learning Objective: 11.2: Describe the Arab American community.

Topic: Arab Americans Skill Level: Apply What You Know Difficulty: Moderate

14. Mustafa belongs to the Arab Muslim community and is a third-generation immigrant to the United States. He speaks very little Arabic and has a wife who belongs to a different ethnic and religious community. Some Arab Muslims in his community say that Mustafa is neither a true Arab nor Muslim. This attitude of the people of his community is an illustration of ________. a. segmented assimilation 428

b. the deficit model of ethnic identity c. the matrix model of panethnicity d. reverse discrimination

Answer: b Learning Objective: 11.2: Describe the Arab American community.

Topic: Arab Americans Skill Level: Apply What You Know Difficulty: Difficult

15. Which statement is true of American Muslims? a. American Muslims seem to be closer to their fellow citizens than compared to their global counterparts. b. American Muslims believe that no religion apart from Islam can lead to eternal life. c. American Muslims do not follow orthodox Muslim traditions under any circumstances. d. The Muslim population in the United States has decreased drastically over the past 20 years.

Answer: a Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Understand the Concepts Difficulty: Moderate 429

16. Both __________ claim Abraham as the founder of their religion. a. Muslims and Jews b. Christians and Muslims c. Jews and Christians d. Buddhists and Jews

Answer: a Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Understand the Concepts Difficulty: Moderate

17. Islam traces its religious heritage from Abraham through ___________. a. his daughter Sarah b. his son Ishmael c. his son Isaac d. the Canaanites

Answer: b Learning Objective: 11.3: Describe the Muslim American community.

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Topic: Muslim Americans Skill Level: Remember the Facts Difficulty: Difficult

18. Tensions that have sometimes arisen between Muslims and Jews globally __________ . a. are primarily based on interpretations of religious scriptures, which in turn lead to differences in understanding the intended practices of their religious books b. originate in a religious dispute attributed to Ishmael and Isaac, the respective founders of Judaism and Islam c. stem from a long, ancient history of broken alliances between the two groups, primarily in the present-day regions of Sudan and Morocco d. have little to do with religious scripture but, rather, with conflicts over natural resources, such as water and oil, and political control

Answer: d Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Understand the Concepts Difficulty: Moderate

19. Most scholars and observers concur that American Muslims, Arab Americans, and Jewish Americans see a natural alliance, because __________ .

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a. the cultural traditions of each group are basically the same b. each group practices a polytheistic religion; that is, a religion populated by multiple gods c. all feel threatened, either by historical or contemporary forms of discrimination and persecution d. the terms used to describe these groups are essentially synonymous in the United States

Answer: c Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Understand the Concepts Difficulty: Moderate

20. African Americans who embrace Islam represent about _________ percent of all Muslims in the United States. a. 7 b. 20 c. 32 d. 49

Answer: b Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans 432

Skill Level: Remember the Facts Difficulty: Moderate

21. The history of Black American Islam began in __________ . a. 1963 b. the third century c. 1927 d. the seventeenth century

Answer: d Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Remember the Facts Difficulty: Moderate

22. Most African Americans who follow Islam today trace their roots either to the teachings of ___________ or to objections to those teachings. a. Ferdinand Lewis Alcindor b. Cassius Marcellus Clay c. W. Fard Muhammad d. Eldridge Cleaver

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Answer: c Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Remember the Facts Difficulty: Moderate

23. Which activity is forbidden by Islamic tradition? a. charity b. polygamy c. bigotry d. adultery

Answer: d Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Remember the Facts Difficulty: Easy

24. ________ became a powerful and brilliant voice of Black self-determination in the 1960s, and is remembered for his apparent shift to support the formation of coalitions with progressive Whites. a. Moustafa Bayoumi 434

b. Louis Farrakhan c. W. Fard Muhammad d. Malcolm X

Answer: d Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Remember the Facts Difficulty: Easy

25. Which statement is true of Malcolm X? a. He was only a local folk hero and could never command an international audience. b. He was never a member of the Nation of Islam. c. He supported the formation of coalitions with progressive Whites. d. He made public anti-Semitic statements about Jews and Israel.

Answer: c Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Understand the Concepts Difficulty: Moderate

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26. The secular Organization of Afro-American Unity, created by Malcolm X, was meant to ________. a. internationalize the Civil Rights Movement b. denounce the Civil Rights Movement c. criticize the industrial dependence of Muslim immigrants d. internationalize the national origin system

Answer: a Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Remember the Facts Difficulty: Easy

27. During the last year of his life, Malcolm X was known as __________ . a. W. Fard Muhammad b. Elijah Muhammad c. Malik El-Shabazz d. Louis Farrakhan

Answer: c Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans 436

Skill Level: Remember the Facts Difficulty: Moderate

28. Which practice was endorsed by Minister Louis Farrakhan? a. pro-Jewish charity b. polygamy c. leniency in punishment d. bootstrap capitalism

Answer: d Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Remember the Facts Difficulty: Easy

29. Which practice was condemned by Minister Louis Farrakhan? a. bootstrap capitalism b. abortion c. strict punishment d. self-help

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Answer: b Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Remember the Facts Difficulty: Easy

30. Traditionally, which statement is true of the African American Muslim community and Muslim immigrants and their descendants? a. They do not follow orthodox Muslim traditions. b. They all adhere to the Nation of Islam. c. There has been little contact and some friction between them. d. They all embrace the Black superiority view.

Answer: c Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Remember the Facts Difficulty: Easy

31. In the nineteenth century, Americans were introduced to the Arab world through the __________. a. print media b. school curriculum 438

c. world‘s fairs

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d. abolitionary movement

Answer: c Learning Objective: 11.4: Summarize Muslim and Arab immigration to the United States.

Topic: Immigration to the United States Skill Level: Remember the Facts Difficulty: Easy

32. Which statement is true about the immigration of Muslims and Arabs to the United States? a. Many Arabs immigrated as the result of encouragement from US-funded missionary programs in the Middle East. b. World War I encouraged many Arabs to immigrate to the United States for better economic opportunities. c. Immigration from Arab nations to the US were predominantly single women, and their destinations were cities on the West Coast. d. The immigration of Arab Americans to the United States increased with the advent of the restrictive national origin system.

Answer: a Learning Objective: 11.4: Summarize Muslim and Arab immigration to the United States.

Topic: Immigration to the United States Skill Level: Understand the Concepts Difficulty: Moderate 440

33. Which statement is true of Arab and Muslim immigration in the early twentieth century? a. Their numbers increased after World War I. b. They were given a higher quota in the national origin system. c. Their destination was cities of the West Coast. d. The pattern was for immigration to be disproportionately for men.

Answer: d Learning Objective: 11.4: Summarize Muslim and Arab immigration to the United States.

Topic: Immigration to the United States Skill Level: Remember the Facts Difficulty: Easy

34. The immediate aftermath of 9/11 led to a decline of Arabs and Muslims immigrating to the United States because ________. a. of a ban by the federal government that outlawed immigration for 10 years b. Islamic centers in the United States had become more rigid in their beliefs c. of apprehension over the reception they would receive d. the home countries declared a jihad on those who left their countries

Answer: c 441

Learning Objective: 11.4: Summarize Muslim and Arab immigration to the United States.

Topic: Immigration to the United States Skill Level: Remember the Facts Difficulty: Easy

35. Former President Donald Trump‘s executive order banning all people, including refugees and visa holders, from seven Muslim-majority countries was seen by many people as a modern-day example of _________. a. the deficit model of ethnic identity b. Muslimism c. orientalism d. nativism

Answer: d Learning Objective: 11.4: Summarize Muslim and Arab immigration to the United States.

Topic: Immigration to the United States Skill Level: Understand the Concepts Difficulty: Difficult

36. ________ refers to a range of negative feelings toward Muslims and their religion. a. Acrophobia 442

b. Xenophobia c. Islamophobia d. Orientalism

Answer: c Learning Objective: 11.5: Explain Islamophobia.

Topic: Islamophobia Skill Level: Remember the Facts Difficulty: Easy

37. ________ would be evident in vandalism of mosques and organized resistance to Arabic school openings. a. Islamophobia b. Zeusophobia c. Xenophobia d. Acrophobia

Answer: a Learning Objective: 11.5: Explain Islamophobia.

Topic: Islamophobia Skill Level: Apply What You Know Difficulty: Moderate

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38. Reggie has expressed, on multiple occasions to multiple audiences, loudly and emphatically, his fear and hatred of strangers and foreigners. Reggie has shown abundant evidence of _________ . a. mycophobia b. orientalism c. xenophobia d. galeophobia

Answer: c Learning Objective: 11.5: Explain Islamophobia.

Topic: Islamophobia Skill Level: Apply What You Know Difficulty: Easy

39. In the twenty-first century, many Americans who overtly express anti-Muslim or antiArab feelings also _________. a. criticize the US, bitterly, for its economic policies b. believe themselves to be pro-American c. blame the Jews for the poor living conditions experienced by Muslims and Arabs d. support giving federal economic aid to Islamic organizations

Answer: b Learning Objective: 11.5: Explain Islamophobia.

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Topic: Islamophobia Skill Level: Remember the Facts Difficulty: Moderate

40. Aspects of Islamophobia have become acceptable to increasing numbers of people and viewed as a rational global view, a phenomenon known as ___________ . a. casual Islamophobia b. deficient ethnic identity c. xenophobic orientalism d. Arabism

Answer: a Learning Objective: 11.5: Explain Islamophobia.

Topic: Islamophobia Skill Level: Remember the Facts Difficulty: Moderate

41. Which outcome resulted from the 2022 US Supreme Court decision in FBI v.

Fazaga? a. Nation of Islam members were barred from applying to join the FBI. b. The FBI is protected from litigation by Muslim Americans for its tactics. c. Vandalism of mosques was classified as a misdemeanor rather than as a hate crime.

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d. An FBI agent is required to be stationed at each mosque in any US city with more than 100,000 residents.

Answer: b Learning Objective: 11.5: Explain Islamophobia.

Topic: Islamophobia Skill Level: Remember the Facts Difficulty: Moderate

42. One strategy for reducing anti-Muslim or anti-Arab prejudice in the US would be to apply the __________, which advocates intergroup contact between people of equal status in harmonious circumstances. a. xenophobic principle b. deficient ethnic identity model c. contact hypothesis d. nativism model

Answer: c Learning Objective: 11.5: Explain Islamophobia.

Topic: Islamophobia Skill Level: Remember the Facts Difficulty: Easy

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43. Compared to the others, which strategy would be most likely to be effective in reducing intergroup hostility? a. A Baptist church hires a Muslim cleaning crew to perform weekly maintenance on their bathroom facilities and parking lot. b. An Arab store owner allows Arab customers to have three free bottles of dishwashing liquid each calendar year. c. A local group from the Nation of Islam challenges a group of Seventh Day Adventists to a no-pads rugby match behind an abandoned storefront. d. Members of a mosque and members of a synagogue pool their talents to help build a new playground that benefits the children of both groups.

Answer: d Learning Objective: 11.5: Explain Islamophobia.

Topic: Islamophobia Skill Level: Apply What You Know Difficulty: Easy

44. Arab Americans have tended to ________. a. migrate to rural areas of the United States b. operate stores in low-income areas c. buy into existing prosperous businesses d. buy into high-end retail stores

Answer: b

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Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Easy

45. In 2022, 33 percent of Muslim households earned _________ from all sources. a. about $17,000 b. less than $30,000 c. approximately $56,000 d. more than $89,000

Answer: b Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Moderate

46. Compared to the others, which group of Arab Americans statistically has the highest median household income? a. Lebanese b. Iraqi 448

c. Jordanian d. Moroccan

Answer: a Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Easy

47. Yemeni and Iraqi Americans statistically tend to have household incomes that are __________ Lebanese or Egyptian Americans. a. 25 percent higher than b. about the same as c. 12 percent lower than d. 33 percent lower than

Answer: d Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Difficult

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48. Traditionally, Islam permitted men to have multiple wives ________. a. regardless of their economic resources b. only if they could economically and emotionally support their wives c. only if the first wife could not bear children d. up to a maximum of seven wives

Answer: b Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Easy

49. The presence of women imams (religious leaders) is a feature of __________. a. the Church of Latter Day Saints b. Mariam mosques c. Serbian Orthodox churches d. all mosques

Answer: b Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

450

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Easy

50. The hijab is a ________. a. religious pilgrimage b. holy war c. traditional garment d. holy scripture

Answer: c Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Easy

51. The garments that allow Muslim women to follow the guidelines of modest dress are called ________. a. hijab b. hajj c. jihad d. hadeeth 451

Answer: a Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Easy

52. Which statement is true of the hijab worn in the Muslim community? a. It is unanimously supported by all Muslim women in the United States. b. It may include head or face coverings worn by women. c. It is meant to add glamour to a woman‘s style of dress. d. It is a type of turban worn by men.

Answer: b Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Understand the Concepts Difficulty: Moderate

53. Which statement is true of Muslim women, according to the dictates of Islam?

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a. They are required to present themselves modestly in public. b. They are permitted to have a maximum of four husbands. c. They are permitted to marry outside their community. d. They are required to remarry in the event of a divorce or death of spouse.

Answer: a Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Understand the Concepts Difficulty: Moderate

54. The family patterns of recent Muslim or Arab immigrants, or the children of these immigrants, are likely to be affected by ________. a. European ideologies b. rules laid down by the US government for immigrants c. the very fact that they are Muslim or Arab d. the traditions of their homeland

Answer: d Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts 453

Difficulty: Easy

55. In a religious context, elementary and secondary schools that are attached to mosques are referred to as ________. a. informal schools b. a home schooling system c. a parochial school education d. untutored educational vectors

Answer: c Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans Topic: Contemporary Life in the United States Skill Level: Understand the Concepts Difficulty: Moderate

56. Muslim college students may experience difficulties during their educational progress because of __________. a. the need to master academic subject matter that has no immediate counterpart in the educational settings of their homelands b. an absence of Muslim professors in most state universities c. the drinking, smoking, and dating that are prevalent in a college setting, but are restricted in the teachings of Islam d. the requirement of Islam that all Muslims must pursue at least a minor, if not a major, in religious studies 454

Answer: c Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans Topic: Contemporary Life in the United States Skill Level: Understand the Concepts Difficulty: Moderate

57. Consumer advocate Ralph Nader, an Arab American erstwhile politician, ________. a. strongly supported the two-party system b. was one of the founding members of the Nation of Islam c. was in favor of a true alternative to the US two-party system d. created the secular Organization of Afro-American Unity

Answer: c Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Easy

58. Which political trend amongst Muslims and Arab Americans is true? a. A majority of them tend to vote for Democrats.

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b. A majority of them tend to favor Republicans. c. A majority of them perceive Republicans as being more sensitive than Democrats to the problems facing Arab and Muslim countries. d. A majority of them become politically active only when they feel that their residency status is at stake.

Answer: a Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans Topic: Contemporary Life in the United States Skill Level: Understand the Concepts Difficulty: Moderate

59. Within the traditional two-party US political system, Arab and Muslim Americans tend to ________. a. be socially liberal b. be anti-abortion c. favor civil unions d. oppose school vouchers

Answer: b Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Easy 456

60. Any arbitrary police-initiated action based on race, ethnicity, or national origin rather than on a person's behavior is called ________. a. racial profiling b. reverse discrimination c. the ethnic paradox d. xenophobia

Answer: a Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Remember the Facts Difficulty: Easy

61. Dominic, a police officer, takes Hassan into custody for questioning simply because Hassan is an Arab American. Dominic believes that all members of Hassan‘s ethnic community are violent. In this scenario, Dominic‘s actions best illustrate ________. a. the ethnic paradox b. blended identity c. reverse discrimination d. racial profiling

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Answer: d Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Apply What You Know Difficulty: Easy

Essay Questions

62. Explain why the term Middle East is an ambiguous and confusing phrase. Which distinctions can be made among various peoples to whom ―Middle Easterner‖ is intended to apply?

Answer: Although the term Middle East is frequently used, it is an ambiguous geographic designation that includes large numbers of people who are neither Muslim nor Arab (such as Israeli Jews). Collectively, in the misguided view of orientalism (the simplistic view of the people and history of the Orient—generally, the region of the Middle East to East Asia—with no recognition of change over time or the diversity within its many cultures), Middle Easterners are lumped together and subjected to prejudice and discrimination. Nationals and their descendants from these countries are often called ―Middle Eastern,‖ but not all scholars (much less the general public) agree on what constitutes ―the Middle East.‖ In fact, when the US Census Bureau contacted experts to develop a definition, it found that only one nationality, Lebanese, was universally considered Middle Eastern, and that up to 40 nationalities were specified.

Westerners often confuse Arabs and Muslims. Arabs are an ethnic group, whereas Muslims are a religious group. Typically, Islam is the faith (like Christianity), and a Muslim is a believer of that religion (just as Christians are believers in Christianity).

Worldwide, many Arabs (12 million) are not Muslims, and most Muslims (85 percent) are not Arabs. Arab Americans might come from countries such as Syria, Lebanon, or Palestine. Muslim Americans might have immigrated from Saudi Arabia, Yemen, Egypt, 458

or Kenya. Immigrants from countries such as Iraq, Morocco, or Tunisia are statistically likely to be both Arab and Muslim.

Learning Objective: 11.1: Distinguish among Muslim, Arab, and Middle Eastern Americans.

Topic: Identifying Arab, Muslim, and Middle Eastern Americans Skill Level: Understand the Concepts Difficulty: Moderate

63. Explain the deficit model of ethnic identity in the context of Arab Americans. How well does this model explain the ethnic experiences of these groups?

Answer: As with any ethnic or immigrant community, divisions arise over who can truly be counted as a member of the community. Sociologist Gary David developed the concept of the deficit model of ethnic identity. This model states that others view one’s identity by subtracting away characteristics corresponding to some ideal ethnic type. Each factor encompassing a ―perfect‖ ethnic identity missing from a person’s background or identity leads others to view the person as more assimilated and less ethnic. Arab Americans are considered ―less ethnic‖ if they are unable to speak Arabic, if they are married to a person who is not Arab, and if they have never been to the home country.

Learning Objective: 11.2: Describe the Arab American community.

Topic: Arab Americans Skill Level: Understand the Concepts 459

Difficulty: Moderate

64. Provide an overview of the history of Black American Islam until the nineteenth century.

Answer: The history of Black American Islam begins in the seventeenth century, when members of some Muslim communities were forcibly brought to the American colonies.

It is estimated that 10 percent of African enslaved people were of Muslim background.

Owners of enslaved people discouraged anything that linked them culturally to Africa, including their spiritual beliefs. Furthermore, many in the South saw ―Christianizing‖ enslaved people as part of their mission in civilizing the enslaved people. Enslaved Muslim people in the colonies and elsewhere often resisted the pressure to assimilate to the dominant group‘s faith and maintained their dedication to Islam.

It was exceedingly difficult, perhaps even impossible, for a collective Muslim community to survive slavery. Organized Muslim groups within the African American community grew and dispersed in the late nineteenth century and the first half of the twentieth century. Resurgence of Islam among Black Americans often centered around the leadership of charismatic people such as West Indian–born Edward Wilmot Blyden and North Carolinian Noble Drew Ali, who founded the Moorish Science Temple. Typically, followers of the movements dispersed at the death of the central leader, but with each movement, the core of converts to Islam grew within the African American community.

Learning Objective: 11.3: Describe the Muslim American community.

Topic: Muslim Americans Skill Level: Understand the Concepts Difficulty: Moderate

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65. Briefly trace the history of Arab and Muslim immigration to the United States between the seventeenth century to the present day.

Answer: A significant proportion of African enslaved people were followers of Islam.

Even earlier, Spanish Muslims accompanied explorers and conquistadores to the Americas. In the nineteenth century, contingents of Arabs made dramatic impressions at a series of world‘s fairs held in various large US cities, where millions of fairgoers had certainly their first contact with and probably their first awareness of Arab culture.

Fairgoers came away with an awareness of cultures previously unknown to them, but probably saw these cultures through the lens of orientalism. Positive reports of the reception of these delegations began to encourage Arabs, particularly those from Syria and Lebanon, to immigrate to the United States. At about the same time, other Arabs immigrated as the result of encouragement from US-funded missionary programs in the Middle East.

Just as immigration of Arabs and, to a lesser extent, Muslims, began to number in the thousands each year in the early twentieth century, World War I intervened. Then the restrictive national origin system, with its pro-Western and northern European bias, slowed the Arab and Muslim movement to the United States. As with so many other immigrant groups, the pattern was for immigration to be disproportionately for men and the destination to be cities of the East Coast.

The immediate aftermath of 9/11 led to a notable decline in Arabs and Muslims immigrating to the United States, both because of their apprehension over the reception they would receive and increased scrutiny of their entry documents by the federal government. The numbers of tourists and students declined nearly by half. With US military operations increasing in Muslim-majority countries such as Iraq, Syria, and Afghanistan, Arab and Muslim refugees increased in the period from 2007 to 2016 to the point that they approached half of all refugees who entered the nation.

Learning Objective: 11.4: Summarize Muslim and Arab immigration to the United States.

Topic: Immigration to the United States Skill Level: Understand the Concepts 461

Difficulty: Moderate

66. Distinguish between xenophobia, Islamophobia, and casual Islamophobia. Give examples of some of the ways these phobias might be expressed in an Arab American or Muslim American context.

Answer: Islamophobia refers to a range of negative feelings toward Muslims and their religion. It serves to stigmatize Muslim people in a manner unrelated to any differences over religious teachings. These feelings range from generalized intolerance to hatred.

Islamophobia is a more specific, targeted form of xenophobia, the fear or hatred of strangers or foreigners. Casual Islamophobia describes statements previously regarded as extreme that are now becoming accepted by large portions of the general public.

Simply put, aspects of Islamophobia have become acceptable to increasing numbers of people and viewed as a rational global view.

Hate crimes and harassment directed at Arab and Muslim Americans are evidence of Islamophobia. Incidents have ranged from beatings to vandalism of mosques to organized resistance to Arabic school openings. Recent hate crime research from the FBI continues to show a rise in the incidence of anti-Muslim crimes. Muslim communities are also subject to continued surveillance by law enforcement organizations such as the FBI, often with the explicit sanction of US Supreme Court rulings.

Learning Objective: 11.5: Explain Islamophobia.

Topic: Islamophobia Skill Level: Understand the Concepts Difficulty: Moderate

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67. What is the hijab? Discuss the perspective of Muslim women living in the United States on wearing the hijab.

Answer: The Prophet Muhammad indicated in his Sunnah that the female body should be covered except for the face, hands, and feet. Hence, traditional Muslim women should wear head coverings. The hijab refers to a variety of garments that allow women to follow the guidelines of modest dress. It may include head coverings or a face veil and can take the form of a headscarf rather than something that actually covers the face.

When it comes to the hijab, or outer garments, research has identified three perspectives among Muslim women in the United States and other settlements outside Islamic countries. Younger, better-educated women who support wearing the hijab in public draw on Western ideas of individual rights, arguing in favor of veiling as a form of personal expression. In contrast, older, less-educated women who support the wearing of hijabs tend to make their arguments without any reference to Western ideology. They cannot see why veiling should be an issue in the first place. A third group of women, of all ages and educational backgrounds, oppose the hijab.

Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Understand the Concepts Difficulty: Moderate

68. What is the importance of education amongst Muslim and Arab Americans?

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Describe the schooling system preferred by these groups.

Answer: Muslim and Arab Americans recognize the importance of education, and many of the recent immigrants have high levels of formal education and have benefited by the immigration policy that gave preference to those having job skills needed to enter the United States. Many Muslims value formal instruction in their faith, and there are several hundred elementary and secondary schools, the majority attached to mosques, that offer what has been referred to in other religious contexts as a parochial school education. Increasing numbers of Muslims are turning to home schooling either out of a desire to adhere to their customs in a way that is difficult to do in public schools or out of a concern over the prejudice their children may experience.

