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Question
"A Different Mirror," Ronald T. TakakiThrough personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity.
Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today.
According to Takaki's analysis of history, America:
a. only recently became multicultural.
b. has always been multicultural.
c. has been influenced by only the European settlers.
d. has maintained a homogeneous populace.
Answer
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Related questions
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b. the glass ceiling
c. institutional and individual discrimination
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Q:
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a. the form of masculinity attributed to those men who hold power.
b. the way men naturally act.
c. the way all men learn to act.
d. the way men in subordinate positions are supposed to act with men who have power over them.
Q:
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What kind of labor has been viewed as outside the main business of capitalism?
a. domestic labor and care giving
b. white collar jobs
c. industrial labor
d. teaching
Q:
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b. investing in their children
c. using leisure as a status symbol
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Class plays a/an _____________ part in American life.
a. minor
b. increasingly important
c. declining
d. negligible
Q:
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Q:
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Q:
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Q:
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Q:
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Q:
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Q:
"White Privilege: Unpacking the Invisible Knapsack," Peggy McIntosh
Peggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm.
McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit.
McIntosh argues that for White people:
a. sexual identity is the only area where a system of advantage can be found.
b. gender is the only area where a system of advantage can be found.
c. race is the only area where a system of advantage can be found.
d. systems of advantage can be found in several aspects of one's life.
Q:
"From a Native Daughter," Haunani-Kay Trask
Trask describes her experiences of growing up and learning about Hawaiian history from two sources. Her family described the ""life of the old ones'" " how they planted, fished, danced and chanted. The second source, textbooks, described a very different Hawaii " ""Pagan Hawaiians'" could not read or write and were ""lustful cannibals."" Trask is troubled by how native language has been suppressed by school knowledge. She concludes that historians had never learned the language of