Schools are specific to particular expressions of Islam and specific nationalities, and some schools serve principally Black Muslims. Qur‘anic or Sunday schools also coexist, offering specifically religious instruction either to those attending mosque schools or as a supplement for children enrolled in public schools. A major growth industry has emerged in North America that provides curriculum materials and software to serve these schools, which start in preschool and continue through college, including graduate education.

Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Understand the Concepts Difficulty: Moderate

69. Does American politics interest Muslim and Arab Americans? Do they favor a particular political party? Is politics encouraged in Islam?

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Answer: Muslim and Arab Americans are often politically aware. For those who identify with their ancestral land, politics may take the form of closely monitoring international events as they affect their ancestral country and perhaps their kinfolk who live there. Admittedly, because US foreign policy often is tilted against some areas such as Palestine, the concerns that Arab Americans may have about events abroad may not be relieved by statements made and actions taken by US government officials. On a different level, Muslims and Arab Americans have gradually become more involved in politics in the United States. In the past, the most visible Arab American in politics was consumer advocate Ralph Nader, who tried to open up presidential politics to consider a true alternative to the two-party system.

Within the traditional two-party system, Arab and Muslim Americans tend to be socially conservative. They favor school vouchers, are anti-abortion, and are opposed to samesex marriage and civil unions. Yet they tend to vote for Democrats, whom they perceive as being more sensitive to the problems facing Arab and Muslim countries. This tilt away from the Republican Party escalated during the 2016 presidential campaign as the party leader called for a ban on all Muslims entering the United States until security measures could be improved.

Learning Objective: 11.6: Discuss the contemporary experiences of Arab and Muslim Americans.

Topic: Contemporary Life in the United States Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 12 – Asian Pacific Americans: An Array of Nationalities

Multiple Choice Questions

1. Immigration patterns from the Pacific island of Tonga to the Dallas-Fort Worth metroplex region represent an instance of _________ .

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a. kanaka maoli b. chain immigration c. affirmative action d. symbolic ethnicity

Answer: b Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Understand the Concepts Difficulty: Easy

2. The population of the United States as a whole is about ________ percent Asian Pacific American. a. 3 b. 7 c. 19 d. 26

Answer: b Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Remember the Facts 466

Difficulty: Moderate

3. Compared to the others, which states have the largest population concentration of Asian Pacific Americans? a. Colorado, Nevada, New York b. Nebraska, South Carolina, Washington c. California, Texas, Virginia d. Michigan, Georgia, Iowa

Answer: c Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Remember the Facts Difficulty: Moderate

4. Compared to the others, people from __________ represent the largest group of Asian Pacific Americans. a. Fiji b. Korea c. Japan d. China

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Answer: d Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Remember the Facts Difficulty: Easy

5. The conditions under which the original Asian and Pacific Island immigrants came to the United States were characterized in which way? a. Most immigrants came to the US for the same reason: greater economic gain. b. Almost all such immigrants were enslaved people. c. There was a great deal of diversity in the motivations for and means of immigration. d. Most immigrants came to the US for the same reason: to practice religion freely.

Answer: c Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Understand the Concepts Difficulty: Difficult

6. The abbreviation ―APA‖ is used by sociologists and others to designate __________. a. Asian Pacific Americans 468

b. All Persons Accounted c. Australia, Philippines, Asia d. American Population Act

Answer: a Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Understand the Concepts Difficulty: Easy

7. Compared to the others, most Americans would be surprised to discover that __________ people are considered an Asian Pacific American group in the United States. a. Chinese b. Afghan c. Korean d. Vietnamese

Answer: b Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Analyze It Difficulty: Difficult 469

8. Which Asian Pacific American group represents the ―Pacific Islander‖ part of that designation? a. Filipino b. Cambodian c. Māori d. Bhutanese

Answer: c Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Understand the Concepts Difficulty: Moderate

9. Peter is a new student in Ms. Schmidel‘s third grade class. When asked about his country of origin that he and his parents emigrated from, he replied, ―Oh, it‘s one of the Pacific Islands.‖ Compared to the others, which nation is Peter most likely to be referring to? a. Samoa b. Laos c. Sri Lanka d. Iwo Jima

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Answer: a Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Apply What You Know Difficulty: Moderate

10. Many Asian Pacific Americans see ―race and ethnicity‖ in America framed as a ―triracial‖ issue focused on _________, a. White, Black, and Chinese people b. Chinese, Japanese, and Korean people c. East Asian, Central Asian, and Islander people d. Black, White, and Hispanic people

Answer: d Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Understand the Concepts Difficulty: Moderate

11. The political stance of Asian American voters has increasingly been to back the _________ Party in the US. 471

a. Democratic b. Socialist c. Republican d. Green

Answer: a Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Understand the Concepts Difficulty: Easy

12. Among Asian Pacific American groups, _________ tend to be among the most proDemocrat. a. Tongan Americans b. Pakistani Americans c. Solomon Islander Americans d. Japanese Americans

Answer: d Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Remember the Facts 472

Difficulty: Moderate

13. Despite the diversity among groups of Asian Americans and Asian Pacific Islanders, they have been treated as a(n) ________ group for generations. a. ethnocentric b. monolithic c. monotheistic d. secessionist minority

Answer: b Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Remember the Facts Difficulty: Easy

14. ________ is the development of solidarity between ethnic subgroups. a. Panethnicity b. Ethnocentrism c. Assimilation d. Amalgamation 473

Answer: a Learning Objective: 12.1: Summarize the groups that comprise Asian Pacific American communities.

Topic: Overview of Asian Pacific Americans Skill Level: Remember the Facts Difficulty: Easy

15. A group that, although they have experienced prejudice and discrimination, succeeds economically, socially, and educationally without resorting to political or violent confrontations with White people is known as a(n) ________. a. image minority b. model minority c. subordinate group d. archetype group

Answer: b Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Remember the Facts Difficulty: Easy

16. Portraying the problems of racial and ethnic minorities as their fault rather than 474

recognizing society's responsibilities is an instance of ________. a. victim discounting b. blaming the victim c. the scapegoating theory d. the melting pot

Answer: b Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Understand the Concepts Difficulty: Moderate

17. Proponents of the model minority view argue that Asian Americans ____________. a. have yet to achieve success, socially and educationally, in the United States b. continue to be an economically subordinate and disadvantaged group c. have ceased to be subordinate and are no longer disadvantaged d. in actuality do not constitute a model minority

Answer: c Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Understand the Concepts 475

Difficulty: Moderate

18. __________ tend to have the highest rates of educational attainment among Asian Pacific Americans, whereas ________ tend to anchor the lower end of this same continuum. a. Hmong Americans; Japanese Americans b. Filipino Americans; Asian Indians c. Asian Indians; Pacific Islanders d. Chinese Americans; Japanese Americans

Answer: c Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Understand the Concepts Difficulty: Moderate

19. In the context of education, what is an ―Asian fail,‖ according to sociologists? a. receiving a D on a school assignment b. not being accepted by at least four competitive colleges c. carrying anything less than a full load of Advance Placement courses each semester d. earning a B or B+ grade on an assignment

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Answer: d Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Understand the Concepts Difficulty: Moderate

20. Positive efforts to recruit subordinate group members for jobs, promotions, and educational opportunities is the core principle underlying which policy? a. color-blind racism b. affirmative action c. chain immigration d. racial profiling

Answer: b Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Understand the Concepts Difficulty: Easy

21. Overall, about _________ percent of Asian Americans support affirmative action policies, but there are mixed feelings about how these policies impact college admissions. a. 46 477

b. 61 c. 70 d. 83

Answer: c Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Remember the Facts Difficulty: Difficult

22. Which statement is true of the treatment met by Asian Pacific Americans? a. Asian Pacific Americans are victims of both prejudice and violence. b. The resentment against Asian Pacific Americans is limited to overt expressions of violence. c. Early Asian Pacific American immigrants were characterized as morally superior. d. Unlike other subordinate groups, Asian Pacific Americans are free from institutional discrimination.

Answer: a Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Understand the Concepts Difficulty: Moderate 478

23. The early Asian immigrants in the United States were characterized as ________. a. polite b. morally superior c. savage d. overzealous

Answer: c Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Remember the Facts Difficulty: Easy

24. The term yellow peril came to refer to the ________. a. brain drain occurring in China and India b. diseases that wiped out huge numbers of Asian Pacific Americans c. predominance of Asian people in upper management d. generalized prejudice toward Asian people and their customs

Answer: d Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority 479

Skill Level: Remember the Facts Difficulty: Easy

25. The marginal status of Asian Pacific Americans leaves them vulnerable to ________. a. color-blind racism b. absolute deprivation c. reverse discrimination d. collective oppression

Answer: d Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Understand the Concepts Difficulty: Moderate

26. Any police-initiated action based on race, ethnicity, or national origin rather than a person's behavior is called ________. a. racial profiling b. de jure segregation c. ethnic paradox d. color-blind racism 480

Answer: a Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Remember the Facts Difficulty: Easy

27. Asian Pacific Americans have _________ when compared to White Americans. a. smaller families and fewer familial responsibilities b. significantly more formal schooling c. a stronger footing in politics d. higher household family income

Answer: b Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Understand the Concepts Difficulty: Moderate

28. The ________ refers to the barrier that talented Asian Pacific Americans face because of resentment and intolerance directed toward them. a. bamboo ceiling 481

b. kanaka maoli c. glass wall d. moloka’i

Answer: a Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Remember the Facts Difficulty: Easy

29. A glass _________ has been the term historically used to address barriers that women and minority-group men have faced in the workplace. a. shield b. wall c. ceiling d. escalator

Answer: c Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Remember the Facts Difficulty: Easy

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30. The presence of ________ reflects the cultural values and social norms that impact Asian professionals‘ interactions with others and cause others to make negative judgments about them. a. the bamboo ceiling b. a civil religion c. pluralism d. the sovereignty movement

Answer: a Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Remember the Facts Difficulty: Easy

31. ________ refers to the emphasis on ethnic food and ethnically associated political causes than deeper ties to one‘s heritage. a. Symbolic ethnicity b. Panethnicity c. Ethnocentrism d. Ethnic cleansing

Answer: a Learning Objective: 12.3: Describe the Asian Indian experience.

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Topic: Asian Indians Skill Level: Remember the Facts Difficulty: Easy

32. The second-largest Asian Pacific American group is composed of immigrants from __________ and their descendants. a. Japan b. China c. Vietnam d. India

Answer: d Learning Objective: 12.3: Describe the Asian Indian experience.

Topic: Asian Indians Skill Level: Understand the Concepts Difficulty: Moderate

33. During the first, early waves of immigration to the United States, which legal hurdle did Asian Indians face? a. Their educational qualifications immediately pushed them along a pathway toward securing jobs in the technology sector, despite their individual aspirations. b. The US Supreme Court had ruled that Asian Indians could not become naturalized citizens because they were not White.

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c. Due to orientalism and a generally indifferent attitude of officials, Asian Indians were classified as ―Chinese-Other‖ in the official US census rolls. d. Asian Indians were forced to purchase land in undesirable locations, typically at exorbitant mortgage or rental rates.

Answer: b Learning Objective: 12.3: Describe the Asian Indian experience.

Topic: Asian Indians Skill Level: Understand the Concepts Difficulty: Difficult

34. Which statement is true of recent Asian Indian immigrants, sponsored by earlier immigrant relatives? a. They see the service industries as permanent jobs for settling in the United States. b. They tend to have training that is easily adapted to the US workplace. c. They prefer settling in smaller towns in rural locations of the United States. d. They tend to display less facility with English.

Answer: d Learning Objective: 12.3: Describe the Asian Indian experience.

Topic: Asian Indians Skill Level: Understand the Concepts Difficulty: Moderate

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35. Which industry do Asian Indians depend on to help them acclimatize to the United States and to give them the money they need to become more economically selfreliant? a. agricultural b. service c. tourist d. manufacturing

Answer: b Learning Objective: 12.3: Describe the Asian Indian experience.

Topic: Asian Indians Skill Level: Remember the Facts Difficulty: Easy

36. Which major challenge do Asian Indian immigrants face in the United States? a. acquiring a permanent residential status b. enrolling for a program in the state universities c. pursuing religious practices in a foreign country d. maintaining traditions within the family household

Answer: d Learning Objective: 12.3: Describe the Asian Indian experience.

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Topic: Asian Indians Skill Level: Remember the Facts Difficulty: Easy

37. Which statement is true of Asian Indians when compared to other Asian Americans? a. They are the largest group of Asian immigrants to the United States. b. They are more likely to work in manufacturing industries. c. They report little ill treatment among all Asian Americans. d. They are more likely to adopt the Caribbean versions of their faiths.

Answer: c Learning Objective: 12.3: Describe the Asian Indian experience.

Topic: Asian Indians Skill Level: Understand the Concepts Difficulty: Moderate

38. Which cultural practice enacted by Asian Indian and other immigrant groups is not a part of American mainstream culture? a. arranged marriages b. exogamy c. polygamy d. courthouse weddings 487

Answer: a Learning Objective: 12.3: Describe the Asian Indian experience.

Topic: Asian Indians Skill Level: Remember the Facts Difficulty: Easy

39. Which sequence presents the correct order, from largest to smallest, of Asian Pacific American groups in the United States? a. Chinese – Japanese – Asian Indian b. Hawaiian – Filipino – Asian Indian c. Chinese – Asian Indians - Filipino d. Filipino – Chinese - Vietnamese

Answer: c Learning Objective: 12.4: Describe the Filipino American experience.

Topic: Filipino Americans Skill Level: Understand the Concepts Difficulty: Easy

40. Which statement is true of the first generation of Filipino immigrants to the United States?

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a. They were female and employed as permanent workers on sugar plantations. b. They were male and employed in agricultural labor. c. They were World War II veterans and wives of US soldiers. d. They were physicians, nurses, and professionals.

Answer: b Learning Objective: 12.4: Describe the Filipino American experience.

Topic: Filipino Americans Skill Level: Understand the Concepts Difficulty: Moderate

41. In 1948, the Philippines lost their unrestricted immigration rights to the United States ________. a. after the United States lost possession of the islands in the Spanish–American War b. because they remained under Spanish colonial rule c. because they had attained commonwealth status d. after gaining their independence from the United States

Answer: d Learning Objective: 12.4: Describe the Filipino American experience.

Topic: Filipino Americans Skill Level: Remember the Facts Difficulty: Easy 489

42. Filipino Americans born in the United States tend to have ________ than the newer arrivals. a. more start-up capital for businesses b. more formal schooling c. lower job status d. lesser political ambitions

Answer: c Learning Objective: 12.4: Describe the Filipino American experience.

Topic: Filipino Americans Skill Level: Remember the Facts Difficulty: Easy

43. When the United States ceased giving preference to physicians from abroad, doctors in the Philippines began to ________. a. immigrate to Hawai‗i to serve as contract workers on sugar plantations b. enter the United States as spouses of US soldiers c. enter the United States retrained as nurses d. stage demonstrations to persuade the United States to change its policies

Answer: c 490

Learning Objective: 12.4: Describe the Filipino American experience.

Topic: Filipino Americans Skill Level: Remember the Facts Difficulty: Easy

44. The term sa pamilya refers to Filipinos‘ strong ________. a. devotion to God b. loyalty to family c. motivation to succeed in business d. educational background

Answer: b Learning Objective: 12.4: Describe the Filipino American experience.

Topic: Filipino Americans Skill Level: Remember the Facts Difficulty: Easy

45. Which statement is true of Filipino Americans? a. They have a strong loyalty to the Protestant faith. b. They seek involvement in broader non-Filipino organizations and avoid group exclusiveness. c. They are a homogenous population in terms of language.

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d. They have a single national group that represents the general Filipino population.

Answer: b Learning Objective: 12.4: Describe the Filipino American experience.

Topic: Filipino Americans Skill Level: Understand the Concepts Difficulty: Moderate

46. The third wave of Korean immigration, after 1965, brought with it largely ________. a. uneducated agricultural workers b. orphans and wives of American servicemen c. well-educated people with professional skills d. students seeking admission into universities

Answer: c Learning Objective: 12.5: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Remember the Facts Difficulty: Easy

47. Compared to the others, which problem illustrates the pain of adjustment experienced by Korean American immigrants?

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a. family strife b. polygamy c. excessive socializing d. religious intolerance

Answer: a Learning Objective: 12.5: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Remember the Facts Difficulty: Easy

48. The Korean-American immigrants who accompanied their parents to the United States when they were young are called the ________. a. Sansei b. Nisei c. ilchomose d. braceros

Answer: c Learning Objective: 12.5: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Remember the Facts Difficulty: Easy 493

49. The ilchomose are also called ________. a. kanaka maoli b. the 1.5 generation c. tongs d. the second generation

Answer: b Learning Objective: 12.5: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Remember the Facts Difficulty: Easy

50. A ________ is a credit system used by Korean Americans that grants members money on a rotating basis to allow them to gain access to additional capital. a. tsu b. tong c. kanaka maoli d. kye

Answer: d Learning Objective: 12.5: Describe the Korean American experience.

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Topic: Korean Americans Skill Level: Remember the Facts Difficulty: Easy

51. Which statement is true of present-day Korean Americans? a. They depend solely on hourly wages to support their households. b. They are fluent in the English language. c. They pool their money through the kye that is protected by laws and insurance. d. They stress conventional Western schooling as a means to success.

Answer: d Learning Objective: 12.5: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Understand the Concepts Difficulty: Moderate

52. Korean American women often are pressed to help support their families financially, largely because they have __________. a. transported this role to the United States from their homeland b. become ambitious after immigrating to the United States c. moved away from traditional cultural roles under economic pressure d. received conventional Western schooling in the United States 495

Answer: c Learning Objective: 12.5: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Understand the Concepts Difficulty: Difficult

53. Which statement is true of kyes? a. Korean Americans use them to make long-term speculative investments. b. They grant money on a rotating basis. c. They are used to set up major financial and business operations. d. They are a form of fixed assets.

Answer: b Learning Objective: 12.5: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Understand the Concepts Difficulty: Moderate

54. Korean Americans pool their money through kyes. On which principle do kyes depend? a. laws 496

b. insurance c. mortgages d. trust

Answer: d Learning Objective: 12.5: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Remember the Facts Difficulty: Easy

55. Among Korean Americans, the ________ is the most visible organization holding the group together. a. hui kuan b. church c. hometown association d. tsu

Answer: b Learning Objective: 12.5: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Remember the Facts Difficulty: Easy

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56. The primary objection to Vietnamese immigration to the United States in 1975 was that it would ________. a. further increase brain drain in South Vietnam b. further increase unemployment in the United States c. result in a population explosion in the United States d. result in South Vietnam losing its national character

Answer: b Learning Objective: 12.6: Discuss the Southeast Asian American communities.

Topic: Southeast Asian Americans Skill Level: Remember the Facts Difficulty: Moderate

57. The term boat people was used to describe ________ refugees who took to the ocean in overcrowded vessels hoping that some ship would pick them up and offer sanctuary. a. Japanese b. Indian c. Vietnamese d. Korean

Answer: c Learning Objective: 12.6: Discuss the Southeast Asian American communities.

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Topic: Southeast Asian Americans Skill Level: Remember the Facts Difficulty: Easy

58. Which factor represents a major adjustment by Vietnamese refugees in the United States? a. the legal system b. language c. family structure d. political instability

Answer: b Learning Objective: 12.6: Discuss the Southeast Asian American communities.

Topic: Southeast Asian Americans Skill Level: Remember the Facts Difficulty: Easy

59. Refugees from Vietnam have increased their earnings rapidly, often by ___________. a. inheriting wealth b. resorting to crime c. making shrewd investments d. working long hours 499

Answer: d Learning Objective: 12.6: Discuss the Southeast Asian American communities.

Topic: Southeast Asian Americans Skill Level: Remember the Facts Difficulty: Easy

60. Which term describes Vietnamese people living abroad? a. mèo mát mẻ b. Viet Kieu c. kye son d. đã đi xa

Answer: b Learning Objective: 12.6: Discuss the Southeast Asian American communities.

Topic: Southeast Asian Americans Skill Level: Remember the Facts Difficulty: Moderate

61. When considering geographic living trends among Vietnamese Americans, the clear pattern is that _________.

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a. settlement patterns vary b. most live in rural communities c. most live in major cities d. settlements along major rivers attract the largest numbers of people

Answer: a Learning Objective: 12.6: Discuss the Southeast Asian American communities.

Topic: Southeast Asian Americans Skill Level: Remember the Facts Difficulty: Easy

62. The Hmong come from rural areas of ________. a. China b. South Korea c. Laos and Vietnam d. Indonesia and Malaysia

Answer: c Learning Objective: 12.6: Discuss the Southeast Asian American communities.

Topic: Southeast Asian Americans Skill Level: Remember the Facts Difficulty: Easy 501

63. The transition for the Hmong community to the United States was difficult because they ________. a. did not have tight-knit groups to support or sponsor them b. typically were farmers with little formal education c. were reluctant to dispose their properties and leave their homelands d. did not find religious groups they could associate with

Answer: b Learning Objective: 12.6: Discuss the Southeast Asian American communities.

Topic: Southeast Asian Americans Skill Level: Remember the Facts Difficulty: Easy

64. Which statement is true of Hmong Americans? a. Literacy levels and formal education are high among them. b. The median income of their household is high. c. Traditions surrounding home ownership remain strong. d. Traditions surrounding marriage and funerals remain strong.

Answer: d Learning Objective: 12.6: Discuss the Southeast Asian American communities.

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Topic: Southeast Asian Americans Skill Level: Understand the Concepts Difficulty: Moderate

65. Which impediment is still encountered by older Hmong residents? a. finding a suitable occupation b. accessing affordable public health care c. encountering language barriers d. securing housing

Answer: c Learning Objective: 12.6: Discuss the Southeast Asian American communities.

Topic: Southeast Asian Americans Skill Level: Remember the Facts Difficulty: Easy

66. In Hawai‗i, the term ________ is used to refer to ―real or true people.‖ a. Haoles b. kanaka maoli c. Viet Kieu d. ilchomose 503

Answer: b Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Remember the Facts Difficulty: Easy

67. ________ is a term used to refer to White people in Hawai‗i. a. Braceros b. Haoles c. Kanaka maoli d. Kyes

Answer: b Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Remember the Facts Difficulty: Easy

68. Which practice was never introduced to the Hawaiian people? a. exogamy 504

b. warfare c. slavery d. monarchy

Answer: c Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Remember the Facts Difficulty: Easy

69. The 1900 Organic Act guaranteed ________ to Hawaiian people. a. racial equality b. political freedom c. permanent citizenship d. commonwealth status

Answer: a Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Remember the Facts Difficulty: Easy

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70. A clear indication of the multicultural nature of Hawai‗i is ________. a. the degree to which pan-Indianism is emerging b. the degree of exogamy, or marrying outside one‘s own group c. the degree of education received from overseas sources d. the number of racial ghettos emerging in residential neighborhoods

Answer: b Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Remember the Facts Difficulty: Easy

71. ________ is the effort by the Indigenous peoples of Hawai‗i to secure a measure of self-government and restoration of their lands. a. Pan-Indianism b. The sovereignty movement c. The bamboo ceiling d. Racial profiling

Answer: b Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People 506

Skill Level: Remember the Facts Difficulty: Easy

72. The Hawaiian term ________ is gaining use to reaffirm the Indigenous people‘s special ties to the islands. a. Viet Kieu b. ilchomose c. kanaka maoli d. haoles

Answer: c Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Remember the Facts Difficulty: Easy

73. Which observation is true of Native Hawaiians? a. They tend to have high levels of formal education and high median household incomes. b. They view the US occupation as the beginning of their cultural and economic downfall. c. They traditionally scatter the cremated remains of their loved ones in the ocean. d. They have lost their cultural heritage and are unable to revive the Hawaiian language.

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Answer: b Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Understand the Concepts Difficulty: Moderate

74. Along the spectrum of intergroup relations, the strategy of pluralism would be illustrated by __________ . a. expulsion of ethnic Chinese people from Vietnam b. the notion of a ―melting pot‖ c. the Hawaiian sovereignty movement d. unacceptable intergroup strategies

Answer: c Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Understand the Concepts Difficulty: Moderate

75. Along the spectrum of intergroup relations, the strategy of segregation would be illustrated by __________ .

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a. fusion achieved through intermarriage b. Japanese American internment camps in Hawai‗i c. expulsion of ethnic Chinese people from Vietnam d. ethnic groups downplaying their cultural differences after immigration

Answer: b Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Understand the Concepts Difficulty: Difficult

Essay Questions

76. Why are Asian Americans considered a model minority? What is the view of proponents of the model minority perspective? Is this view accurate, or is it a myth?

Answer: The stereotype that people in the United States often hold of Asian Americans as a group is that ―Asian Americans are a success! They achieve! They succeed! They have no protests, no demands. They just do it!‖ Asian Pacific Americans are stereotyped as a model minority because, although they have experienced prejudice and discrimination, they seem to have succeeded economically, socially, and educationally without resorting to political or violent confrontations with White people. In short, this is a myth.

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People who accept the model minority myth see it as a reaffirmation that anyone can get ahead in the United States. Proponents of the model minority view declare that because Asian Americans have achieved success, they have ceased to be subordinate and are no longer disadvantaged. This labeling is a variation of blaming the victim: with Asian Americans, it is praising the victim.

Learning Objective: 12.2: Explain the model minority myth.

Topic: The Myth of a Model Minority Skill Level: Understand the Concepts Difficulty: Moderate

77. Discuss the challenges faced by Asian Indians in the United States.

Answer: Maintaining traditions within the family household is a major challenge for Asian Indian immigrants to the United States. These ties remain strong, and many Asian Indians see themselves as more connected to their relatives 10,000 miles away than Americans are to their relatives fewer than 100 miles away. Parents are concerned about the erosion of traditional family authority. For example, Asian Indian children, dressed like their peers, go to fast-food restaurants and eat hamburgers while out on their own, yet many Hindus and many Asian Indian Muslims are vegetarians. Sons do not always feel the responsibility to the family that tradition dictates. Daughters, whose occupation and marriage could, in India, be closely controlled by the family, assert their right to choose work and, in an even more dramatic break from tradition, select their husbands.

Although other Indian traditions are maintained, older immigrants see challenges not only from US culture but also from pop culture from India, which is imported through motion pictures and magazines. The situation is very dynamic as the Asian Indian population navigates the twenty-first century in the United States.

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Learning Objective: 12.3: Describe the Asian Indian experience.

Topic: Asian Indians Skill Level: Understand the Concepts Difficulty: Moderate

78. Describe the immigration patterns of Filipinos to the United States.

Answer: Immigration from the Philippines has been documented since the eighteenth century; it was relatively small but significant enough to create a ―Manila Village‖ along the Louisiana coast around 1750. Increasing numbers of Filipino immigrants came as American nationals when, in 1902, the United States gained possession of the Philippine Islands at the conclusion of the Philippine–American War. The Philippines gained their independence in 1948 and with it lost their unrestricted immigration rights.

Filipino immigration can be divided into four distinct periods:

1. The first generation, which immigrated in the 1920s, was mostly male and employed in agricultural labor.

2. A second group, which also arrived in the early twentieth century, immigrated to Hawai‗i to serve as contract workers on Hawai‗i‘s sugar plantations.

3. The post–World War II arrivals included many war veterans and wives of US soldiers.

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4. The newest immigrants, who include many professionals, arrived under the 1965 Immigration Act.

In addition to these stages of immigration, Filipinos can also be defined by various states of immigration (such as different languages, regions of origin, and religions), distinctions that sharply separate people in their homeland as well. For example, in the Philippines and among Filipino immigrants to the United States, eight distinct languages with an estimated 200 dialects are spoken.

Learning Objective: 12.4: Describe the Filipino American experience.

Topic: Filipino Americans Skill Level: Understand the Concepts Difficulty: Moderate

79. Discuss the role of a kye in Korean American businesses. Provide an example to explain how it works.

Answer: Korean American businesses are seldom major operations; most are small.

They do benefit from a special form of development capital (or cash) used to subsidize businesses, called a kye. Korean Americans pool their money through the kye, an association that grants members money on a rotating basis to allow them to gain access to additional capital. Kyes depend on interpersonal trust and are not protected by laws or insurance, as bank loans are.

Kyes work as follows: For example, imagine that 12 people agree to contribute $500 a year. Then, once a year, one of these individuals receives $6,000, followed by another, different person the next year, and so on. Few records are kept because the entire system is built on trust and friendship. Not all Korean business entrepreneurs use a kye, but it does represent a significant source of capital.

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Learning Objective: 12.6: Describe the Korean American experience.

Topic: Korean Americans Skill Level: Understand the Concepts Difficulty: Moderate

80. What is the sovereignty movement in Hawai‗i? What is the movement attempting to achieve? What are some of the reactions it has received?

Answer: The sovereignty movement is the effort by the Indigenous peoples of Hawai‗i, the kanaka maoli, to secure a measure of self-government and restoration of their lands. The movement‘s roots and significance to the people are similar to the sovereignty efforts by tribal people on the continental United States. The growing sovereignty movement has also sought restoration of—or at least compensation for— the Native Hawaiian land that has been lost to Anglos over the past century. Reaction to the movement has ranged from non-native Hawaiians who see these efforts as a big, racist land grab to Indigenous Hawaiians who see it as simply not enough.

Learning Objective: 12.7: Explain how Hawai‗i and its people embody cultural diversity.

Topic: Hawai‗i and Its People Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 13 – Chinese Americans and Japanese Americans 513

Multiple Choice Questions

1. The principle of third-generation interest would predict that ___________. a. Minoru, the son of Japanese immigrants to the US, would take up woodworking as a hobby b. Reiko, the granddaughter of Japanese immigrants to the United States, would be interested in learning how to prepare horumon and other traditional Japanese foods c. Chin Ming and Li Fo, currently Chinese citizens working in the banking industry, would be likely to consider immigrating to Australia d. Bin Wang, an unmarried Chinese man, would want to marry a person with an ancestral background different from his own

Answer: b Learning Objective: 13.1: Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Apply What You Know Difficulty: Moderate

2. Before the great migration from Europe in the 1880s, Chinese immigration to the United States was welcome because ________. a. the Chinese brought with them a popular foreign culture b. the country needed hardworking laborers c. Americans could then adopt abandoned Chinese children

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d. the United States needed the foreign monetary investment from wealthy Chinese people

Answer: b Learning Objective: 13.1: Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Understand the Concepts Difficulty: Moderate

3. Why is the designation Chinese American a collective term? a. It is intended to encompass immigrants from China, Japan, Korea, Vietnam, Laos, and Cambodia. b. Most people who identify as Chinese American were born in the United States, rather than having immigrated from China. c. For economic gain, many non-Chinese people in the United States adopt the term Chinese American when completing census forms. d. There is considerable diversity within this group in terms of nationality, language, and region of origin.

Answer: d Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Understand the Concepts Difficulty: Moderate

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4. Beginning in 1991, China loosened its adoption laws to ________. a. help ease the immigration of Chinese children born of one non-Chinese parent to the United States b. improve the country‘s ties with the United States c. address the growing number of children abandoned under the country‘s one-child policy d. encourage Chinese couples to adopt more children, particularly girls, abandoned by the poor

Answer: c Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Contemporary Chinese Americans Skill Level: Understand the Concepts Difficulty: Moderate

5. Which statement is true of organizational life of Chinese Americans? a. Their culture does not permit organizational membership. b. They have a rich history of organizational membership. c. Americans introduced organizational membership to them. d. Young Chinese Americans are becoming less acculturated.

Answer: b Learning Objective: 13.1: Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience 516

Skill Level: Understand the Concepts Difficulty: Moderate

6. ________ are clans organized along family or kinship ties in Chinatowns. a. Kyes b. Tsu c. Tongs d. Yakuzas

Answer: b Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Remember the Facts Difficulty: Easy

7. ________ are benevolent associations organized around a person‘s district of origin in China. a. Tsu b. The hui kuan c. Tongs d. The hometown clubs

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Answer: b Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Remember the Facts Difficulty: Easy

8. Which conclusion is true regarding the Chinese Consolidated Benevolent Association? a. It protects newly arrived immigrants from the effects of racism. b. The Chinese community unequivocally supports it in its role as the voice of Chinatown. c. It supports the communist government of the People‘s Republic of China. d. It provides illegal goods and services, such as drugs, gambling, and prostitution.

Answer: a Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Understand the Concepts Difficulty: Moderate

9. Li Ping, a recent immigrant to San Francisco, is a worker at a grocery store in Chinatown. Which established organization can help her with monetary troubles, settling disputes, and any problems arising from racism?

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a. the yakuza b. tsu c. tongs d. the hui kuan

Answer: d Learning Objective: 13.1 Understand the history of the Chinese Americans Topic: Chinese Americans: The Early Experience Skill Level: Apply What You Know Difficulty: Difficult

10. ________ are part of the Chinese Six Companies (or the CCBA). a. The hui kuan b. Tsu c. Tongs d. The triads

Answer: a Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Remember the Facts Difficulty: Easy 519

11. Which term refers to Chinese secret societies? a. tsu b. hui kuan c. tongs d. kanaka maoli

Answer: c Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Remember the Facts Difficulty: Easy

12. Tong membership is based on ________. a. interest in joining the tong b. kinship ties c. district of origin in China d. current locale

Answer: a Learning Objective: 13.1 Understand the history of the Chinese Americans.

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Topic: Chinese Americans: The Early Experience Skill Level: Remember the Facts Difficulty: Easy

13. Both the ________ and the Chinese American communities depend on the tourist industry at the cost of hiding community problems such as poverty. a. Native American b. Latin American c. African American d. Asian Indian

Answer: a Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Remember the Facts Difficulty: Easy

14. One paradox of current Chinatowns is that ________. a. they are primarily populated by Japanese Americans b. they are virtually nonexistent c. their bright lights and exotic sounds conceal concerning levels of poverty d. their thriving areas of business and amusement lack social organizations 521

Answer: c Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Understand the Concepts Difficulty: Moderate

15. Many women in Chinatown, until relatively recently, ___________. a. were not allowed to learn English and were expected to serve as homemakers only b. worked in the garment industry and earned a salary below minimum wage c. were more likely than men to lead labor unions d. were more likely to have non-Chinese romantic partners

Answer: b Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Understand the Concepts Difficulty: Moderate

16. In which way did the attacks on the World Trade Center in 2001 affect New York‘s Chinatown? a. Buildings were damaged.

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b. There was a decline in tourism. c. Shipments to the garment industry improved. d. There was a population influx.

Answer: b Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Understand the Concepts Difficulty: Moderate

17. Chinese people who move out of Chinatown __________. a. are viewed as being less successful than their counterparts who remain in Chinatown b. find it easy to secure fairly luxurious housing in desirable neighborhoods c. fail to find jobs in managerial positions d. may encounter discriminatory real estate practices

Answer: d Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Understand the Concepts Difficulty: Moderate

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18. Which observation is true of Chinatowns today? a. They are not susceptible to economic setbacks. b. Contemporary Chinese American families do not wish to move out of them. c. They serve as a source of identity for many younger Chinese Americans. d. They are no longer important to contemporary Chinese immigrants.

Answer: c Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Understand the Concepts Difficulty: Moderate

19. Which statement is true of the occupational profile of Chinese Americans? a. Historically, White Americans did not object to Chinese people working in domesticservice occupations. b. Chinese Americans generally avoid pursuing opportunities in management positions and related occupations. c. White Americans did not allow Chinese students to remain in the United States following the completion of their advanced degrees. d. Chinese Americans in the laundry trade received tough competition from White men.

Answer: a Learning Objective: 13.2 Describe the present-day circumstances of Chinese 524

Americans.

Topic: Contemporary Chinese Americans Skill Level: Understand the Concepts Difficulty: Moderate

20. Acculturation of Chinese Americans in family life is evidenced by ________. a. children‘s adherence to absolute parental authority b. the rising numbers of ―tiger mothers‖ c. children questioning the authority of their parents d. an increase in domestic violence

Answer: c Learning Objective: 13.2 Describe the present-day circumstances of Chinese Americans Topic: Contemporary Chinese Americans Skill Level: Understand the Concepts Difficulty: Difficult

21. The notion of ________ explains the fact that in Asian households, children under age 12 are more likely to eat dinner with a parent than they are in White households. a. familism b. nativism c. individualism 525

d. repatriation

Answer: a Learning Objective: 13.2 Describe the present-day circumstances of Chinese Americans Topic: Contemporary Chinese Americans Skill Level: Apply What You Know Difficulty: Difficult

22. When acculturation is weaker among Chinese Americans, family life is characterized by ________. a. weakening of the father‘s absolute authority b. a decline in the importance of the extended family c. high rates of divorce d. strict attitudes about sexual behavior

Answer: d Learning Objective: 13.2 Describe the present-day circumstances of Chinese Americans Topic: Contemporary Chinese Americans Skill Level: Understand the Concepts Difficulty: Moderate

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23. The Chins are a Chinese American family. They are very close to members of their extended family, who they meet at mealtimes. The children are raised in a stern fashion and the parents‘ decisions about household matters are often absolute. Given this information, which outcome also will likely hold true for the Chin family? a. Family obligations will not come before the needs of individual members. b. They will be comfortable demonstrating public expressions of emotion. c. The Chin family is organized around a central matriarch. d. Any case of domestic violence will not be promptly reported.

Answer: d Learning Objective: 13.2 Describe the present-day circumstances of Chinese Americans Topic: Contemporary Chinese Americans Skill Level: Apply What You Know Difficulty: Difficult

24. Chinese American gangs ___________. a. currently engage in fewer gang activities compared to the 1970s b. are often affiliated with Chinese Consolidated Benevolent Associations c. are populated by members who feel alienated and angry d. are an aspect of tsu present in Chinatowns

Answer: c Learning Objective: 13.2 Describe the present-day circumstances of Chinese Americans 527

Topic: Contemporary Chinese Americans Skill Level: Understand the Concepts Difficulty: Moderate

25. Which group represents the Sansei? a. first generation immigrants from Japan b. second generation, American-born Japanese people c. third generation, American-born Japanese people d. Japanese Americans sent back to Japan for school and arranged marriages

Answer: c Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

26. Fourth generation Japanese Americans are known as the ________. a. Issei b. Nisei c. Sansei d. Yonsei 528

Answer: d Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

27. First generation Japanese immigrants to the United States are known as ________. a. Issei b. Sansei c. Nisei d. Kibei

Answer: a Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

28. Minoru's parents were born in Japan, whereas Minoru himself was born in the United States. Minoru would be a(n) ____________.

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a. Issei b. Kibei c. Sansei d. Nisei

Answer: d Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Apply What You Know Difficulty: Difficult

29. Third-generation Japanese Americans are known as ________. a. Issei b. Yonsei c. Nisei d. Sansei

Answer: d Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts 530

Difficulty: Easy

30. Mei is a Japanese American, born in the United States and granddaughter of original immigrants from Japan. She will be regarded by her community as a(n) ________. a. Kibei b. Sansei c. Issei d. Neorican

Answer: b Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Apply What You Know Difficulty: Difficult

31. Which description accurately captures the term Yonsei? a. American-born Chinese b. fourth-generation Japanese Americans c. first-generation Japanese Americans d. Japanese Americans sent by their parents to Japan for schooling

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Answer: b Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

32. Japanese Americans expect ________ to be less acculturated than other Nisei. a. Yonsei b. Kibei c. Haoles d. Sansei

Answer: b Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Understand the Concepts Difficulty: Moderate

33. Kaori, born to Japanese immigrants, was sent back to Japan for her schooling. If she returns to the United States after completing her education, she is a(n) ________. a. Issei 532

b. Kibei c. Sansei d. Yonsei

Answer: b Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Apply What You Know Difficulty: Difficult

34. The term ________ is occasionally used to describe all Japanese Americans. a. Kibei b. Sansei c. Issei d. Nisei

Answer: d Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy 533

35. Which conclusion is true regarding California‘s Alien Land Act of 1913? a. It supplied funds to noncitizens for land purchases. b. It limited land leases to 10 years. c. It prohibited anyone who was ineligible for citizenship from owning land. d. It was weakened by amendments in 1920.

Answer: c Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Understand the Concepts Difficulty: Moderate

36. California‘s 1913 Alien Land Act ________. a. provided land grants to Japanese immigrants b. limited land leases of Japanese Americans to three years c. forced Japanese people living in cities into rural areas d. gave citizenship to Japanese farmers but not to city dwellers

Answer: b Learning Objective: 13.3 Summarize the Japanese American experience through World 534

War II. Topic: Japanese Americans: The Early Years Skill Level: Understand the Concepts Difficulty: Moderate

37. Following California‘s Alien Land Act of 1913, the ________ were driven into cities. a. Yonsei b. Kibei c. Issei d. Sansei

Answer: c Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

38. The Issei moved to the cities during the 1920s because of the passage of laws ________. a. meant to protect them from the devastating effects of the Great Depression b. prohibiting discrimination in managerial positions 535

c. making it easier for them to prosper in the urban centers d. making it difficult for them to remain in agriculture

Answer: d Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

39. Which group was forced to report to evacuation camps by the US government during World War II, after the attack on Pearl Harbor? a. Japanese Americans b. German Americans c. Chinese Americans d. Jewish Americans

Answer: a Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

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40. The assumption underlying the placement of Japanese Americans in camps in the United States was carried out ________. a. by American sinophobes b. on orders of the president of the United States c. on orders of the Supreme Court d. by anti-government armed militants

Answer: b Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

42. Executive Order 9066, which resulted in the forced confinement of Japanese Americans in evacuation camps, was based on ________. a. court trials against those suspected of espionage b. indictments against all anti-US Japanese Americans c. showing greater loyalty to Japan d. people having at least one-eighth Japanese ancestry

Answer: d Learning Objective: 13.3 Summarize the Japanese American experience through World 537

War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

43. The term for Japanese Americans interned in camps during World War II is ________. a. Yonsei b. evacuees c. refugees d. asylees

Answer: b Learning Objective: 13.3: Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

44. Which statement is true of Japanese American internment camps? a. Family ties were strengthened. b. There were no educational facilities.

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c. The evacuees were not allowed to contribute to the US war effort. d. Security in the camps was not a problem.

Answer: d Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Understand the Concepts Difficulty: Moderate

45. In 1944, after hearing Mitsuye Endo v. United States, the Supreme Court put an end to the detainment of Japanese Americans by ruling that internment was __________. a. a form of cruel and unusual punishment b. constitutional only after trial c. unconstitutional d. not a justifiable use of public monies

Answer: c Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Remember the Facts Difficulty: Easy

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46. Hiroto, a Japanese American living in Camp Harmony, Washington, was finally released from the internment camp because of ________. a. Japan‘s surrender to the United States in 1945 b. a Supreme Court ruling in 1944 c. protests and demonstrations held by non-Japanese Americans d. the urging of the League of Nations

Answer: b Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Apply What You Know Difficulty: Difficult

47. What was the outcome of Mitsuye Endo v. United States? a. Reparations amounting to $2,000 was paid to each Japanese evacuee. b. The detainment of Japanese Americans was ruled unconstitutional. c. Japanese internment camps were legalized. d. Schools in communities with many Japanese Americans became segregated.

Answer: b Learning Objective: 13.3 Summarize the Japanese American experience through World War II. 540

Topic: Japanese Americans: The Early Years Skill Level: Understand the Concepts Difficulty: Moderate

48. Efforts to explain the internment of Japanese Americans by saying they did not resist would be considered ________. a. praising the victim b. xenophobia c. reasonable d. blaming the victim

Answer: d Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Understand the Concepts Difficulty: Moderate

49. According to the thinking prevalent in the US in 1942, government leaders felt the ___________among the Japanese prevented outsiders from telling who was loyal and disloyal. a. ―cultural traits‖ b. economic mobility 541

c. presence of an extended family d. history of insurrection

Answer: a Learning Objective: 13.4 Describe the contemporary Japanese American experience.

Topic: Contemporary Japanese Americans Skill Level: Understand the Concepts Difficulty: Moderate

50. Reparations made by the federal government to Japanese American evacuees included __________. a. a formal apology but no money b. giving each internee $25 and a small plot of agricultural land c. nothing; no apology nor anything paid to the surviving internees d. a formal apology and authorized payments of $20,000 to each surviving internee

Answer: d Learning Objective: 13.4 Describe the contemporary Japanese American experience.

Topic: Contemporary Japanese Americans Skill Level: Understand the Concepts Difficulty: Moderate

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51. Regarding the compensation received by Japanese American internees, which reaction of many Japanese Americans is accurate? a. They were disappointed and critical of it. b. They were surprised and relieved to finally receive their dues. c. They were indifferent and unwilling to accept it. d. They were outraged by the tax that was deducted from the compensation.

Answer: a Learning Objective: 13.4 Describe the contemporary Japanese American experience.

Topic: Contemporary Japanese Americans Skill Level: Understand the Concepts Difficulty: Moderate

52. Japanese American internees were disappointed with the compensation they received from the government primarily because of the __________. a. federal tax that was deducted from the compensation b. distances they had to travel to receive the compensation c. length of time it had taken to receive the compensation d. documentary evidence that was required to be produced to claim the compensation

Answer: c Learning Objective: 13.4 Describe the contemporary Japanese American experience.

Topic: Contemporary Japanese Americans 543

Skill Level: Understand the Concepts Difficulty: Moderate

53. How was the Japanese American community of the 1950s different from that of the 1930s? a. They were more widely scattered, geographically, in the 1950s. b. The proportion of Issei was greater in the 1950s. c. Almost the entire population of Japanese Americans lived on the West Coast during the 1950s. d. They no longer engaged in agriculture in the 1950s.

Answer: a Learning Objective: 13.4 Describe the contemporary Japanese American experience.

Topic: Contemporary Japanese Americans Skill Level: Understand the Concepts Difficulty: Moderate

54. By moving beyond the West Coast after World War II, Japanese Americans ________. a. seemed more of a threat than if they had remained concentrated in one geographic area b. developed ties to the larger economy c. did business mostly with other Japanese Americans 544

d. could continue farming as sharecroppers

Answer: b Learning Objective: 13.4 Describe the contemporary Japanese American experience.

Topic: Contemporary Japanese Americans Skill Level: Understand the Concepts Difficulty: Moderate

55. Data on all types of social disorganization show that Japanese Americans have __________. a. elevated rates of crime, delinquency, and reported mental illness b. about the same rates of juvenile delinquency as Black Americans, and slightly higher rates of petty crime as White Americans c. a lower incidence of violent crime compared to Chinese Americans, but a higher rate of teenage pregnancy compared to Hispanic Americans d. a lower incidence of such behavior than all other minorities, and lower than that of White Americans

Answer: d Learning Objective: 13.4 Describe the contemporary Japanese American experience.

Topic: Contemporary Japanese Americans Skill Level: Understand the Concepts Difficulty: Difficult

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56. Which observation is true regarding marriages between Asian Americans and members of other racial or ethnic groups in the United States? a. They have led to greater recognition of diversity in the United States, and ultimately, an end to discrimination. b. They are severely regulated in a number of states, and banned in Kansas and Kentucky. c. They are more common than marriages among people within the same racial group. d. They suggest weaker ties between Chinese Americans and Japanese Americans to their native cultures.

Answer: d Learning Objective: 13.5: Identify how prejudice and discrimination against Chinese and Japanese Americans persist.

Topic: Remnants of Prejudice and Discrimination Skill Level: Understand the Concepts Difficulty: Moderate

57. Which relatively recent event is analogous to the internment of Japanese Americans 80 years ago? a. resentment over the professional success of Japanese Americans b. deterioration in diplomatic relations with Japan c. the profiling of Arab and Muslim Americans after 9/11 d. the expulsion of ethnic Chinese people from Vietnam

Answer: c 546

Learning Objective: 13.5: Identify how prejudice and discrimination against Chinese and Japanese Americans persist.

Topic: Remnants of Prejudice and Discrimination Skill Level: Understand the Concepts Difficulty: Moderate

58. The ________ extended reparations to Japanese American evacuees. a. Civil Rights Restoration Act b. Rehabilitation Act c. Enforcement Act d. Immigration Act

Answer: a Learning Objective: 13.5: Identify how prejudice and discrimination against Chinese and Japanese Americans persist.

Topic: Remnants of Prejudice and Discrimination Skill Level: Remember the Facts Difficulty: Easy

59. Currently, the teaching of Japanese American internment is required by the history standards of _________ of the 32 states that had specific Asian American history requirements. a. 3 547

b. 17 c. 25 d. 32

Answer: c Learning Objective: 13.5: Identify how prejudice and discrimination against Chinese and Japanese Americans persist.

Topic: Remnants of Prejudice and Discrimination Skill Level: Remember the Facts Difficulty: Moderate

ESSAY QUESTIONS 60. Compare the organization and function of the tsu and the hui kuan in Chinatowns.

Answer: The clans, or tsu, that operate in Chinatowns have their origins in the Chinese practice in which families with common ancestors unite. At first, Chinese immigrants continued to affiliate themselves with those sharing a family name, even if a blood relationship was absent. Social scientists agree that the influence of clans is declining as young Chinese Americans become increasingly acculturated. The clans in the past provided mutual assistance, a function increasingly taken on by government agencies.

The strength of the clans, although diminished today, nonetheless points to the extended family‘s important role for Chinese Americans.

The benevolent associations, or hui kuan (or hui guan), help their members adjust to a new life. Rather than being organized along kinship ties like the clans, hui kuan membership is based on the person‘s district of origin in China. Besides extending help with adjustment, the hui kuan lend money to and settle disputes between their members.

They have thereby exercised wide control over their members. In turn, the various hui kuan are traditionally part of an unofficial government in each city called the Chinese Six Companies, a name later changed to the Chinese Consolidated Benevolent Association 548

(CCBA). The CCBA often protects newly arrived immigrants from the effects of racism.

The organization works actively to promote political involvement among Chinese Americans and to support the democracy movement within the People‘s Republic of China.

Learning Objective: 13.1 Understand the history of the Chinese Americans.

Topic: Chinese Americans: The Early Experience Skill Level: Analyze It Difficulty: Difficult

61. Describe the occupational profile of Chinese Americans.

Answer: By many benchmarks, Chinese Americans are doing well. As a group, they have higher levels of formal schooling and household income compared to all Asian Pacific Americans and even to White non-Hispanics. The Chinese American poverty rate is moderately higher, pointing to the fact that many Chinese Americans are underemployed given their formal levels of education. This fact is confirmed by a more detailed look at poverty rates. The poverty rate for native-born and foreign-born Chinese American citizens is comparable to the poverty rate among White non-Hispanic citizens.

As might be expected, given their high income levels, half of all Chinese Americans serve in management, professional, and related occupations, compared to only a third of the general population. This trend reflects two patterns: first, entrepreneurial development by Chinese Americans who start their own businesses, and second, the immigration of skilled overseas Chinese people as well as Chinese students who chose to remain in the United States following the completion of their advanced college degrees.

Learning Objective: 13.2 Describe the present-day circumstances of Chinese Americans.

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Topic: Contemporary Chinese Americans Skill Level: Understand the Concepts Difficulty: Moderate

62. Discuss the impact of assimilation on family life of Chinese Americans in the United States.

Answer: Generally, with assimilation, cultural behavior becomes less distinctive. Family life and religious practices are no exceptions. For Chinese Americans, the latest immigration wave has helped preserve some of the old ways, but traditional cultural patterns have undergone change even in the People‘s Republic of China, so the situation is fluid.

The contemporary Chinese American family often is indistinguishable from its White family counterpart, except that the Chinese American family often is victimized by prejudice and discrimination. Older Chinese Americans and new arrivals often are dismayed by the more American behavior patterns of Chinese American youths.

Change in family life is one of the most difficult cultural changes to accept. Children‘s questioning of parental authority, which Americans grudgingly accept, is a painful experience for the tradition-oriented Chinese.

However, in many Chinese American families, the legacy of China remains. Parental authority, especially the father‘s, is more absolute, and the extended family is more important than it is in typical White middle-class families. Divorce is rare, and attitudes about sexual behavior tend to be strict because the Chinese generally frown on public expressions of emotion.

Learning Objective: 13.2 Describe the present-day circumstances of Chinese Americans.

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Topic: Contemporary Chinese Americans Skill Level: Understand the Concepts Difficulty: Moderate

63. Categorize Japanese Americans according to the number of their generations living in the United States.

Answer: Japanese Americans distinguish sharply among themselves according to the number of generations a person‘s family has been in the United States. Generally, each succeeding generation is more acculturated, and each is successively less likely to know Japanese. The Issei are the first generation, the immigrants born in Japan. Their children, the Nisei, are American-born. The third generation, the Sansei, must go back to their grandparents to reach their roots in Japan. The Yonsei are the fourth generation. Because Japanese immigration is recent, these four terms describe almost the entire contemporary Japanese American population. Some Nisei are sent by their parents to Japan for schooling and to have marriages arranged, after which they return to the United States. Japanese Americans expect such people, called Kibei, to be less acculturated than other Nisei. These terms sometimes are used loosely, and occasionally Nisei is used to describe all Japanese Americans.

Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Understand the Concepts Difficulty: Moderate

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64. Describe the life of Japanese Americans in internment camps during World War II.

Answer: Japanese Americans were able to work at wage labor in the camps. The maximum wage was set at $19 a month, which meant that camp work could not possibly recoup the losses incurred by evacuation. The evacuees had to depend on the government for food and shelter, a situation they had not experienced in prewar civilian life. More devastating than the economic damage of camp life was the psychological damage. Japanese Americans moved through a monotonous daily routine with no chance of changing the situation. Forced community life, with such shared activities as eating in mess halls, weakened the strong family ties that Japanese Americans, especially the Issei, took so seriously.

Amid the economic and psychological devastation, the camps began to take on some resemblance to US cities of a similar size. High schools were established, complete with cheerleaders and yearbooks. Ironically, Fourth of July parades were held, with camporganized Boy Scout and Girl Scout troops marching past proud parents. But the barbed wire remained, and the Japanese Americans were asked to prove their loyalty.

Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Understand the Concepts Difficulty: Moderate

65. Examine the possible reasons for the wartime evacuation of Japanese Americans.

Answer: Racism cannot be ignored as an explanation for the wartime evacuation of Japanese Americans. Japanese Americans were placed in camps, but German 552

Americans and Italian Americans were largely ignored (despite the obvious involvement of their home countries in the war). Many of those politicians whose decisions brought about the evacuation were of German and Italian ancestry. The fact was that placing Japanese Americans in camps posed no hardship for the rest of society, and, in fact, other Americans profited by their misfortune. That Japanese Americans were evacuated because they were seen as expendable is evident from the decision not to evacuate Hawai‗i‘s Japanese. In Hawai‗i, the Japanese were an integral part of the society; removing them would have destroyed the islands economically.

Documents recently unearthed show that government officials saw the Japanese Americans collectively as enemy aliens and that it would not be possible to determine the loyalty of individual people. According to the thinking at the time, government leaders felt the ―cultural traits‖ of the Japanese prevented outsiders from telling who was loyal and disloyal.

Some people argue that the Japanese lack of resistance made internment possible.

This seems a weak effort to transfer guilt—to blame the victim. In the 1960s, some Sansei and Yonsei were concerned about the alleged timidity of their parents and grandparents when faced with evacuation orders. However, many evacuees, perhaps even most, may not have really believed what was happening. At worst, the evacuees can be accused of being naive.

Learning Objective: 13.3 Summarize the Japanese American experience through World War II. Topic: Japanese Americans: The Early Years Skill Level: Analyze It Difficulty: Difficult

66. What do intermarriage statistics indicate about the assimilation of Chinese Americans and Japanese Americans?

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Answer: Marriage statistics illustrate the effects of assimilation of Chinese Americans and Japanese Americans. At one time, 29 states prohibited or severely regulated marriages between Asian Americans and members of other racial or ethnic groups.

Today, intermarriage, though not typical, is legal and certainly much more common. The growth of intermarriage indicates that White Americans are increasingly accepting of Chinese Americans and Japanese Americans. It also suggests that Chinese and Japanese Americans‘ ties to their native cultures are weakening. As happened with the ways of life of European immigrants, the traditional norms are being cast aside for those of the host society. In one sense, these changes make Chinese Americans and Japanese Americans who have adopted American traditions more acceptable to White Americans who follow those traditions. But this conclusion points to all the changes in Asian Pacific Americans rather than to any recognition of diversity in the United States.

Learning Objective: 13.5: Identify how prejudice and discrimination against Chinese and Japanese Americans persist.

Topic: Remnants of Prejudice and Discrimination Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 14 – Jewish Americans: The Quest to Maintain Identity

Multiple Choice Questions

1. The 2023 worldwide distribution of the Jewish population reveals that the greatest number of Jews live in __________.

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a. Israel b. Argentina c. the United States d. Russia

Answer: c Learning Objective: 14.1: Examine whether the Jewish people are considered a race, religion, or ethnic group.

Topic: The Jewish People: Race, Religion, or Ethnic Group?

Skill Level: Understand the Concepts Difficulty: Moderate

2. Jewish people call people who are not Jewish by which term? a. Schmaltz b. Gentiles c. Bisseljude d. Plotzingers

Answer: b Learning Objective: 14.1: Examine whether the Jewish people are considered a race, religion, or ethnic group.

Topic: The Jewish People: Race, Religion, or Ethnic Group?

Skill Level: Understand the Concepts 555

Difficulty: Easy

3. Which statement is true of the Jewish people in the United States? a. Jewish Americans experience fair treatment from non-Jews. b. Jewish women and men would rather marry someone outside their group than one other. c. Jews share a cultural history with the dominant group. d. Jews have a strong sense of group solidarity.

Answer: d Learning Objective: 14.1: Examine whether the Jewish people are considered a race, religion, or ethnic group.

Topic: The Jewish People: Race, Religion, or Ethnic Group?

Skill Level: Understand the Concepts Difficulty: Moderate

4. In Israel, ________ defines who is a Jew and extends Israeli citizenship to all Jews. a. kashrut b. Aliyah c. the Law of Return d. the pass laws

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Answer: c Learning Objective: 14.1: Examine whether the Jewish people are considered a race, religion, or ethnic group.

Topic: The Jewish People: Race, Religion, or Ethnic Group?

Skill Level: Remember the Facts Difficulty: Easy

5. Which factor is the basis of Jewish identity? a. race b. religion c. nationality d. cultural identity

Answer: d Learning Objective: 14.1: Examine whether the Jewish people are considered a race, religion, or ethnic group.

Topic: The Jewish People: Race, Religion, or Ethnic Group?

Skill Level: Remember the Facts Difficulty: Moderate

6. Yolanda was born into a Christian family and very recently converted to Judaism after her marriage. Which condition is necessary for Yolanda to be eligible for Israeli citizenship?

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a. Her conversion must have been performed by an Orthodox rabbi. b. Her husband must give up Yiddishkeit. c. She must immigrate to Israel after her conversion. d. She must start wearing a yarmulke.

Answer: a Learning Objective: 14.1: Examine whether the Jewish people are considered a race, religion, or ethnic group.

Topic: The Jewish People: Race, Religion, or Ethnic Group?

Skill Level: Apply What You Know Difficulty: Difficult

7. The term Judaization refers to the trend in recent years of the ________. a. increasing importance of Jewish cultural traditions b. lessening importance of the Jewish religion c. heightening of Zionism d. decreasing assimilation of American Jews

Answer: b Learning Objective: 14.1: Examine whether the Jewish people are considered a race, religion, or ethnic group.

Topic: The Jewish People: Race, Religion, or Ethnic Group?

Skill Level: Understand the Concepts 558

Difficulty: Moderate

8. The Sephardic Jews were originally from ________. a. North Africa b. Switzerland and Austria c. Spain and Portugal d. Sweden and Norway

Answer: c Learning Objective: 14.2: Summarize the history of Jewish immigration to the United States.

Topic: Immigration of Jews to the United States Skill Level: Remember the Facts Difficulty: Easy

9. In 1654, the Jews of Sephardic origin, immigrating to the United States, were ________. a. explorers seeking adventure and heightened economic gain b. refugees expelled from their countries of residence c. preachers with intentions to introduce their religion to others around the world d. refugees escaping a Holocaust in Latvia

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Answer: b Learning Objective: 14.2 Summarize the history of Jewish immigration to the United States.

Topic: Immigration of Jews to the United States Skill Level: Remember the Facts Difficulty: Easy

10. The heaviest migration of Jews to the United States occurred around the end of the __________ century. a. sixteenth b. seventeenth c. nineteenth d. twentieth

Answer: c Learning Objective: 14.2: Summarize the history of Jewish immigration to the United States.

Topic: Immigration of Jews to the United States Skill Level: Remember the Facts Difficulty: Easy

11. Both Jews and Gentiles immigrated to the United States from Europe during the nineteenth century; however, __________.

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a. Jews were much more likely to stay in the United States, and few returned to Europe b. Gentiles were more likely to then immigrate again to colonies in South America c. Jews were more likely to settle in rural areas of the country, especially in the Midwest d. Gentiles were much more likely to stay in the United States, and few returned to Europe

Answer: a Learning Objective: 14.2: Summarize the history of Jewish immigration to the United States.

Topic: Immigration of Jews to the United States Skill Level: Remember the Facts Difficulty: Moderate

12. The most distinctive aspect of the Jewish population in the United States today is its concentration in __________ and in ____________ . a. rural areas; Wisconsin b. Nebraska; urban areas c. the Southwest; Montana d. urban areas; the Northeast

Answer: d Learning Objective: 14.2: Summarize the history of Jewish immigration to the United States.

Topic: Immigration of Jews to the United States 561

Skill Level: Remember the Facts Difficulty: Easy

13. Currently, the largest population concentration of Jewish people is in which state? a. Texas b. New York c. California d. Idaho

Answer: b Learning Objective: 14.2: Summarize the history of Jewish immigration to the United States.

Topic: Immigration of Jews to the United States Skill Level: Remember the Facts Difficulty: Easy

14. Before the beginning of the Christian faith to the present time, anti-Semitism has followed the struggle of ________. a. Jews b. Gentiles c. East Asians d. Muslims

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Answer: a Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Easy

15. The fringe-of-values theory has been used to explain the stereotypes created throughout history toward Jews and ________. a. governance b. money c. religion d. education

Answer: b Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Understand the Concepts Difficulty: Moderate

16. The stereotype about Jews being obsessed with money can be explained by the ________.

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a. countersignalling theory b. social comparison theory c. fringe-of-values theory d. world systems theory

Answer: c Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Understand the Concepts Difficulty: Moderate

17. The ________ argues that prejudiced people believe they are society‘s victims. a. world systems theory b. fringe-of-values theory c. scapegoating theory d. riff-raff theory

Answer: c Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts 564

Difficulty: Easy

18. Which outcome is suggested by the scapegoating theory of prejudice? a. A person divides the global economic system between nations that control wealth and those that provide natural resources and labor. b. A parent pushes their children to higher levels of achievement than their own. c. A person transfers the responsibility for failure to some vulnerable group. d. A person uses race-neutral principles to defend the racially unequal status quo.

Answer: c Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Understand the Concepts Difficulty: Moderate

19. Which instance of in-group virtues becoming out-group vices was experienced by Jews in the United States? a. For Christians to observe Sabbath on Sunday is being orthodox; for Jews to observe Sabbath on Saturday is being reformist. b. For Gentiles to take interest in the repayment of loans is justifiable; for Jews to do the same is a punishable crime. c. For Christian men to marry Jewish women is acceptable; for Christian women to marry Jewish men is intolerable.

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d. For Gentiles to prefer Gentiles as friends is understandable; for Jews to choose other Jews as friends suggests clannishness.

Answer: d Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Apply What You Know Difficulty: Difficult

20. Which term refers to the night of November 9, 1938, when 90 Jews in Berlin were murdered, hundreds of homes and synagogues were set on fire or ransacked, and thousands of Jewish store windows were broken? a. Yiddishkeit b. Diaspora c. Appelplatz d. Kristallnacht

Answer: d Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Easy

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21. Following Kristallnacht, Jews ________. a. of Poland, Germany, and Austria alone were invited to immigrate to the United States by the government b. desiring to immigrate were turned back by government officials in the United States and elsewhere c. escaping aboard the liner St. Louis were massacred when they entered the port of Cuba d. organized systematic persecution and annihilation of European Gentiles

Answer: b Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Easy

22. Holocaust revisionists are people who ________. a. survived the Holocaust b. deny the legitimacy of the state of Israel c. claim that the Holocaust did not happen d. lobby worldwide to raise awareness of the Holocaust

Answer: c 567

Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Easy

23. Compared to the others, which person statistically is most likely to minimize the number of Jews killed during the Holocaust? a. a Holocaust survivor b. a Holocaust revisionist c. a Zionist d. a Holocaust critic

Answer: b Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Understand the Concepts Difficulty: Moderate

24. A historian publishes a book claiming that the Nazis did not authorize the annihilation of European Jews, and that reports of the number of Jews murdered during the Nazi regime are grossly exaggerated. This historian is a ________. a. Holocaust revisionist 568

b. Zionist c. philosemite d. Holocaust critic

Answer: a Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Apply What You Know Difficulty: Difficult

25. Which title is the name of the forged document that claimed that Jews throughout the world planned to conquer all governments through the means of Communism? a. The Passion of the Christ b. Proclamation of Unlimited National Emergency c. Protocols of the Learned Elders of Zion d. Grimorium Verum

Answer: c Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Easy 569

26. Which prominent American business magnate was responsible for the publication of Protocols of the Learned Elders of Zion? a. J. P. Morgan b. Walt Disney c. Charles Lindbergh d. Henry Ford

Answer: d Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Easy

27. Jewish Americans expressed concern that because _____________, they would ignore the struggle of other Jews in the Middle East. a. Jews were freer in the United States than they have been in perhaps any other country b. major wars in the Middle East reminded the world of Israel‘s vulnerability c. Palestinian uprisings built a strong pro-Israeli front among Western powers d. Jewish Americans were immigrating to Israel in record numbers

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Answer: a Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Understand the Concepts Difficulty: Moderate

28. Which term initially referred to the old Jewish religious yearning to return to the biblical homeland? a. Diaspora b. Judaization c. Intifada d. Zionism

Answer: d Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Easy

29. Which summary best expresses Zionism? a. the championing of racist and anti-Semitic ideologies 571

b. the substitution of religious rituals for cultural traditions as the tie that binds Jews c. the twentieth-century movement to create a Jewish state in Palestine d. the Jewish attitude toward death and the afterlife

Answer: c Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Understand the Concepts Difficulty: Moderate

30. The exile of Jews from Palestine several centuries before Christianity is called the ________. a. Diaspora b. Judaization c. sovereignty movement d. Zionism resolution

Answer: a Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Easy 572

31. Which description accurately represents the Diaspora? a. the exile of Jews from Palestine b. the immigration of Jews to Israel c. the status of being between two cultures at the same time d. the increasing rates of intermarriage in the Jewish American community

Answer: a Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Easy

32. Organizations such as Birthright Israel and others have the goal of __________ . a. obtaining reparations for the third- and fourth-generation offspring of Holocaust victims b. repatriating Argentinian Jewish immigrants to their native homelands c. creating a national database of anti-Semitic Zionist groups d. fostering deeper cultural ties between young Jewish Americans and Israel

Answer: d 573

Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Moderate

33. An old Yiddish saying, ―Schwer zu sein a Yid,‖ means __________, which summarizes the opinion of many observers. a. ―Him a natty dread, mon‖ b. ―Next year in Israel‖ c. ―It is tough to be a Jew‖ d. ―Death before dishonor‖

Answer: c Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Remember the Facts Difficulty: Difficult

34. Survey data indicate that Jews in the United States are primarily __________ in their political leanings. a. Socialist 574

b. Democratic c. Republican d. conservative

Answer: b Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Moderate

35. Sociologists have documented a trend of __________ concerning Jews in the business world, starting more than 20 years ago. a. slower advancement b. increased discrimination c. decreased salaries d. declining discrimination

Answer: d Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Moderate 575

36. Jews place great emphasis on education, as illustrated by which observation? a. Nearly 60 percent of Jews, more than twice the national average, are college graduates. b. All Jewish-affiliated universities in the United States offer free tuition for six years of study. c. Most Jewish children are enrolled in pre-preschool, starting at the age of 2. d. Seventy-five percent of Jewish men and 69 percent of Jewish women have MBA, JD, MD, or PhD degrees.

Answer: a Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Moderate

37. Compared to Protestant denominations and congregations, in the United States today, all Jewish congregations emphasize ___________ to a greater extent. a. tithing to the synagogue b. the importance of charitable donations c. religious instruction d. weekly volunteerism

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Answer: c Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Moderate

38. Which statement is true of education among Jews? a. Graduate schools founded by Jews are nonsectarian. b. Few Jews receive formal Jewish education. c. Jews believe it is not appropriate to introduce Judaic studies at elementary schools. d. The Judaic religion is against education or formal schooling.

Answer: a Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Moderate

39. Members of the Jewish community expressing concern about Jewish education are disappointed with its highly secularized nature because ________. a. the Jewish sociocultural experience has been avoided altogether 577

b. Jewish religious teaching has been overemphasized c. secular schooling is not contributing enough to Judaization d. the members themselves are not highly educated

Answer: a Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Moderate

40. In the context of Jews and Judaism, a recent controversy on college campuses has emerged over __________ . a. direct and indirect support of Israel b. the lack of courses available in Religious Studies departments c. the nonsectarian nature of graduate schools founded by Jews d. Jewish-affiliated universities offering free tuition for six years of study

Answer: a Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Moderate 578

41. If Moshe‘s political affiliation aligns with that of the majority of the Jewish voters, he will most likely support the ________ Party candidate in the upcoming presidential election. a. Republican b. Democratic c. Green d. Peace and Freedom

Answer: b Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Apply What You Know Difficulty: Difficult

42. _________ Jews represent a notable departure from the political leanings of most Jewish people in the United States. a. Sephardic b. Orthodox c. Reform d. Reconstructionist

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Answer: b Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Difficult

43. Jews as a group are among the most consistently ________ groups in the United States. a. liberal and Democratic b. regionally isolated c. politically apathetic d. conservative

Answer: a Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Moderate

44. Which statement is true of Jewish religious life? a. Jews who have not participated in Jewish religious life are not considered Jews.

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b. The presence of a religious tradition is an important tie among Jews. c. All American Jews are affiliated with a synagogue or temple. d. Jewish identity and participation in the Jewish religion are one and the same.

Answer: b Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Understand the Concepts Difficulty: Moderate

45. About __________ of American Jews are affiliated with a synagogue or temple. a. one-quarter b. one-third c. half d. three-quarters

Answer: c Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Remember the Facts Difficulty: Moderate

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46. In Israel, __________ of Jews are religiously observant. a. 12 percent b. 30 percent c. 52 percent d. 73 percent

Answer: b Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Remember the Facts Difficulty: Moderate

47. By the best available estimates, which group has the highest affiliation among Jewish Americans? a. Protestant b. Conservative c. Orthodox d. Reform

Answer: d Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life 582

Skill Level: Remember the Facts Difficulty: Difficult

48. The differences among Orthodox, Conservative, and Reform Judaism are based on which consideration? a. their adherents‘ varying acceptance of traditional rituals b. the regularity with which adherents attend formal services at a temple or synagogue c. ancient geographic regions of origin across the three groups d. income levels, coupled with degree of overall wealth

Answer: a Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Understand the Concepts Difficulty: Difficult

49. The ultraorthodox adherents to Orthodox Judaism are called __________ . a. New Traditionalists b. Shadcan c. Hasidim d. Yiddishkeit

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Answer: c Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Remember the Facts Difficulty: Moderate

50. In the United States, which consideration, compared to the others, has led to more conservative patterns of religion? a. small Orthodox families b. immigration of Reconstructionist Jews to the United States c. repulsion toward the moderation of Reform Jews d. conversion to orthodoxy by other Jews

Answer: d Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Remember the Facts Difficulty: Easy

51. Which statement is true of the Judaic faith? a. The three major sects of Judaism embrace a philosophy based on the Torah. b. The Judaic faith is divided into seven similar factions with distinct roots.

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c. The exact number of followers of the three major groups is recorded in the Talmud. d. The Orthodox faith and the Conservative faith are at either end of the Judaic continuum.

Answer: a Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Understand the Concepts Difficulty: Moderate

52. Which books of the Old Testament accurately represent the Torah? a. the books telling the history of the Israelites b. the first five books c. the poetic and "Wisdom" books d. the books of the biblical prophets

Answer: b Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Remember the Facts Difficulty: Difficult

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53. Shlomo‘s religious restrictions forbid him from wearing clothes that mix linen and wool. He must constantly wear a yarmulke, day and night. He is most likely a ________. a. Protestant b. Gentile c. Reform Jew d. Hasidic Jew

Answer: d Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Apply What You Know Difficulty: Difficult

54. Freydel identifies as a Hasidic Jew, which means she must ___________ . a. wear garments that mix linen, wool, and polyester b. adhere to kashrut c. wear a yarmulke, even while sleeping d. undertake a lifetime of study of the Torah

Answer: b Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Apply What You Know 586

Difficulty: Difficult

55. The detailed set of religious restrictions governing food preparation that Jews are expected to follow is called ________. a. yarmulke b. kashrut c. mitzvah d. shadchan

Answer: b Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Remember the Facts Difficulty: Easy

56. If Jeannie is a Reform Jew, she ________. a. cannot sit with men together in Reform congregations b. can participate in the reading of the Torah c. can remarry without seeking a divorce d. cannot observe the Sabbath

Answer: b 587

Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Apply What You Know Difficulty: Difficult

57. Which observation is true of Reform Judaism? a. Circumcision for males is mandatory. b. Women cannot be ordained as rabbis. c. Divorce granted by rabbinical court alone is acceptable for remarriage. d. Children born of Jewish men and non-Jewish women are recognized as Jews.

Answer: d Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Understand the Concepts Difficulty: Moderate

58. Compared to the others, ________ Jews are the least likely to object to Jewish– Gentile marriages. a. Conservative b. Orthodox c. Reform 588

d. Hasidic

Answer: c Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Understand the Concepts Difficulty: Moderate

59. Jewish denominations are associated with class, nationality, and other social differences. Which group members are the wealthiest and have the best formal education? a. Conservative Jews b. Reform Jews c. Orthodox Jews d. Reconstructionists

Answer: b Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Remember the Facts Difficulty: Easy

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60. Reconstructionism is an offshoot of ________ Judaism. a. Orthodox b. Conservative c. Reform d. Hasidic

Answer: b Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Remember the Facts Difficulty: Easy

61. Using the term b’mitzvah instead of bar or bat mitzvah, to make the term more inclusive and avoid gender specifications, would be a feature likely to be found in which Jewish congregation? a. Orthodox b. Conservative c. Reform d. Hasidic

Answer: c Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life 590

Skill Level: Remember the Facts Difficulty: Easy

62. The term Yiddishkeit refers to ________. a. a Reform Jew who marries a Hasidic Jew b. support for Israel and its occupied territories c. a person‘s sense of ―Jewishness‖ d. a Jew who has assimilated the social characteristics of Gentiles

Answer: c Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity Skill Level: Understand the Concepts Difficulty: Moderate

63. Jewish law covering obligations and duties is termed ________. a. Yiddishkeit b. halakha c. shadchan d. kashrut

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Answer: b Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity Skill Level: Remember the Facts Difficulty: Easy

64. The term shadchan is another name for ________. a. an Israeli citizen b. a non-Jew c. a marriage broker d. a former rabbi

Answer: c Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity Skill Level: Remember the Facts Difficulty: Easy

65. As identified by the American Jewish Committee, which factor is a problem endangering the identity of the Jewish family? a. Childlessness has become socially unacceptable. b. More Jews marry earlier, compared to members of other groups.

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c. There is no presumption of the permanence of marriage. d. Matchmaking groups are not supportive of the single way of life.

Answer: c Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity Skill Level: Understand the Concepts Difficulty: Moderate

66. Which statement is true of current American Jewish family lives? a. The intensity of family interaction has increased. b. Yiddishkeit has become central to the lives of Jews. c. There is more socializing across generation lines. d. Financial success has taken precedence over child raising.

Answer: d Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity Skill Level: Understand the Concepts Difficulty: Moderate

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67. Toltse and her family are contemporary American Jews who celebrate both Hanukkah and Christmas with the same enthusiasm. They exemplify Jewish individuals accommodating themselves to two cultures, and are representative of ________. a. marginality b. functionality c. absolute assimilation d. mixed status

Answer: a Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity Skill Level: Apply What You Know Difficulty: Difficult

68. Which statement is true of the Jewish language(s)? a. The use of Hebrew texts in Jewish day schools has decreased. b. A measure of Jewishness is the ability to speak Yiddish. c. Jews across the world are united by the single spoken language of Yiddish. d. Fluency in Yiddish has been associated with the immigrant generation and Orthodox Jews.

Answer: d Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity 594

Skill Level: Understand the Concepts Difficulty: Moderate

69. The concept of peoplehood is used to describe ________. a. the commandments of Jewish behavior b. a shared feeling of Jews as a group c. the status of living in two distinct cultures simultaneously d. an offshoot of the Conservative movement

Answer: b Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity Skill Level: Understand the Concepts Difficulty: Moderate

70. Within the model of intergroup relations, Zionism represents a ___________ outcome. a. pluralistic b. fusion c. secessionist d. assimilationist

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Answer: c Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity Skill Level: Understand the Concepts Difficulty: Difficult

Essay Questions

71. Should Jewish people be defined as a race, religion, or ethnic group? Discuss some considerations involved in this determination.

Answer: Let‘s start with a bit of certainty: Jews are a subordinate group. They meet the criteria for this designation by sociologists and others, so this is a point of convergence.

Beyond that, however, there are few clear answers.

The issue of what makes a Jew is not only a scholarly question; in Israel, it figures in policy matters. The Israel Law of Return defines who is a Jew and extends Israeli citizenship to all Jews. Jews are defined as any person who has at least one Jewish grandparent or whose spouse has at least one Jewish grandparent. Currently, Israeli law also recognizes all converts to the faith, but pressure has grown recently to limit citizenship to those whose conversions were performed by Orthodox rabbis.

To define Jews by religion seems the obvious answer, because there are Judaic religious beliefs and rituals. But these beliefs and practices do not distinguish all Jews from non-Jews. To be a Jewish American does not mean that one is affiliated with one of the three Jewish religious groups: Orthodox, Reform, and Conservative. A large segment of adult Jewish Americans does not participate in religious services or even belong, however tenuously, to a temple or synagogue.

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A reasonable conclusion is that Jewish identity is ethnic. Jews share cultural traits and not physical features or uniform religious beliefs. However, even this level of this cultural identity differs for the individual Jew, and the degree of assimilation varies among Jewish people.

Given these many considerations, the question of what constitutes Jewish identity is not easily resolved. The most appropriate explanation of Jewish identity may be the simplest: a Jew in contemporary America is a person who thinks of themself as a Jew.

Learning Objective: 14.1: Examine whether the Jewish people are considered a race, religion, or ethnic group.

Topic: The Jewish People: Race, Religion, or Ethnic Group?

Skill Level: Analyze It Difficulty: Difficult

72. Compare the largest migration of Jews to the United States with the great European migration. How was the influx of Jews affected by the immigration acts of the 1920s and Nazism in Europe?

Answer: The heaviest migration of Jews to the United States occurred around the end of the nineteenth century and was simultaneous with the great European migration. The fact that these groups arrived in the United States at the same time does not mean that the movements of Gentiles and Jews were identical in all respects. One significant difference was that Jews were much more likely to stay in the United States; few returned to Europe. One analysis suggests that about one-third of the Jewish immigrants changed their names upon arrival. Between 1908 and 1937, one-third of all European immigrants returned to Europe, but only 5 percent of Jewish immigrants did.

The legal status of Jews in Europe at the turn of the century had improved since 597

medieval times, but their rights were still revoked from time to time.

The immigration acts of the 1920s sharply reduced the influx of Jews, as they did for other European groups. Beginning in about 1933, the Jews arriving in the United States were not merely immigrants; they were also refugees. The tyranny of Germany‘s Third Reich began to take its toll well before World War II. German and Austrian Jews fled Europe as the impending doom became more evident. Many of the refugees from Nazism in Poland, Hungary, and Ukraine tended to be more religiously orthodox, and they adapted slowly to the ways of the earlier Jewish immigrants, if they adapted at all.

The concentration camps, Hitler‘s speeches, Hitler‘s decline and fall, the atrocities, the war trials, and the capture of Nazi leaders undoubtedly made all American Jews— natives and refugees, the secular and the orthodox—acutely aware of their Jewishness and the price one may pay for one‘s ethnicity.

Learning Objective: 14.2: Summarize the history of Jewish immigration to the United States.

Topic: Immigration of Jews to the United States Skill Level: Analyze It Difficulty: Difficult

73. Examine two theories that provide explanations for the negative stereotypes associated with Jews.

Answer: Social psychologist Gordon Allport, among others, advanced the fringe-ofvalues theory. Throughout history, Jews have occupied positions economically different from those of Gentiles, often because laws forbade them to farm or practice trades. For centuries, the Christian church prohibited the taking of interest in the repayment of loans, calling it the sin of usury. Consequently, in the minds of Europeans, the sinful 598

practice of money lending was equated with Jews. In reality, most Jews were not moneylenders, and most of those who were did not charge interest. In fact, many usurers were Christians, but because they worked in secret, only the reputation of the Jews was damaged. To make matters worse, the nobles of some European countries used Jews to collect taxes, which only increased the ill feeling against them. To the Gentile, such business practices by the Jews constituted behavior on the fringes of proper conduct. Therefore, this theory about the perpetuation of anti-Semitism is called the fringe-of-values theory.

Another relevant approach is scapegoating theory, which says that prejudiced people believe they are society‘s victims. The theory of scapegoating suggests that, rather than accepting guilt for some failure, a person transfers the responsibility for failure to some vulnerable group. In the major tragic twentieth-century example, Adolf Hitler used the Jews as the scapegoat for all German social and economic ills in the 1930s. This premise led to the passage of laws restricting Jewish life in pre–World War II Germany and eventually escalated into the mass extermination of Europe‘s Jews. Scapegoating of Jews persists even today. A national survey in 2009 showed that 1 in 4 people in the United States collectively blame Jewish people for the financial crisis that rocked the world starting in 2008.

Learning Objective: 14.3: Describe the extent of anti-Semitism historically and in the present.

Topic: Anti-Semitism: Past and Present Skill Level: Analyze It Difficulty: Difficult

74. Describe the political beliefs and activity of Jewish Americans, and provide an example of a major Jewish candidate seeking high office.

Answer: American Jews play a prominent role in politics as both voters and elected officials. Jews as a group are among the most consistently liberal and Democratic groups in the United States. Seven in ten Jewish adults identify with or lean toward the 599

Democratic Party. The one exception to this pattern of political liberalism is Orthodox Jews. Three-quarters of Orthodox Jews identify with or lean toward the Republican Party, more than three times the share who identify with or lean toward the Democrats.

Jews have long been successful in being elected to office. However, it was not until 1988 that an Orthodox Jew from Connecticut was elected to the US Senate. Joseph Lieberman refrained from campaigning on the Sabbath (Shabbat) each week; his religious views were not made an issue by his political opponents. He went on to be named Al Gore‘s vice-presidential running mate. Even during the campaign, he honored the Sabbath and did not actively campaign on the Sabbath day, even avoiding dialing a telephone to call potential supporters. Many view the positive response to his campaign as a sign of openness to devout Jews as political candidates.

Learning Objective: 14.4: Explain Jewish Americans‘ economic, educational, and political situation.

Topic: Contemporary Position Skill Level: Understand the Concepts Difficulty: Moderate

75. Discuss the traditional practices of Orthodox Judaism, and explain why an Orthodox Jewish life can be demanding.

Answer: Orthodox Jewish life is demanding, especially in a basically Christian society such as the United States. Rituals that require an Orthodox Jew to constantly reaffirm their religious conviction define almost all conduct. Most Americans are familiar with kashrut, the laws pertaining to permissible and forbidden foods. When strictly adhered to, kashrut governs not only what foods may be eaten (kosher) but also how the food is prepared, served, and eaten. Besides day-to-day practices, Orthodox Jews have weekly 600

and annual observances. The attitudes of Orthodox Jews on social issues tend to be conservative. Women may not be rabbis among the Orthodox, although beginning in 2006, women were named to head a congregation in one faction of the faith, but only men in the congregation could read publicly from the Torah.

Even Orthodox Jews differ in their level of adherence to traditional practices. Among the ultraorthodox are the Hasidic Jews, or Hasidim. Hasidic Jews wear no garments that mix linen and wool. Men wear a yarmulke, or skullcap, constantly, even while sleeping.

Attending a secular college is frowned upon. Instead, the men undertake a lifetime of study of the Torah and the accompanying rabbinical literature of the Talmud. Women‘s education consists of instruction on how to run the home in keeping with Orthodox tradition. Hasidic Jews, who themselves are organized in separate communities, have courts with jurisdiction recognized by the faithful in many matters, especially as they relate to family life.

Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Analyze It Difficulty: Difficult

76. Explain how Reform Judaism has altered Orthodox rituals.

Answer: Reform Jews, although deeply committed to the religious faith, have altered many of its rituals. Women and men sit together in Reform congregations, and all participate in the reading of the Torah at services. Women have been ordained as Reform rabbis since 1972. A few Reform congregations have even experimented with observing the Sabbath on Sunday and freely allow their members to drive to attend services (thus violating an Orthodox prohibition against operating machinery on the Sabbath). Circumcision for men is not mandatory. Civil divorce decrees are sufficient and recognized so that a divorce granted by a three-man rabbinical court is not required 601

before remarriage. Reform Jews recognize the children born to Jewish men and nonJewish women as Jews with no need to convert. All these practices are unacceptable to Orthodox Jews.

Some Reform leaders are rethinking the requirements prerequisite to bar or bat mitzvahs. One proposal is considering dispensing with the youth reading from the Torah in Hebrew—once regarded as a central point of the ceremony. Some progressive Reform congregations address members with more fluid sexual identities, using the term b’mitzvah instead of bar or bat mitzvah to make the term more inclusive and avoid gender specifications.

Learning Objective: 14.5: Describe the role of religion among Jewish Americans.

Topic: Religious Life Skill Level: Analyze It Difficulty: Difficult

77. Specify the factors that give rise to the conclusion that the Jewish family today no longer is the main transmission agent of Jewish values, identity, and continuity.

Answer: The American Jewish Committee released a report identifying 10 problems that are endangering ―the family as the main transmission agent of Jewish values, identity, and continuity.‖ The following issues are relevant to Jews today:

1. More Jews marry later than members of other groups.

2. Most organizations of single Jews no longer operate solely for the purpose of matchmaking. These groups are now supportive of singles and the single way of life.

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3. The divorce rate is rising; there is no presumption of the permanence of marriage and no stigma attached to its failure.

4. The birthrate is falling, and childlessness has become socially acceptable.

5. Financial success has taken precedence over child raising in importance and for many has become the major goal of the family.

6. The intensity of family interaction has decreased, although it continues to be higher than in most other religious and ethnic groups.

7. There is less socializing across generation lines, partly as a result of geographic mobility.

8. Family members‘ sense of responsibility to other family members has declined.

9. The role of Jewishness is no longer central to the lives of Jews.

10. Intermarriage has lessened the involvement of the Jewish partner in Jewish life and the emphasis on Jewish aspects of family life.

Learning Objective: 14.6: Explain Jewish Identity.

Topic: Jewish Identity Skill Level: Understand the Concepts Difficulty: Difficult

Chapter 15 – Women: The Oppressed Majority

Multiple Choice Questions

1. The ideology that one sex is superior to the other is called __________ .

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a. masculinization b. sexism c. gender oppression d. feminism

Answer: b Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Remember the Facts Difficulty: Easy

2. The concept of gender roles refers to ___________ . a. society‘s expectations of the ―proper‖ behavior, attitudes, and activities of men and women b. the ideology establishing equal rights for women and women c. the barrier that blocks the promotion of a qualified worker because of gender d. the double burden that is faced by many women and that very few men share equitably

Answer: a Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Remember the Facts 604

Difficulty: Easy

3. Which situation aligns with the gender roles of a traditional society? a. a man teaching his children to fold the laundry b. a woman coaching the community children to play soccer c. a woman teaching her young neighbor how to knit d. a man sharing his recipe for a cake with a friend

Answer: c Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Analyze It Difficulty: Difficult

4. Which statement is true of gender roles? a. The gender roles first encountered in early childhood often are a factor in defining a child‘s popularity. b. Socialization does not impact the development of females and males in the United States. c. Gender roles develop innately in males and females, and they cannot be taught to assume different roles. d. Animals have instinctual gender differences similar to masculinity and femininity in humans.

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Answer: a Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Understand the Concepts Difficulty: Moderate

5. Taffi is a 12-year-old girl who moved to a new school. In a society based on traditional gender roles, which attribute will help Taffi gain popularity? a. athletic ability b. academic success c. toughness d. coolness

Answer: b Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Apply What You Know Difficulty: Difficult

6. Elementary school boys typically achieve high status on the basis of their ________. a. athletic ability 606

b. academic achievements c. parents‘ economic background d. physical appearance

Answer: a Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Understand the Concepts Difficulty: Moderate

7. Which statement about gender roles is correct? a. They are influenced by hormones. b. They result from biological differences. c. They vary across different cultures. d. They have remained constant over time.

Answer: c Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Understand the Concepts Difficulty: Moderate

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8. The way in which people see themselves as male, female, or something else refers to a person‘s _________ . a. sexual identity b. gender role c. gender identity d. sexual orientation

Answer: c Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Understand the Concepts Difficulty: Moderate

9. Giuseppe‘s assigned sex at birth was male, but he has always considered himself to be a woman, with feelings, behaviors, and attitudes consistent with that view.

Giuseppe‘s self-perception represents his __________ . a. gender identity b. sexual orientation c. sexual identity d. gender role

Answer: a Learning Objective: 15.1: Understand gender roles.

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Topic: Gender Roles Skill Level: Apply What You Know Difficulty: Moderate

10. _________ refers to the self-awareness of being romantically or sexually attracted to a defined group of people. a. Gender roles b. Sexual identity c. Gender identity d. Sexual behavior

Answer: b Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Understand the Concepts Difficulty: Moderate

11. For sociologists, the term sexual identity refers to the same concept as __________ . a. sexual behavior b. gender identity c. gender roles 609

d. sexual orientation

Answer: d Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Understand the Concepts Difficulty: Moderate

12. Inez believes that if all women were to give up homemaking and childrearing and become breadwinners, while men take on these other roles, it would result in social chaos. With which sociological perspective do her beliefs most closely align? a. conflict perspective b. functionalist perspective c. feminist perspective d. interactionist perspective

Answer: b Learning Objective: 15.2: Contrast sociological perspectives on gender.

Topic: Sociological Perspectives Skill Level: Apply What You Know Difficulty: Difficult

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13. ________ maintain that sex differentiation has contributed to overall social stability. a. Functionalists b. Conflict theorists c. Interactionists d. Feminists

Answer: a Learning Objective: 15.2: Contrast sociological perspectives on gender.

Topic: Sociological Perspectives Skill Level: Understand the Concepts Difficulty: Moderate

14. Which statement is true of a functionalist view of gender roles in the society? a. It denies the presence of a differentiation by sex. b. It contends that the relationship between females and males has been one of unequal power. c. It argues in favor of adults specializing in particular roles within families. d. It debates whether more flexible gender roles will lead to social stability.

Answer: c Learning Objective: 15.2: Contrast sociological perspectives on gender.

Topic: Sociological Perspectives Skill Level: Understand the Concepts 611

Difficulty: Moderate

15. Functionalists believe that the arrangement of gender roles with which they were familiar had arisen because ________. a. the relationship between females and males has been one of unequal power b. marital partners needed a division of labor c. females bear children and are natural caregivers d. biological differences made the males superior to females

Answer: b Learning Objective: 15.2: Contrast sociological perspectives on gender.

Topic: Sociological Perspectives Skill Level: Understand the Concepts Difficulty: Moderate

16. Gerard stays at home and cares for his two children, which is a task that he enjoys and is good at. His wife, Juanita, is a junior partner at a law firm and works long hours.

Both Gerard and Juanita believe that the roles they have chosen allow them to put their respective capabilities to optimal use. Their beliefs align with the ________. a. world systems theory b. functionalist view c. conflict perspective d. principle of third-generation interest 612

Answer: c Learning Objective: 15.2: Contrast sociological perspectives on gender.

Topic: Sociological Perspectives Skill Level: Apply What You Know Difficulty: Difficult

17. A sociologist who argues that changing gender roles would lead to social disorder and instability would most likely adopt a(n)__________ perspective. a. abolitionist b. suffragist c. conflict theory d. functionalist

Answer: d Learning Objective: 15.2: Contrast sociological perspectives on gender.

Topic: Sociological Perspectives Skill Level: Understand the Concepts Difficulty: Moderate

18. Women‘s suffrage became the law with the ________ to the Constitution. a. Tenth Amendment 613

b. Second Amendment c. Twenty-sixth Amendment d. Nineteenth Amendment

Answer: d Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Remember the Facts Difficulty: Easy

19. During the late nineteenth century, suffragists worked to get women the right to ________. a. education b. vote c. military service d. paid parental leave

Answer: b Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Remember the Facts Difficulty: Easy

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20. The suffrage movement that led to the Nineteenth Amendment to the Constitution ________. a. received unanimous support from Congress b. was started and advocated by non-White unemployed men c. took a very long time to reach victory d. was sponsored by brewers and liquor distributors

Answer: c Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Moderate

21. The suffrage movement succeeded in gaining women the right to vote, a truly remarkable achievement given that ________. a. group solidarity was nonexistent among its advocates b. the number of its supporters was steadily decreasing c. women allegedly try to outwit men by feminine wiles d. it had to rely on legislators who were all men to ratify the proposal

Answer: d Learning Objective: 15.3: Summarize the history of the feminist movement.

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Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Moderate

22. Which consequence of the Nineteenth Amendment is accurate? a. The feminist movement faded during the first half of the twentieth century. b. Women started voting as a bloc. c. The success of the suffrage movement automatically led to other feminist reforms. d. Women have been elected to office in significant proportion to their numbers.

Answer: a Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Moderate

23. Which statement is true of male liberation? a. It supports the concept of the feminine mystique. b. Its goals are in opposition to those of the feminist movement. c. It seeks to free men from the constraints of the masculine value system. d. It involves conditioning men for higher achievement in the physical and occupational domains.

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Answer: c Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Moderate

24. Which position is a logical counterpart of female liberation? a. Men must be socialized to think that they should be invulnerable, fearless, decisive, and even emotionless. b. Women must achieve physically and occupationally at some risk to their own values and those of others. c. Women must be recognized by society as daughter, mother, and wife. d. Men must redefine their gender role as workers, husbands, and fathers.

Answer: d Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Moderate

25. The phenomenon of fathers who have daughters being more likely to look after women‘s interests in general is called by sociologists, quite sensibly, the _________ .

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a. Omega Concern b. child credit c. daughter effect d. future perspective

Answer: c Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Easy

26. The feminine mystique refers to ________. a. the sweetness and charm of women b. the ultimate goals of the feminist movement c. society seeing women only as mothers and wives d. women‘s desire to be perceived as mysterious

Answer: c Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Moderate 618

27. A magazine that publishes articles and prints advertisements that encourage and glorify the role of women as mothers, wives, and housekeepers is advancing the concept of ________. a. feminism b. the feminine mystique c. the second shift d. sexism

Answer: b Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Apply What You Know Difficulty: Moderate

28. ________ is an ideology whose goal is to establish equal rights for women. a. Familism b. Androgyny c. Sexism d. Feminism

Answer: d 619

Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Remember the Facts Difficulty: Easy

29. According to contemporary feminists in the United States, the early feminist movements were focused on ________. a. White middle-class people b. intersectionality c. nonindustrial countries d. eradicating extreme poverty

Answer: a Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Moderate

30. _________ refers to the overlapping and interdependent system of advantage and disadvantage that positions people in society on the basis of race, class, gender, and other characteristics. a. The feminine mystique b. Feminism 620

c. Intersectionality d. Male liberation

Answer: c Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Easy

31. Compared to the others, women‘s labor force participation tends to be the lowest in _______. a. Canada b. Italy c. Japan d. the United States

Answer: b Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

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32. When the Bureau of Labor Statistics looked at the earnings of hundreds of occupations, they documented that __________ . a. there was a substantial gap in median earnings between full-time women in the workforce and full-time working men only in entry-level occupations b. there were no differences in median earnings between full-time women and full-time men in the workforce, but only for occupations paying $51,000 a year or more c. there were no differences in median earnings between full-time men and full-time women in the workforce, but only for occupations paying $33,000 a year or less d. there was a substantial gap in median earnings between full-time men in the workforce and full-time working women in the same occupation, across hundreds of types of jobs

Answer: d Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Difficult

33. Which observation is true of the economic picture of contemporary American women? a. They earn more than men in high-status occupations. b. They work in the same fields as men and earn less. c. They earn the same as men in part-time gender-typed jobs for women. d. They tend to go into lower-paying specialties.

Answer: b 622

Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

34. Which summary accurately describes occupational segregation by gender? a. It is the occupational physical separation of men and women often imposed by religious traditions. b. It is the tendency for women and men to be employed in occupations that are the result of residential patterns. c. It is the tendency to assign children to separate schools specifically on the basis of gender. d. It is the tendency for men and women to be employed in different lines of work from each other.

Answer: d Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Remember the Facts Difficulty: Easy

35. Which statement is true of occupational segregation by gender in the United States? a. It no longer exists.

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b. The female–male wage gap has widened since the 1970s. c. Fewer women are being placed in management positions. d. Women in nontraditional positions receive lower wages.

Answer: d Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

36. Which job is considered a nontraditional occupation for women in the United States? a. bookkeeping b. nursing c. teaching elementary school d. engineering

Answer: d Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

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37. Which factor is the primary source of institutional discrimination experienced by women? a. mental ability b. physical agility c. cultural conditioning d. market requirements

Answer: c Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

38. Which legislation was an effort to eliminate institutional discrimination and address cases of sex discrimination? a. the Employment Act of 1946 b. the Fair Labor Standards Act of 1938 c. the Civil Rights Act of 1964 d. the Full Employment and Balanced Growth Act of 1978

Answer: c Learning Objective: 15.4: Discuss women‘s economic situation.

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Topic: The Economic Picture Skill Level: Remember the Facts Difficulty: Easy

39. ________ refers to the same wages for different types of work that are judged to be comparable by such measures as employee knowledge, skills, effort, responsibility, and working conditions. a. Occupational integration b. Pay equity c. Occupational assimilation d. Equal opportunity

Answer: b Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Remember the Facts Difficulty: Easy

40. Pay equity is also known as ________ . a. occupational integration b. mommy tracking c. occupational assimilation 626

d. comparable worth

Answer: d Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Remember the Facts Difficulty: Easy

41. Marisol and Ivan both work as receptionists at a large hospital and receive the same salary for their work. This is an example of ________. a. gender roles b. pay equity c. redlining d. resegregation

Answer: b Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Apply What You Know Difficulty: Difficult

42. Ida Claire works in the advertising department of her company. Even though her ad 627

campaigns are the most successful in the firm, she has never been offered a managerial position. A number of younger, lesser talented men have, however, been promoted to managerial positions over her 30-year tenure. This is an example of ________. a. reverse discrimination b. the glass ceiling c. the mommy track d. sexual harassment

Answer: b Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Apply What You Know Difficulty: Moderate

43. An unofficial career path that firms use for women who want to divide their attention between work and family is known as ________. a. a mommy track b. a familial profile c. a homemaker‘s path d. the glass escalator

Answer: a Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture 628

Skill Level: Remember the Facts Difficulty: Easy

44. Connie is a 34-year-old successful corporate lawyer and is due for promotion, but her firm keeps passing her over because she is planning to start a family soon. This treatment of Connie by the firm is an example of ________. a. sexual harassment b. occupational segregation c. a mommy track d. ageism

Answer: c Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Apply What You Know Difficulty: Difficult

45. Any unwanted and unwelcome sexual advances that interfere with a person‘s ability to perform and enjoy the benefits of a job constitutes ________. a. sexism b. sexual harassment c. women‘s suffrage d. a self-fulfilling prophecy 629

Answer: b Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

46. The 1986 Supreme Court ruling in ___________ declared that sexual harassment by a supervisor violates the federal law against sex discrimination in the workplace as outlined in the 1964 Civil Rights Act. a. Meritor Savings Bank v. Vinson b. Dobbs v. Jackson Women’s Health Organization c. Vance v. Ball State University d. Roe v. Wade

Answer: a Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

47. Feminization of poverty refers to the trend in the United States since World War II in which ________.

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a. median earnings of full-time female workers is more than male workers b. women account for an increasing proportion of people living in poverty c. a growing proportion of women in better-paying nontraditional professions are leaving behind poverty d. the narrowing of the female–male wage gap is due to men‘s wages leveling off

Answer: b Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

48. According to conflict theorists, which factor is a cause for the higher rates of poverty among women? a. lack of market-relevant job skills b. low educational attainment c. sex discrimination d. residence in economically deteriorating areas

Answer: c Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts 631

Difficulty: Moderate

49. The burden of supporting a family is especially difficult for single mothers because of ________. a. lack of market-relevant jobs b. low educational attainment c. residence in economically deteriorating areas d. inadequate child support

Answer: d Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

50. Which trend has been observed among teachers in contemporary American schools? a. Teachers are impartial, and treat boys and girls the same. b. Male teachers are more likely to pay attention to girl students. c. Teachers offer boys more academic assistance. d. Female teachers are more likely to pay attention to girl students.

Answer: c 632

Learning Objective: 15.5: Describe the experience of women in education.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

51. Congressional amendments to various acts designed to eliminate sexist practices from almost all school systems are collectively called __________. a. the Women First Act b. Title IX c. Protection of Pupil Rights Amendment d. Equal Education Opportunity Act

Answer: b Learning Objective: 15.5: Describe the experience of women in education.

Topic: Education Skill Level: Remember the Facts Difficulty: Easy

52. Which outcome aligns with the Title IX provisions imposed on schools? a. Schools must segregate classes and extracurricular activities based on gender. b. Schools must inquire whether an applicant is married, pregnant, or a parent at the time of admissions.

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c. Schools must end sexist hiring and promotion practices among faculty members. d. Schools must ensure women have equal opportunities and all-men‘s athletic teams should be banned.

Answer: c Learning Objective: 15.5: Describe the experience of women in education.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

53. Yulya believes that mothers are much more involved than fathers in the invisible mental labor associated with taking care of a baby. Which statement will most likely strengthen her argument? a. Fathers do a better job than mothers as homemakers and caregivers for children. b. Mothers feel guilty later if they become so consumed with the demands of their jobs that they fail to think about their babies. c. A majority of mothers and fathers feel that the ideal situation for young children is to have a mother who works full-time. d. A majority of working mothers report that it is not very difficult to balance the responsibilities of their job and their family.

Answer: b Learning Objective: 15.6: Explain gender as it relates to the family.

Topic: Family Life Skill Level: Analyze It 634

Difficulty: Difficult

54. The term second shift refers to ________. a. working the graveyard shift at a 24-hour service facility b. the lowest-paying job of people working two or more jobs c. work outside the home, followed by childcare and housework d. childcare centers that offer after-school care facilities to single working parents

Answer: c Learning Objective: 15.6: Explain gender as it relates to the family.

Topic: Family Life Skill Level: Understand the Concepts Difficulty: Moderate

55. The lower salaries women receive over their lifetime because they have children is called ________. a. occupational distancing b. pay inequity c. second shift d. mommy tax

Answer: d 635

Learning Objective: 15.6: Explain gender as it relates to the family.

Topic: Family Life Skill Level: Understand the Concepts Difficulty: Moderate

56. Ilona divides her time between her career and her family. She has the same qualifications and total work experience as her male peers but has had a two-year gap in her work experience. If she is receiving a salary less than that of her peers, she is most likely being subject to ________. a. sexual harassment b. the mommy tax c. the glass escalator d. reverse discrimination

Answer: b Learning Objective: 15.6: Explain gender as it relates to the family.

Topic: Family Life Skill Level: Apply What You Know Difficulty: Difficult

57. According to the US Supreme Court, which amendment to the Constitution encompasses a woman‘s decision of whether or not to terminate a pregnancy? a. the Fourteenth Amendment 636

b. the Twentieth Amendment c. the Second Amendment d. the Nineteenth Amendment

Answer: a Learning Objective: 15.6: Explain gender as it relates to the family.

Topic: Family Life Skill Level: Remember the Facts Difficulty: Easy

58. Which argument aligns with the ideologies of people who call themselves ―pro-life‖? a. Human life only begins when the fetus can stay alive outside the womb. b. Abortion in the third trimester is moral, legal, and socially acceptable. c. Whether or not to terminate a pregnancy is entirely a woman‘s decision. d. The fetus is a human, not merely a potential life.

Answer: d Learning Objective: 15.6: Explain gender as it relates to the family.

Topic: Family Life Skill Level: Analyze It Difficulty: Difficult

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59. In its 6–3 ruling on ___________, the current US Supreme Court decision ended the constitutional protection to terminating a pregnancy and left it to the states to create their own protocols. a. Hammer v. Dagenhart b. Dobbs v. Jackson Women’s Health Organization c. Lochner v. New York d. Roe v. Wade

Answer: b Learning Objective: 15.6: Explain gender as it relates to the family.

Topic: Family Life Skill Level: Remember the Facts Difficulty: Difficult

60. In the United States, which observation is true of the political activity of women? a. Women constitute a very small percentage of the voting population. b. Women hold a majority of high government positions. c. Women tend to vote less Republican than men in national elections. d. The number of women serving in Congress has steadily decreased.

Answer: c Learning Objective: 15.7: Describe women‘s role in politics.

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Topic: Political Activity Skill Level: Understand the Concepts Difficulty: Moderate

61. In the United States, the League of Women Voters, founded in 1920, performs which function? a. It campaigns for female candidates. b. It educates the electorate of both sexes. c. It chooses the candidate women should vote for. d. It selects a member as a candidate for the elections.

Answer: b Learning Objective: 15.7: Describe women‘s role in politics.

Topic: Political Activity Skill Level: Remember the Facts Difficulty: Easy

62. In the United States, one of the barriers to electoral office for women until the 1990s was ________. a. working as campaign workers b. their inactivity in politics c. carrying petitions 639

d. attracting campaign funds

Answer: d Learning Objective: 15.7: Describe women‘s role in politics.

Topic: Political Activity Skill Level: Understand the Concepts Difficulty: Moderate

ESSAY QUESTIONS

63. Explain how the five properties of a subordinate or minority group apply to women.

Discuss the similarities between the status of Black Americans and that of women.

Answer: Women are an oppressed group even though they form the numerical majority.

The five properties of a subordinate or minority group can be applied to women as follows:

1. Women experience unequal treatment. Although they are not segregated by residence, they are victims of prejudice and discrimination.

2. Women have physical and cultural characteristics that distinguish them from the dominant group (men).

3. Membership in the subordinate group is involuntary.

4. Through the rise of contemporary feminism, women have become increasingly aware of their subordinate status and have developed a greater sense of group solidarity.

5. Women are not forced to marry, yet many women feel that their subordinate status is most irrevocably defined within marriage.

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The most common analogy about minorities used in the social sciences is the similarity between the status of Black Americans and that of women. Black Americans are considered a minority group, but one asks, how can women as a group be so similar to Black Americans as a group? We recognize some similarities in recent history; for example, an entire generation has observed and participated in both the Civil Rights Movement and the Women‘s Movement. A background of suffrage campaigns, demonstrations, sit-ins, lengthy court battles, and self-help groups is common to the movements for equal rights for both women and African Americans. The negative stereotypes directed at the two groups are quite similar: both groups have been considered weak or inferior. To these stereotypes must be added another similarity: neither women nor African Americans are accepting a subordinate role in society any longer.

Learning Objective: 15.1: Understand gender roles.

Topic: Gender Roles Skill Level: Apply What You Know Difficulty: Difficult

64. Contrast the perspectives of functionalists and conflict theorists on the development of gender roles.

Answer: Functionalists maintain that sex differentiation has contributed to overall social stability. They argue that to function most efficiently, the family needs adults who will specialize in particular roles. They also believe that the arrangement of gender roles with which they were familiar had arisen because marital partners needed a division of labor.

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Conflict theorists do not deny the presence of a differentiation by sex. In fact, they contend that the relationship between women and men has been one of unequal power, with men being dominant over women. Men may have become powerful in preindustrial times because their size, physical strength, and freedom from childbearing duties allowed them to dominate women physically. In contemporary societies, such considerations are not as important, yet cultural beliefs about the sexes are now long established.

Both functionalists and conflict theorists acknowledge that it is not possible to change gender roles drastically without dramatic revisions in a culture‘s social structure.

Functionalists see potential social disorder, or at least unknown social consequences, if all aspects of traditional sex differentiation are disturbed. Yet for conflict theorists, no social structure is ultimately desirable if it has to be maintained through the oppression of its people.

Learning Objective: 15.2: Contrast sociological perspectives on gender.

Topic: Sociological Perspectives Skill Level: Analyze It Difficulty: Difficult

65. What is the significance of the suffrage movement? How was it received by US society and what was its outcome?

Answer: The suffragists worked for years to get women the right to vote. From the beginning, this reform was judged to be crucial. If women voted, it was felt, other reforms would quickly follow. The struggle took so long that many of the initial advocates of women‘s suffrage died before victory was achieved. In 1879, an amendment to the Constitution was introduced that would have given women the right 642

to vote. Not until 1919 was it finally passed, and not until the next year was it ratified as the Nineteenth Amendment to the Constitution.

Opposition to giving women the vote came from all directions. Liquor interests and brewers correctly feared that women would assist in passing laws restricting or prohibiting the sale of their products. The South feared the influence that more Black women voters might have.

Southerners had also not forgotten the pivotal role women had played in the abolitionist movement. Despite the opposition, the suffrage movement succeeded in gaining the right to vote for women, a truly remarkable achievement because it had to rely on legislators who were all men.

The Nineteenth Amendment did not automatically lead to other feminist reforms.

Women did not typically vote as a bloc and have not been elected to office in proportion to their numbers. The feminist movement as an organized effort that gained national attention faded, regaining prominence only in the 1960s. Nevertheless, the Women‘s Movement did not die out completely in the first half of the twentieth century.

Learning Objective: 15.3: Summarize the history of the feminist movement.

Topic: The Feminist Movement Skill Level: Understand the Concepts Difficulty: Moderate

66. What is feminization of poverty? Discuss the reasons that have led to it.

Answer: Since World War II, an increasing proportion of people living in poverty in the United States has been women; many of these American women are divorced or nevermarried mothers. This alarming trend has come to be known as the feminization of poverty. Not only are woman-headed families much more likely to be low income, but 643

also their income deficit relative to being non-poor is much greater than it is in other types of low-income families.

Women below the poverty level share many social characteristics with men below the poverty level, including low educational attainment, lack of market-relevant job skills, and residence in economically deteriorating areas. However, conflict theorists believe that the higher rates of poverty among women can be traced to two distinct causes: sex discrimination and sexual harassment on the job place women at a clear disadvantage when seeking upward social mobility.

Learning Objective: 15.4: Discuss women‘s economic situation.

Topic: The Economic Picture Skill Level: Understand the Concepts Difficulty: Moderate

67. What are the main provisions of Title IX? Discuss the consequences of its passage.

Answer: Title IX provisions are designed to eliminate sexist practices from almost all school systems. Schools must make these changes or risk the loss of all federal assistance:

1. Schools must eliminate all sex-segregated classes and extracurricular activities.

2. Schools cannot discriminate by sex in admissions or financial aid and cannot inquire into whether an applicant is married, pregnant, or a parent. Single-sex schools are exempted.

3. Schools must end sexist hiring and promotion practices among faculty members.

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4. Although women do not have to be permitted to play on all-men‘s athletic teams, schools must provide more opportunities for women‘s sports, intramural and extramural.

Title IX became one of the more controversial steps ever taken by the federal government to promote and ensure gender equality. Efforts to bring gender equity to sports have been attacked as excessive. The consequences have not fully been intended. For example, colleges have often cut men’s sports rather than build up women’s sports. Also, most of the sports with generous college scholarships for women are sports that have not been traditionally attractive to minority women.

Learning Objective: 15.5: Describe the experience of women in education.

Topic: Education Skill Level: Understand the Concepts Difficulty: Moderate

68. What is a mommy tax? How does it affect working mothers in the United States?

Answer: A mommy tax refers to the lower salaries women receive over their lifetime because they have children. Mothers earn less than men and other women over their lifetime because having children causes them to lose job experience, trade higher wages for the mommy track (an unofficial career track that firms use for women who want to divide their attention between work and family), and be the targets of discrimination by employers. The mommy tax can be high, with estimates ranging from 5 to 13 percent of lifetime wages for the first child alone. Having two children lowers earnings 10 to 19 percent. Although the mommy tax is not unique to the United States, cross-national comparisons show the mommy tax to be greater in the United States than in countries that have expansive publicly financed childcare systems.

Learning Objective: 15.6: Explain gender as it relates to the family.

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Topic: Family Life Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 16 – Beyond the United States: The Comparative Perspective

Multiple Choice Questions

1. An ethnonational conflict would occur _________. a. between nations with dissimilar ethnic populations b. between linguistic groups within nations c. within an ethnic group in a single nation d. between educational groups around the world

Answer: b Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Remember the Facts Difficulty: Easy

2. Conflicts among ethnic, racial, religious, and linguistic groups within nations are referred to as ________ conflicts. a. ethnologic 646

b. ethnonational c. ethnocentric d. ethnographic

Answer: b Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Remember the Facts Difficulty: Easy

3. After the ruling Aztec Indian tribe was overthrown, Mexico remained a(n) ________ colony between the 1520s and the 1820s. a. Spanish b. French c. American d. First Nations

Answer: a Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Remember the Facts Difficulty: Easy

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4. In the twentieth century, many Indigenous Mexican people intermarried with the descendants of Europeans, forming a ________ class of people of mixed ancestry. a. kanaka maoli b. branco c. mojado d. mestizo

Answer: d Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Understand the Concepts Difficulty: Easy

5. The term ________ is used throughout the Americas to refer to people of mixed European and local Indigenous ancestry. a. mestizos b. mojados c. criollos d. kanaka maoli

Answer: a Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border 648

Skill Level: Remember the Facts Difficulty: Easy

6. Juano is a typical young mestizo living in contemporary Mexico. Which statement will most likely hold true for Juano? a. Juano belongs to a community that wants to form a separate nation. b. Juano identifies with Mexico‘s growing upper class. c. Juano belongs to a community that is resistant to progress and modern ways of living. d. Juano belongs to a community that has developed their own distinct culture.

Answer: d Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Apply What You Know Difficulty: Difficult

7. Mestizos have become increasingly identified with Mexico‘s _________ . a. drug cartels b. next generation of political leaders 649

c. growing middle class d. upper class socialites

Answer: c Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Understand the Concepts Difficulty: Moderate

8. Which statement is true of criollos? a. They are well-educated. b. They are of mixed racial lineage. c. They form the majority of the Mexican population. d. They have familial roots in Africa.

Answer: a Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Understand the Concepts Difficulty: Moderate

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9. The placement of people on a continuum from light to dark skin color rather than in distinct racial groupings by skin color is known as __________ . a. hue division b. mestizo criollos c. apartheid d. a color gradient

Answer: d Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Remember the Facts Difficulty: Easy

10. The ranking or judging of individuals based on skin color is called ___________ by sociologists. a. graduated ethnicity b. panethnicity c. colorism d. the skin gradiant

Answer: c Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border 651

Skill Level: Remember the Facts Difficulty: Easy

11. The Mexican population who are typically White, well-educated elites with familial roots in Spain are called ________. a. mestizos b. criollos c. kanaka maoli d. mojados

Answer: b Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Remember the Facts Difficulty: Easy

12. At the bottom of the color gradient in Mexico are __________ and _________. a. a small number of Black Mexicans; mestizos b. mestizos; criollos c. destitute Mexican Indigenous people; a small number of Black Mexicans d. criollos; destitute Mexican Indigenous people 652

Answer: c Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Remember the Facts Difficulty: Easy

13. Women in Mexico did not receive the right to vote until _________ . a. 1934 b. 1953 c. 1968 d. 1972

Answer: b Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Remember the Facts Difficulty: Easy

14. Mexican men are typically viewed as heads of the household in every respect; one consequence of this societal attitude is that __________ .

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a. men are often denied recognition as active and productive household members b. women are preferred over men in the more skilled jobs c. women are ineligible to vote in national elections d. women find it difficult to obtain credit and technical assistance in many parts of Mexico

Answer: d Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Remember the Facts Difficulty: Easy

15. ________ has been adopted as the state policy in Canada for more than two decades. a. Apartheid b. Assimilation c. Multiculturalism d. Nativism

Answer: c Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts 654

Difficulty: Easy

16. The Indigenous peoples of Canada represent about ________ percent of the Canadian population. a. 2 b. 5 c. 11 d. 26

Answer: b Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Understand the Concepts Difficulty: Moderate

17. Which group constitute an Indigenous people of Canada? a. Ainu b. Inuit c. Haoles d. Marielitos

Answer: b 655

Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Understand the Concepts Difficulty: Easy

18. The inhabitants who live in the northern part of Canada, who in the past were called Eskimos, are known as ________. a. status Indians b. Métis c. Inuit d. mestizos

Answer: c Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Easy

19. Canadians of mixed Aboriginal ancestry, many of whom still speak a language combining Aboriginal and European words, are referred to as _________ . a. status Indians b. Métis 656

c. Inuit d. mestizos

Answer: b Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Easy

20. In Canada, status Indians are also known as _________. a. Eskimos b. Métis c. Inuit d. First Nations people

Answer: d Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Easy

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21. Which historical event illustrates the mistreatment of people from the First Nations of Canada? a. sexual and physical abuse of thousands of First Nations children placed in boarding schools b. the systematic eradication of all Indigenous languages spoken in Canada c. political maneuvering to repopulate Manitoba with Tlingat people from Yukon d. the revocation of three Canadian provinces, all of which got subsumed under Saskatchewan

Answer: a Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Difficult

22. ___________, which refers to efforts to ensure that hazardous substances are controlled so that all communities receive protection regardless of race or socioeconomic circumstances, is a growing concern among tribal people in Canada. a. Colorism b. Ethnonational conflict c. Environmental justice d. Zionism

Answer: c 658

Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Easy

23. In 1999, a new territory was created in Canada in response to a native land claim; the territory is called ________. a. Prince Edward Island b. Regina c. Yukon d. Nunavut

Answer: d Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Moderate

24. In 1999, a new territory was created in Canada in response to a native land claim. Nunavut recognizes the territorial rights of the ________. a. Inuit b. Métis c. Aztec Indians 659

d. status Indians

Answer: a Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Easy

25. Which observation is true about Québécois? a. They represent the sizable German speaking population of Quebec. b. They are satisfied with the bilingual status of their province. c. They have reasserted their identity and sought to make French Canadian culture dominate in Quebec. d. They are the Anglophone community residing in the province of Quebec.

Answer: c Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Understand the Concepts Difficulty: Moderate

26. Which statement is true of the province of Quebec?

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a. Canadians living in Quebec are divided over whether to separate from Canada. b. All Canadians strongly support the idea of a separate nation for Quebec. c. All residents of Quebec are required to send their children to English schools. d. English is the only acceptable language in Quebec for commercial signs.

Answer: a Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Easy

27. With regard to immigration, which statement is true of Canada? a. Canada receives consistently the fewest immigrants of any nation, proportionate to its population. b. Immigration has been a significant social force contributing to Canadian multiculturalism. c. Canada has an increasing larger proportion of European-born population than Asian-born population. d. Immigration laws in Canada are prejudicial, discriminatory, and anti-Asian.

Answer: b Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North 661

Skill Level: Understand the Concepts Difficulty: Moderate

28. Which group constitutes Canada‘s visible minority population? a. Aztec Indians b. Black Canadians c. Québécois d. Eskimos

Answer: b Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Easy

29. If Emmaline announces that her husband belongs to the largest visible minority population in Canada, her husband is ________. a. Chinese b. English c. Mexican d. French

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Answer: a Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Apply What You Know Difficulty: Difficult

30. Slavery in Canada never flourished because ________. a. Black people started fleeing to Canada after slavery ended in the United States b. most Black people were merchants and landowners c. the Canadian economy did not need a large labor force d. Black immigrants were not allowed to enter Canada until after World War II

Answer: c Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Understand the Concepts Difficulty: Moderate

31. The contemporary Black Canadian population represents about _________ percent of the nation‘s population. a. 3 663

b. 8 c. 11 d. 18

Answer: a Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Remember the Facts Difficulty: Moderate

32. Which statement is true of Brazil‘s history? a. Brazil was never colonized by Europeans. b. Brazil‘s Indigenous people are the most affluent members of its population. c. Brazil imported Black Africans as enslaved people to meet the demand for laborers. d. Brazil, since 1941, has been considered to be a fully industrialized nation.

Answer: c Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Understand the Concepts Difficulty: Moderate 664

33. In the context of race and ethnic relations, which consideration is a similarity between Brazil and the United States? a. Both countries relied on Asian immigrants to work in heavy industry. b. The majority of the population of both countries was composed of African descendants. c. The manumission of both countries followed a similar pattern. d. Both countries are similar in their treatment of Indigenous people.

Answer: d Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Understand the Concepts Difficulty: Moderate

34. In the context of slavery and slave trade, which difference distinguishes Brazil and the United States? a. Throughout history, the number of enslaved people brought to Brazil was less than that of the United States. b. Typical Brazilian enslaved people have had closer ties to Africa than did their US counterparts. c. The amount of manumission in Brazil was less than that in the United States. d. Brazil‘s slave economy was more robust than that of the United States.

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Answer: b Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Understand the Concepts Difficulty: Moderate

35. According to historian Carl Degler, which principle is the key to differences in Brazilian and American race relations? a. de jure segregation b. the two-state solution c. a bamboo ceiling d. the mulatto escape hatch

Answer: d Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Understand the Concepts Difficulty: Moderate

36. Which summary accurately describes the mulatto escape hatch?

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a. It is the blaming of social and economic problems of society on people of mixed ancestry. b. It is the recognition of mulattos as a group separate from Black people and White people. c. It refers to Brazilians living outside their country for fear of political or religious persecution. d. It refers to the program of deporting undocumented immigrants from Brazil to the United States.

Answer: b Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Remember the Facts Difficulty: Easy

37. Xuxa lives in Brazil and is a member of the local ―Proud to Be Moreno‖ club. Which circumstances are most likely to be true of the club members? a. They are grouped with Black Brazilians. b. They are grouped with White Brazilians. c. They are recognized as a separate group. d. They are a recognized Indigenous tribe of Brazil.

Answer: c Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

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Topic: Brazil: Not a Racial Paradise Skill Level: Apply What You Know Difficulty: Difficult

38. In Brazil, the term ________ refers to the White population. a. brancos b. pretos c. morenos d. mestizos

Answer: a Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Remember the Facts Difficulty: Easy

39. In Brazil, which term is used to refer to the Black population? a. brancos b. pretos c. morenos d. mestizos 668

Answer: b Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Remember the Facts Difficulty: Easy

40. In the context of the racial situation in Brazil, which statement is true? a. There is no form of racial prejudice or discrimination in Brazil. b. Mulattos do not enjoy a similar income status as White Brazilians. c. Mulattos face more discrimination than Black Brazilians. d. Black Brazilians do not face a glass ceiling that limits their upward mobility.

Answer: b Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Understand the Concepts Difficulty: Moderate

41. The Afonso Arinos law in Brazil prohibited ________ in public places.

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a. racial discrimination b. displays of affection c. alcohol consumption d. gender discrimination

Answer: a Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Understand the Concepts Difficulty: Moderate

42. When Brazilians considered the Afonso Arinos law, it _________ a. was unanimously adopted b. prohibited physical abuse of any kind c. was useful in overturning even subtle forms of discrimination d. came into existence only after a push from diplomats from South Africa

Answer: a Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Understand the Concepts 670

Difficulty: Moderate

43. Which event occurred during the Diaspora? a. Québécois voted on a referendum to have their own nation b. Mexican Indigenous people organized a rebellion to protest injustices c. Jews were exiled from Palestine, nearly 2,000 years ago d. the struggle between the Boers and the English colonists in South Africa was resolved

Answer: c Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Remember the Facts Difficulty: Easy

44. Great Britain expanded its colonial control from Egypt into Palestine ________. a. after World War II, when Jews resumed their demand for a homeland b. with the rise of the Ottoman Empire c. with the conversion of the Roman Empire to Christianity d. while driving out the Turks during World War I

Answer: d 671

Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Remember the Facts Difficulty: Easy

45. From the Arab perspective, Zionism meant the ________. a. subjugation of the Palestinians by Jews b. lessening importance of Judaism as a religion c. exile of Jews from Palestine d. legalization of anti-Jewish prejudice and discrimination

Answer: a Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Remember the Facts Difficulty: Easy

46. Which characteristic is true of the Palestinian people? a. They are an ethnic group different from the Arabs. b. They generally speak Arabic.

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c. They are mostly Christians. d. They have reduced in number over the past five years.

Answer: b Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Understand the Concepts Difficulty: Moderate

47. Israel‘s Law of Return grants the right to permanent citizenship to every ________in the world. a. Palestinian b. Jew c. Arab d. Christian

Answer: b Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Remember the Facts Difficulty: Easy

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48. Which statement is true regarding the Six-Day War? a. The war was instigated by Syria. b. Israel was defeated in the war. c. Israel occupied the Gaza Strip. d. Egypt occupied the West Bank.

Answer: c Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Understand the Concepts Difficulty: Moderate

49. The Intifada refers to the ________. a. uprising against Israel by Palestinians in the occupied territories b. exile of Jews from Palestine, nearly 2,000 years ago c. referendum of Québécois to have their own nation d. yearning to establish a Jewish state in the biblical homeland

Answer: a Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

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Topic: Israel and the Palestinians Skill Level: Remember the Facts Difficulty: Easy

50. Which statement is true of the Intifada? a. It began out of the frustration of enslaved Brazilians. b. It included the boycott of Israeli goods. c. It is implemented through peaceful means. d. The target of the first Intifada was South Africans.

Answer: b Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Understand the Concepts Difficulty: Moderate

51. The Intifada was accomplished through ________. a. the boycott of goods imported from Yemen b. rejection of all support from Arab nations c. attacks against Israeli soldiers d. peaceful talks and consensus 675

Answer: c Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Remember the Facts Difficulty: Easy

52. The target of the first Intifada, lasting five years, was ________. a. Israelis b. Palestinian refugees c. the Ottoman Empire d. the Turks

Answer: a Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Remember the Facts Difficulty: Easy

53. Which outcome was a result of the 1993 Oslo Accords?

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a. the mulatto escape hatch b. the Intifada c. the Brazilian sovereignty movement d. the two-state solution

Answer: d Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Remember the Facts Difficulty: Easy

54. The Oslo Accords was an agreement between ________. a. the people of the First Nations and the rest of Canada b. Israel and the Palestine Liberation Organization c. criollos and mestizos living in Brazil d. the African National Congress and South Africa

Answer: b Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Remember the Facts Difficulty: Easy 677

55. Afrikaners in South Africa are ________. a. non-White descendants of Arab settlers b. White descendants of Dutch and other European settlers c. Black Africans who migrated from the north d. the original African peoples of the region

Answer: b Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Remember the Facts Difficulty: Easy

56. Which group were the original inhabitants of the Cape of Good Hope? a. the Hottentots b. the Aztecs c. the Mayan Indians d. the Boers

Answer: a Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa 678

Skill Level: Remember the Facts Difficulty: Easy

57. When the British acquired part of South Africa in 1814, they __________ a. instituted policies of sexual relations between Dutch men and enslaved Hottentot women to increase the future labor pool b. immediately instigated the first Boer War c. introduced workers from India as indentured servants on sugar plantations d. drove out the sizable proportion of US citizens who came to the region escaping religious persecution

Answer: c Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Remember the Facts Difficulty: Difficult

58. Which South African law placed curfews on the Bantu people and limited their geographical movement? a. the Enslavement Principle of 1836 b. pass laws c. the Afonso Arinos law d. the Law of Return 679

Answer: b Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Remember the Facts Difficulty: Easy

59. The former South African policy to ensure the dominance of White South Africans is called ________. a. multiculturalism b. apartheid c. the color gradient d. civil religion

Answer: b Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Remember the Facts Difficulty: Easy

60. In South Africa, which practice did apartheid ensure? a. amalgamation 680

b. pluralism c. segregation d. chain immigration

Answer: c Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Understand the Concepts Difficulty Level: Moderate

61. Prior to the 1990s, the English and Afrikaners in the White ruling class in South Africa _________ . a. belonged to the same political party b. lived and worshipped together c. spoke different languages d. did not share the belief that apartheid was necessary

Answer: c Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Remember the Facts Difficulty: Easy

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62. Milton was a strong supporter of Prime Minister F. W. De Klerk‘s policies.

In 1992, when the prime minister called for a referendum to allow White citizens to vote on an important political issue, Milton was among the majority who voted for the end of ________. a. apartheid in South Africa b. the Intifada in Palestine c. the Diaspora in Israel d. racism in Brazil

Answer: a Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Understand the Concepts Difficulty: Moderate

63. After apartheid had ended, which event took place in South Africa? a. South Africa held its first universal election. b. Nelson Mandela became the president of South Africa through a successful military coup. c. Nelson Mandela was imprisoned a second time, and eventually died in jail. d. South Africa witnessed the creation of the two-state nation.

Answer: a 682

Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Remember the Facts Difficulty: Easy

64. After the end of apartheid, the Truth and Reconciliation Commission created in South Africa prosecuted those people who _______. a. did not support Nelson Mandela‘s African National Congress b. remorsefully confessed to the crimes they had committed c. failed to produce documentary evidence of their innocence d. failed to confess to all crimes they had committed under apartheid

Answer: d Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Remember the Facts Difficulty: Easy

ESSAY QUESTIONS

65. Describe the social construction of race within the Mexican population with reference to the color gradient and its impact on society.

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Answer: A color gradient is the placement of people on a continuum from light to dark skin color rather than in distinct racial groupings by skin color.

This is an example of the social construction of race, in which social class is linked to the social reality, or at least the appearance, of racial purity.

At the top of this gradient or hierarchy in Mexico are the criollos, the 10 percent of the population who are typically White Mexicans, well-educated members of the business community, and intellectual elites with familial roots in Spain. In the middle is the large, impoverished mestizo majority, most of whom have brown skin and a mixed racial lineage as a result of intermarriage. At the bottom of the color gradient are the destitute Mexican Indigenous people and a small number of Black Mexicans, some of them the descendants of African enslaved people brought to Mexico. Nearly all Mexicans are considered to have some Indigenous ancestry because of centuries of intermarriage.

Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Understand the Concepts Difficulty: Moderate

66. Discuss the status of women in Mexico.

Answer: Women in Mexico did not receive the right to vote until 1953. They have made significant progress in that short period in being elected to office, but they have a long way to go. As of 2023, women accounted for 50 percent of Mexico‘s national assembly—the fourth highest out of 193 countries—but lacked the ultimate decision-making authority in the government and the economic leadership.

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When Mexican women work outside the home, they are often denied recognition as active and productive household members, and men are typically viewed as heads of the household in every respect. As one consequence, women find it difficult to obtain credit and technical assistance in many parts of Mexico and to inherit land in rural areas. Men are preferred over women in the more skilled jobs, and women lose out entirely as factories, even in developing nations such as Mexico, require more complex skills.

In recent decades, Mexican women have begun to address an array of economic, political, and health issues. Often this organizing occurs at the grassroots level and outside traditional government forums. Because women continue to serve as household managers for their families, even when they work outside the home, they have been aware of the consequences of the inadequate public services in low-income urban neighborhoods.

Learning Objective: 16.1: Summarize the diversity in Mexico.

Topic: Mexico: Diversity South of the Border Skill Level: Understand the Concepts Difficulty: Moderate

67. Analyze the predicament of the French-speaking people of Quebec.

Answer: The French speaking people of the province of Quebec—the Québécois, as they are known—have reasserted their identity and captured the attention of the entire nation since the 1960s. The Québécois have sought to put French Canadian culture on an equal footing with English Canadian culture in the country as a whole, and to dominate in the province.

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Quebec accounts for about one-fourth of the nation‘s population and wealth.

Reflecting its early settlement by the French, fully 78 percent of the province‘s population report speaking French at home, compared with only 21 percent in the nation as a whole. In the 1960s, the Québécois expressed the feeling that bilingual status was not enough. Even to have French recognized as one of two official languages in a nation dominated by the English-speaking population gave the Québécois second-class status in their view. With some leaders threatening to break completely with Canada and make Quebec an independent nation, Canada made French the official language of the province and the only acceptable language for commercial signs and public transactions.

In 1995, the people of Quebec voted on a referendum focused on whether they wanted to separate from Canada and form a new nation. The referendum was extremely controversial, given the confusion over how separation would be accomplished and its economic significance. In a very close vote, 50.5 percent of the voters indicated a preference to remain united with Canada. Separatists vowed to keep working for secession and called for another referendum in the future. In the meantime, the Quebec government began enforcing new language stipulations in 2023. Government services are only to be provided in French except to an immigrant who has been in Canada less than six months, and someone educated in English in Canada as a youth. Businesses including healthcare services cannot require job applicants to be able speak English.

Learning Objective: 16.2: Understand Canada‘s multiculturalism.

Topic: Canada: Multiculturalism Up North Skill Level: Analyze It Difficulty: Difficult

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68. Why is Brazil‘s ―racial democracy‖ an illusion?

Answer: For some time in the twentieth century, Brazil was seen as a ―racial democracy‖ and even a ―racial paradise.‖ More than 50 years ago, historian Carl Degler identified the mulatto escape hatch as the key to the differences in Brazilian and American race relations. In Brazil, the pardo (the mixed-race or mulatto) or moreno (brown) is recognized as a group separate from either brancos (Whites) or pretos (Blacks). Yet this escape hatch is an illusion, because mulattos fare only marginally better economically than Black Brazilians or Afro Brazilians or Afro-descendant, the term increasingly used by college-educated persons and activists in Brazil to refer to the dark end of the Brazilian color gradient. In addition, mulattos do not escape through mobility into the income and status enjoyed by White Brazilians. Labor market analyses demonstrate that Black Brazilians with the highest levels of education and occupation experience the most discrimination in terms of jobs, mobility, and income. In addition, they face a glass ceiling that limits their upward mobility.

Learning Objective: 16.3: Analyze the degree to which Brazil is a racial paradise.

Topic: Brazil: Not a Racial Paradise Skill Level: Analyze It Difficulty: Difficult

69. How did the creation of Israel impact the residing population? How has the Law of Return contributed to the country‘s cultural diversity?

Answer: No sooner had Israel been created than the Arab nations— 687

particularly Egypt, Jordan, Iraq, Syria, and Lebanon—announced their intention to restore control to the Palestinian Arabs, by force if necessary. As hostilities broke out, the Israeli military stepped in to preserve the borders, which no Arab nation agreed to recognize. Some 60 percent of the 1.4 million Arabs fled or were expelled from Israeli territory, becoming refugees in neighboring countries.

An uneasy peace followed as Israel attempted to encourage new Jewish immigration. Israel also extended the same services that were available to the Jews, such as education and health care, to the non-Jewish Israelis. The new Jewish population continued to grow under the country‘s Law of Return, which gave every Jew in the world the right to settle permanently as a citizen. The question of Jerusalem remained unsettled, and the city was divided into two separate sections—Israeli Jewish and Jordanian Arab—a division that both sides refused to regard as permanent.

Among Israel‘s Jews, about three-quarters are Israeli-born, and most of the rest are from Europe or North America, but there are significant numbers who have immigrated from Asia and Africa. The Law of Return has brought to Israel Jews of varying cultural backgrounds. European Jews have been the dominant political and economic force, but a significant migration of more religiously observant Jews from North Africa and other parts of the Middle East has created what‘s been called ―the two nations.‖ Not only are the various Jewish groups culturally diverse, but also there are significant socioeconomic differences: the Europeans generally are more prosperous, better represented in the Knesset (Israel‘s parliament), and better educated.

The secular Jewish people feel pressure from the more traditional and ultraorthodox Jews, who push for a nation more reflective of Jewish customs and law.

Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Understand the Concepts Difficulty: Moderate 688

70. What led Palestinians to resort to the Intifada? How successful were they in changing the world opinion about them?

Answer: Israel initially regarded the occupied territories as a security zone between Israel and its belligerent neighbors. By the 1980s, however, it was clear that the territories were also serving as the location of new settlements for Jews migrating to Israel. Palestinians, though enjoying some political and monetary support of Arab nations, saw little likelihood of a successful military effort to eliminate Israel. Therefore, in December 1987, they began the first Intifada, the term for the Palestinian uprising against Israel in the occupied territories. The Intifada took the form of attacks on Israeli soldiers, the boycott of Israeli goods, general strikes, resistance, and noncooperation with Israeli authorities, and lasted five years.

The Intifada was a grassroots movement whose popularity was as much a surprise to the Palestine Liberation Organization (PLO) and the Arab nations as it was to Israel and its supporters. The broad range of participants in the Intifada—students, workers, union members, professionals, and business leaders—showed the unambiguous Palestinian opposition to occupation.

The Intifada began out of the Palestinians‘ frustrations within Israel, and the confrontations were later encouraged by the PLO, an umbrella organization for several Palestinian factions of varying militancy.

With television news footage of Israeli soldiers appearing to attack defenseless youths, the Intifada transformed world opinion, especially in the United States. Palestinians came to be viewed as a people struggling for self-determination rather than as terrorists out to destroy Israel. In recent years, worldwide and in the United States, increasing numbers of people are calling for sanctions against Israel, boycotts of Israeli products, and divesting in Israeli corporations until the Palestinians are free.

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Learning Objective: 16.4: Explain the historical and contemporary tensions between Israel and Palestine.

Topic: Israel and the Palestinians Skill Level: Understand the Concepts Difficulty: Moderate

71. How was apartheid established in South Africa? Was there harmonious leadership in this movement from the beginning?

Answer: In 1948, South Africa was granted its independence from the United Kingdom, and the National Party, dominated by the Afrikaners, assumed control of the government. Under the leadership of this party, the rule of White South African supremacy, already well underway in the colonial period as custom, became more and more formalized into law. To deal with the multiracial population, the White South Africans devised a policy called apartheid to ensure their dominance. Apartheid (in Afrikaans, the language of the Afrikaners, it means ―separation‖ or ―apartness‖) came to mean a policy of separate development, euphemistically called multinational development by the government. At the time, these changes were regarded as cosmetic outside South Africa and by most Black South Africans.

The White ruling class was not homogeneous. The English and Afrikaners belonged to different political parties, lived apart, spoke different languages, and worshipped separately, but they shared the belief that some form of apartheid was necessary. Apartheid can perhaps be best understood as a twentieth-century effort to reestablish the relationship between enslaver and enslaved people. Black South Africans could not vote. They could not move throughout the country freely. They were unable to hold jobs unless the government approved. To work at approved jobs, they were forced to live in temporary quarters at great distances from their real homes. Their access to education, health care, and social services was severely limited.

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Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Understand the Concepts Difficulty: Moderate

72. Describe the purpose of the South African Truth and Reconciliation Commission.

Answer: A significant step to help South Africa move past apartheid was the creation of the Truth and Reconciliation Commission (TRC). People were allowed to come forward and confess to horrors they had committed under apartheid from 1961 through 1993. If they were judged by the TRC to be truly remorseful, and most were, they were not subject to prosecution. If they failed to confess to all crimes they had committed, they were prosecuted.

The stories gripped the country as people learned that actions taken in the name of the Afrikaner government were often worse than anyone had anticipated.

Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

Topic: Republic of South Africa Skill Level: Understand the Concepts Difficulty: Moderate

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73. The immediate relief that came with the end of apartheid has given way to greater concerns about the future of all South Africans. Discuss some of the controversial issues facing the South African government.

Answer: With the emergence of the new multiracial government in South Africa, we see a country with enormous promise but many challenges that are similar to those of our own multiracial society. Some of the controversial issues facing the ANC-led government are familiar to citizens in the United States, such as:

1. Desperate poverty: Despite the growth of a small but conspicuous middle class among Black South Africans, poverty rates stand at 40 percent, compared to 4–5 percent of White South Africans.

2. Income inequality: There has been reduction since 1993 in the racial income gap between Black and White South Africans. This has been driven by the growing incomes of the very top Black income earners, while the majority of the poorer Black population has not seen their living standards significantly improve.

3. Affirmative action: Race-based employment goals and other preference programs have been proposed, yet critics insist that such efforts constitute reverse apartheid.

4. Medical care: The nation is trying to confront the duality of private care for the affluent (usually White South Africans) and government-subsidized care (usually for people of color).

5. Crime: Although the government-initiated violence under apartheid has ended, the generations of conflict and years of intertribal attacks have created a climate for crime, illegal gun ownership, and disrespect for law enforcement.

6. School integration: Multiracial schools are replacing the apartheid system, but for some, the change is occurring too fast or not fast enough.

Learning Objective: 16.5: Explain inequality in the Republic of South Africa.

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Topic: Republic of South Africa Skill Level: Understand the Concepts Difficulty: Moderate

Chapter 17 – Overcoming Exclusion

Multiple Choice Questions

1. The current view of the mix of races, ethnicities, abilities, orientations, and the like in the United States is that of a __________. a. soup pot b. melting pot c. salad bowl d. kaleidoscope

Answer: d Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

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2. ________ describes the cumulative impact of oppression because of race, gender, and class as well as sexual orientation, religion, disability status, and age with which many people come to live. a. The matrix of domination b. Institutional discrimination c. The world systems theory d. A melting pot

Answer: a Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Remember the Facts Difficulty: Easy

3. Which characteristic of subordinate or minority groups is shared by older adults? a. They are victims of reverse discrimination in employment. b. They have little sense of group solidarity. c. Their leisure-time activities are similar to the rest of the society. d. Their membership in the group is involuntary.

Answer: d Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority 694

Skill Level: Understand the Concepts Difficulty: Moderate

4. A crucial difference between older adults and other subordinate or minority groups is that ________. a. older people generally are married to others with a wide age gap b. membership into old age is involuntary c. membership into old age is inevitable for all people who live long enough d. older adults are given preferential treatment in employment

Answer: c Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

5. The trend of an increasing proportion of the population being composed of older people is expected to continue well through the twenty-first century. A reason behind this is ________. a. a decline in mortality b. a decrease in number of postwar baby boomers c. an increase in the birth rate d. a decrease in the average life span of the population 695

Answer: a Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

6. Currently, older adults in the United States, in comparison with the rest of the population, are more likely to be ________. a. White b. male c. living in the state of California d. nonnative

Answer: a Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Remember the Facts Difficulty: Easy

7. Currently, older adults in the United States, in comparison with the rest of the population, are more likely to be ________.

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a. women b. between the ages of 55 and 65 c. Hispanic d. Black men

Answer: a Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

8. Prejudice and discrimination against older adults is termed ________. a. ableism b. ageism c. gerontophobia d. repatriation

Answer: b Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Remember the Facts Difficulty: Easy

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9. Ageism refers to____________. a. the advantages of growing old b. psychological uneasiness that accompanies old age c. the process of reverse aging d. discrimination against older adults

Answer: d Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

10. ________ of 1968 protects workers 40 years of age or older from being fired because of their age and replaced with younger workers who presumably would receive lower salaries. a. The Age Discrimination in Employment Act b. The Employee Retirement Income Security Act c. The Civil Rights Act d. The Americans with Disabilities Act

Answer: a Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority 698

Skill Level: Remember the Facts Difficulty: Easy

11. Samantha, a 66-year-old White employee in Mexico, was unfairly replaced by her firm by 43-year-old Mei, who is of Japanese origin. In this scenario, Samantha can report a case of ________ discrimination. a. sex b. race c. age d. reverse

Answer: c Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Apply What You Know Difficulty: Difficult

12. In the context of federal laws, courts have upheld the right to lay off older workers for ________ reasons. a. technological b. economic c. social d. environmental 699

Answer: b Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Remember the Facts Difficulty: Easy

13. Older workers are an asset to employers in that they ________. a. are better trained in using the latest technologies b. have lower rates of absenteeism c. are more active than younger workers d. are more honest than younger workers

Answer: b Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

14. The federal Age Discrimination in Employment Act __________ . a. was passed to protect workers 40 years of age or older b. presumed that younger workers would receive higher salaries 700

c. successfully eliminated age discrimination in organizations d. did not receive a majority vote and continues to be debated

Answer: a Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

15. A conflict emerging along generational lines is that younger people ________. a. are increasingly involved in committing acts of violence against older adults b. are unhappy about federal subsidy of retirement homes cutting into student education aid c. are increasingly willing to underwrite the Medicare program d. are increasingly unhappy about paying Social Security taxes

Answer: d Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Remember the Facts Difficulty: Easy

16. In the current scenario in the United States, which statement is true of the economic 701

status of older adults? a. Like other subordinate groups, older adults represent a single economic profile. b. A majority of older people live below the poverty line. c. Poverty has declined among older adults for most racial groups. d. The current standard of living of a typical older adult is much lower than at any point in the nation‘s past.

Answer: c Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

17. Which statement is true of the American Association of Retired Persons (AARP)? a. It is the largest organization representing the nation‘s older community. b. It is against providing discounts to people on the basis of their age. c. It is established to provide services to unemployed retired persons only. d. It funds the largest retirement community for older adults in the United States.

Answer: a Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts 702

Difficulty: Moderate

18. Acknowledging its difficulties in recruiting members of racial and ethnic minority groups, the American Association of Retired Persons (AARP) ________. a. endorsed voter-registration campaigns for minority group members b. began a Minority Affairs Initiative c. established a rehabilitation hospital exclusively for minority groups d. started pension schemes for racial and ethnic minority groups

Answer: b Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Remember the Facts Difficulty: Easy

19. In the United States, which attribute of the older population necessitates many different responses to the problems of older adults? a. increasing unhappiness b. growing number c. mortality d. diversity

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Answer: d Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

20. Older Black and Hispanic adults are more likely to need substantial assistance from family members than are older White Americans because of ________. a. lower incomes and poor health b. stronger family ties c. higher net income of their family d. discrimination in social welfare programs funded by the government

Answer: a Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

21. People with disabilities have been socially disadvantaged throughout history, primarily because of ________. a. the limits of their own skills 704

b. the special treatment received by disabled people at home, school, and work c. the assumptions made about them based on some group characteristics d. the view that disabled people are complex human beings who may have individual strengths and weaknesses

Answer: c Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Understand the Concepts Difficulty: Moderate

22. Sociologists define disability as ___________ . a. a reduced ability to perform tasks one would normally do at a given stage of life b. any overture that interferes with a person‘s ability to perform a job and enjoy its benefits c. the inability to be an active member of the nation‘s economy in adulthood d. the continued dependence on substantial assistance from family in old age

Answer: a Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Remember the Facts Difficulty: Easy 705

23. Which observation is true regarding people with disabilities? a. People with disabilities are unlikely to be victims of violent crimes. b. People of color are disproportionately more likely to experience disabilities. c. Nationwide charity telethons promote a positive image of people with disabilities. d. Negative attitudes are the only real challenge that people with disabilities face.

Answer: b Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Remember the Facts Difficulty: Easy

24. Compared to the others, which person can be considered as a person with a disability? a. Alvin, a 60-year-old man b. Ian, a young man who walks with a limp c. Lucinda, a pregnant person d. Angus, a 1-year-old child who walks unsteadily

Answer: b Learning Objective: 17.2: Summarize the experience of people with disabilities.

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Topic: People with Disabilities: Moving On Skill Level: Apply What You Know Difficulty: Difficult

25. Which statement is true of the occurrence of disability in individuals? a. People of color who have disabilities have more access to assistance than White people who have disabilities. b. People of color are disproportionately more likely to experience disabilities. c. African Americans report the lowest rates of disability. d. Hispanic people who have disabilities are graduating from college more often than White people who have disabilities.

Answer: b Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Understand the Concepts Difficulty: Moderate

26. According to labeling theorists, which practice leads to prejudicial treatment of disabled people? a. providing government-aided employment opportunities for disabled Americans b. preferential treatment by family members of siblings who have a disability c. nationwide charities that raise funds to assist disabled people 707

d. society‘s attachment of stigma to many forms of disability

Answer: d Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Understand the Concepts Difficulty: Moderate

27. The portrayal in mass media and literature of disabled people as being _________has contributed to the stereotyping of people with disabilities. a. virtuous b. evil c. blessed by God d. heroes with superpowers

Answer: b Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Understand the Concepts Difficulty: Moderate

28. People with disabilities experience the denial of opportunities and equal rights resulting 708

from the normal operations of a society, a type of treatment that can be attributed to ________. a. redlining b. differential justice c. institutional discrimination d. reverse discrimination

Answer: c Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Remember the Facts Difficulty: Easy

29. Malcolm, a 40-year-old who is paralyzed below the waist, relies on a wheelchair.

Although he reaches his office building well before he needs to clock in, it takes almost an hour for him to get to his workstation on the first floor. The office building has an elevator facility, but there are three steps that lead to the elevator. In this scenario, Malcolm is experiencing ________. a. institutional discrimination b. ageism c. occupational segregation d. pluralism

Answer: a Learning Objective: 17.2: Summarize the experience of people with disabilities.

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Topic: People with Disabilities: Moving On Skill Level: Apply What You Know Difficulty: Difficult

30. In the context of the disability rights movement, Vietnam veterans ___________. a. were indifferent to the movement b. thought it distracted them from their anti-war campaigns c. joined and gave a boost to its advocacy efforts d. generally opposed the movement

Answer: c Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Remember the Facts Difficulty: Easy

31. The __________ was sweeping antidiscrimination legislation that went into effect in 1992, and it was a result of a strong social movement for disability rights. a. Intellectual Impairment Facilities Construction Act b. Americans with Disabilities Act c. Civil Rights Act d. Social Security Disability Benefits Reform Act 710

Answer: b Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Remember the Facts Difficulty: Easy

32. The Americans with Disabilities Act ________. a. prohibits bias in transportation against people who have disabilities b. requires all businesses to reserve employment for disabled applicants c. focuses only on people with visual and mental impairments d. exempts commercial establishments from accommodating disabled people

Answer: a Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Understand the Concepts Difficulty: Moderate

33. According to the Americans with Disabilities Act, businesses with more than 15 employees ________. a. can refuse to make reasonable accommodation for an employee who has a disability 711

b. cannot refuse to hire a qualified applicant who has a disability c. can opt to employ a candidate who has a disability in a temporary work capacity d. cannot refuse to pay a higher salary to an employee who has a disability

Answer: b Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Understand the Concepts Difficulty: Moderate

34. A core perspective of the Americans with Disability Act is that it ___________. a. excludes the civil rights interpretation of disabilities b. takes the perspective adopted by nations such as Great Britain c. sees disability as totally an entitlement issue automatically providing certain benefits d. holds the view that people who have disabilities are being denied certain rights

Answer: d Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Understand the Concepts Difficulty: Moderate

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35. Rhonda and Genie are making some modifications to their house. They have added a ramp along the three steps leading to their house and widened the main entrance.

They have moved most of the furniture against the wall and added grab bars in the bathrooms. Rhonda and Genie are following a trend known as ________. a. visitability b. hospitability c. escalation d. assimilation

Answer: a Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Apply What You Know Difficulty: Difficult

36. In the United States, having a same-sex sexual orientation is seen as a social issue because ________. a. of policies like ―Don‘t Ask, Don‘t Tell‖ b. heterosexuality is taken for granted without need for explanation c. many immigrant populations have a same-sex orientation d. of its growing acceptance and popularity

Answer: b 713

Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate

37. Which statement accurately describes a person who has a bisexual sexual orientation? a. That person is sexually attracted to a person of the opposite sex. b. Someone who is sexually attracted to a person of the same sex. c. An individual who wears clothing of the opposite sex. d. A bisexual is an individual who is sexually attracted to both sexes.

Answer: d Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Easy

38. ________ are people whose gender identity does not match the physical identity assigned to them at birth. a. Bisexuals b. Homosexuals 714

c. Transgender persons d. Heterosexuals

Answer: c Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Easy

39. Transgender persons are best defined as ________. a. individuals who are sexually attracted to females and males b. people whose gender identity does not match the physical identity assigned to them at birth c. people who are not sexually attracted to anyone d. people whose gender identity matches the physical identity assigned to them at birth

Answer: b Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Easy

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40. Gender identity is now widely recognized as being ___________. a. fixed and unchanging from birth b. synonymous with sexual orientation c. biologically based d. fluid and not fitting into a ―neat‖ binary classification of female or male

Answer: d Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate

41. At one time, the US Army hired psychiatrists to screen recruits for evidence of homosexuality, and dismissed volunteers who were gay men. This exemplifies ________. a. redlining b. differential justice c. institutional discrimination d. reverse discrimination

Answer: c Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality 716

Skill Level: Understand the Concepts Difficulty: Moderate

42. It is estimated that ________ percent of US adults identify themselves as gay, lesbian, bisexual, or transgender. a. 2.7 b. 4.5 c. 6.1 d. 9.8

Answer: b Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Moderate

43. Martha is an orthodox person. She believes that gays and lesbians will be cursed for their crimes against nature, and if she interacts with them she will also suffer. Which term best describes Martha? a. xenophobe b. homophobe c. sinophobe d. transgender 717

Answer: b Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Apply What You Know Difficulty: Difficult

44. Currently in the United States, which observation is true of homophobia? a. Relatives of gay men and lesbians are no longer homophobic. b. Mass media has always been fighting homophobia. c. Homophobic myths keep gay men and lesbians oppressed as a group. d. Homophobia has increased in the workplace.

Answer: c Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate

45. Which conclusion is true of openly LGBTQ actors in the entertainment industry? a. Openly LGBTQ actors find employment but not many starring roles.

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b. They have always been openly welcomed and sought after. c. The entertainment industry does not discriminate based on a person‘s sexual orientation. d. Openly LGBTQ actors are actively avoided.

Answer: a Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate

46. Which statement is true of the initial cases of AIDS (acquired immunodeficiency syndrome) in the United States? a. The stigmatization of gays and lesbians helped in controlling the incidence of AIDS. b. The initial instances of AIDS overwhelmingly claimed heterosexuals as its victims. c. The government was proactive in providing healthcare services to AIDS victims. d. The gay communities in major cities established self-help groups to care for the sick.

Answer: d Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate 719

47. The ________, passed by the Congress, extended hate-crime protection to gay men and lesbians. a. Matthew Shepard Act b. Civil Rights Movement c. Americans with Disabilities Act d. Defense of Marriage Act

Answer: a Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Easy

48. During the 1920s, homosexual organizations in the United States were primarily ________. a. public charities b. lobbyists c. self-help groups d. rebellious groups

Answer: c 720

Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Easy

49. The contemporary gay and lesbian movement marks its beginning on June 28, 1969, when _________. a. the US Supreme Court ruled that discrimination based on sexual orientation was illegal b. patrons of Peg‘s Place, a lesbian bar in San Francisco, actively fought back against police harassment on the premises c. police raided the Stonewall Inn, an after-hours gay bar in New York City, and forced patrons into the street d. Harvey Milk, an openly gay man, was elected to the position of supervisor on the San Francisco City Council

Answer: c Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Easy

50. The ―Don‘t Ask, Don‘t Tell‖ policy of the military meant that ________. a. a person‘s sexual orientation cannot be questioned at the time of recruitment b. lesbians and gay men can continue to serve in the military as long as they keep their 721

sexual orientation secret c. lesbians and gay men serving in the military should not reveal their sexual orientation even when questioned about it d. commanders cannot investigate military personnel on suspicion of their sexual orientation

Answer: b Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate

51. The ―Don‘t Ask, Don‘t Tell‖ policy initiated in 1994 __________ . a. allowed lesbians and gay men to continue to serve in the military as long as they kept their homosexuality secret b. had unanimous support from various factions c. allowed openly gay men and lesbians to serve in the military for the first time d. applied to all federal agencies, not just the military

Answer: a Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate 722

52. In 2013, United States v. Windsor was instrumental in the Supreme Court declaring that ________. a. the federal government holds all decision-making powers when it comes to same-sex marriages b. same-sex marriages are to be made legal in all states c. same-sex marriages must be recognized by the federal government in the states where it is legal d. same-sex marriages must be derecognized by the states where it was earlier declared legal

Answer: c Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate

53. In 2020, the Supreme Court ruled that the Civil Rights Act of 1964 protects gay and transgender rights in the case of ____________. a. Mendez v. Westminster b. United States v. Windsor c. Meachan v. Knolls Atomic Power Laboratory d. Bostock v. Clayton County, Georgia

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Answer: d Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Moderate

54. As of 2022, __________ percent of Americans favor laws that would protect gay, lesbian, bisexual, and transgender people against discrimination in jobs, public accommodations, and housing. a. 27 b. 42 c. 60 d. 80

Answer: d Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Moderate

55. Along the spectrum of intergroup relations, same-sex marriage represents ___________. a. pluralism b. fusion 724

c. assimilation d. secession

Answer: c Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Remember the Facts Difficulty: Easy

Essay Questions

56. Provide a comparison of older adults with other subordinate or minority social groups.

Answer: Older adults share the characteristics of subordinate or minority groups.

Specifically:

1. Older adults experience unequal treatment in employment and may face prejudice and discrimination.

2. Older adults share physical characteristics that distinguish them from younger people, and their cultural preferences and leisure activities often differ from those of the rest of society.

3. Membership in this disadvantaged group is involuntary.

4. Older people have a strong sense of group solidarity, as reflected in senior citizen centers, retirement communities, and advocacy organizations.

5. Older people generally are married to others of comparable age.

There is one crucial difference between older people and other subordinate groups, such as racial and ethnic minority groups or women: all of us who live long enough will eventually assume the ascribed status of being an older person.

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Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Analyze It Difficulty: Difficult

57. Describe the economic status of older adults in the United States.

Answer: Older adults do not have a single economic profile. The perception that older adults were more likely to be living below the poverty line has changed in recent years to a view that older people who are living independently are economically better off than the population as a whole. Both views are too simplistic; income varies widely among older adults.

There is significant variation in wealth and poverty among the nation‘s older people.

Some older individuals and couples find themselves living in poverty in part because of fixed pensions and skyrocketing healthcare costs.

As a group, older people in the United States are neither homogeneous nor necessarily living in poverty. The typical older adult enjoys a standard of living that is much higher than at any point in the nation‘s past. Class differences among older adults tend to narrow somewhat: retirees who had middle-class incomes while younger tend to remain better off after retirement than those who had lower incomes, but the financial gap is declining.

The decline in poverty rates is welcome. However, advocates of the position that the older generation is receiving too much at the expense of the younger generations point to the rising affluence of older adults as evidence of an unfair economic burden placed on the young and future generations of workers.

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Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

58. What is ageism? Explain why older workers can be an asset to an employer.

Answer: The term ageism refers to prejudice and discrimination against older adults.

Ageism reflects a deep uneasiness among young and middle-aged people about growing old. For many, old age symbolizes disease and death; seeing older adults serves as a reminder that young people too may someday become old and infirm. By contrast, society glorifies youth, seeing it as interchangeable with beauty and the future.

The federal Age Discrimination in Employment Act (ADEA), which went into effect in 1968, was passed to protect workers 40 years of age or older from being fired because of their age and replaced with younger workers who presumably would receive lower salaries. The Supreme Court strengthened federal protection against age discrimination in 1996, ruling unanimously that such lawsuits can be successful even if an older worker is replaced by someone older than 40.

In contrast to these negative stereotypes present in an ageist society, researchers have found that older workers can be an asset for employers. One study concluded that older workers can be retrained in new technologies, have lower rates of absenteeism than younger employees, and often are more effective salespeople.

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Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

59. How has the American Association of Retired Persons (AARP) been valuable in addressing problems of older adults?

Answer: The largest organization representing the nation’s older community is the American Association of Retired Persons (AARP), which was founded in 1958 by a retired school principal who was having difficulty obtaining insurance because of age discrimination. Many of AARP’s services involve discounts and insurance for its 38 million members (43 percent of Americans aged 50 and older). After recognizing that many older adults are still gainfully employed, the organization changed its name to simply AARP. Reflecting its desire to represent older people who are not yet 65, AARP lobbied Congress in 2017 to oppose the repeal of the Affordable Care Act (Obamacare) and the passage of the American Health Care Act, which would reduce Medicare coverage of people aged 50–64.

The potential power of AARP is enormous; it represents 1 out of every 4 registered voters in the United States. AARP has endorsed voter-registration campaigns, nursing home reforms, and pension reforms. Acknowledging its difficulties in recruiting members of racial and ethnic minority groups, AARP began a Minority Affairs Initiative.

Learning Objective: 17.1: Explain how older adults are a social minority.

Topic: Older Adults: A Social Minority Skill Level: Understand the Concepts Difficulty: Moderate

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60. How are people who have disabilities the targets of institutional discrimination?

Provide examples for your explanation.

Answer: Institutional discrimination is the denial of opportunities and equal rights to individuals or groups, resulting from the normal operations of a society. This applies to people who have disabilities. For example, society is sometimes organized in a way that limits people with disabilities. Architectural barriers and transportation difficulties often add to the problems of people with disabilities when they seek and obtain employment.

Simply getting around city streets can be quite difficult for people with mobility challenges. Many streets are not properly equipped with curb cuts for wheelchair users.

A genuinely barrier-free building needs more than a ramp; it should also include automatic doors, raised letters and Braille on signs, and toilets that are accessible to people with disabilities. Even if a person with disabilities finds a job, and even if the job is in a barrier-free building, they still face the problem of getting to work in a society in which many rail stations and most buses remain inaccessible to wheelchair users and others who have disabilities.

Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Understand the Concepts Difficulty: Moderate

61. What is the significance of the Americans with Disabilities Act (ADA)? How has it impacted people with disabilities?

Answer: The ADA went into effect in 1992, covering people with a disability, defined as a condition that ―substantially limits‖ a ―major life activity‖ such as walking or seeing. It prohibits bias against people with disabilities in employment, transportation, public 729

accommodations, and telecommunication. Businesses with more than 15 employees cannot refuse to hire a qualified applicant with a disability; these companies are expected to make a ―reasonable accommodation‖ to permit such a worker to do the job.

Commercial establishments such as office buildings, hotels, theaters, supermarkets, and dry cleaners are barred from denying service to people with disabilities.

The ADA represents a significant framing of the issues of people with disabilities.

Basically, we can see it taking a civil-rights view of disabilities that seeks to humanize the way society sees and treats people with disabilities. The ADA does not take the perspective adopted in other nations, such as Great Britain, of seeing disability as totally an entitlement issue; that is, because you have a disability, you automatically receive certain benefits. Rather, its perspective is that people with disabilities are being denied certain rights.

Learning Objective: 17.2: Summarize the experience of people with disabilities.

Topic: People with Disabilities: Moving On Skill Level: Understand the Concepts Difficulty: Moderate

62. Describe some of the ways in which heterosexuality is seen as normative, and the kinds of messages people receive about sexual orientation.

Answer: Heterosexuals are privileged with the rights or immunities granted as particular benefits of their sexual orientation, which is the basis of their culture, the law, and even many religions. In contrast, we are accustomed to hearing members of the LGBTQ community questioned about their orientation.

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We live at a time when heterosexuality is considered healthy and taken for granted. Same-sex relationships, therefore, remain a social issue even though they are increasingly accepted. At certain times in many societies, it was possible to acknowledge same-sex and bisexual love and act on it without necessarily encountering open hostility.

Young children are often presented with the idea that romantic relationships occur only between a man and a woman. Heterosexuality is taken for granted without need for explanation. Same-sex relationships are often invisible and, in some households, are openly scorned. While presenting heterosexuality as the norm is not necessarily motivated by homophobia, it still serves to raise heterosexuality to the standard of what children should expect of others and, most importantly, of themselves.

Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate

63. Summarize some of the advocacy advances that have been made for the LGBTQ community.

Answer: The first homosexual organization in the United States was founded in Chicago in 1924.

Such groups grew steadily over the next 50 years, but they were primarily local and were more likely to be self-help and social rather than confrontational groups. The social movements of the 1950s and 1960s on behalf of African Americans and women caused lesbians and gay men also to reflect more directly on the oppression their sexual orientation caused.

The contemporary gay and lesbian movement marks its beginning in New York City on June 28, 1969. Police raided the Stonewall Inn, an after-hours gay bar, and forced patrons into the street.

Instead of meekly dispersing and accepting the disruption, the patrons locked police inside the bar and rioted until police reinforcements arrived. For the next three nights, lesbians and gay men marched through the streets of New York, protesting police raids and other forms of discrimination. Within months, gay liberation groups appeared in cities and on campuses throughout the United States.

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Issues involving gays and lesbians have always been present, but because of advocacy efforts, political leaders and the courts are advancing the concerns. In 1993, President Bill Clinton, under pressure from the gay community, reviewed the prohibition on homosexuals serving in the military. However, he encountered even greater pressure from opponents and eventually compromised in 1994 with the ―Don‘t Ask, Don‘t Tell‖ policy. The policy allowed lesbians and gay men to continue to serve in the military as long as they kept their homosexuality secret. Finally, in the face of court action likely to overturn the policy, ―Don‘t Ask, Don‘t Tell‖ officially ended in 2011, allowing openly gay and lesbian service members to serve in the military for the first time. However, in 2017, President Donald Trump ordered a ban on transgender service workers despite 70 percent of voters supporting their deployment. This decision was reversed by President Joe Biden in his 2021 executive order of Enabling All Qualified Americans to Serve Their Country in Uniform.

Learning Objective: 17.3: Identify the equality issues facing the LGBTQ community.

Topic: The LGBTQ Community: Coming Out for Equality Skill Level: Understand the Concepts Difficulty: Moderate

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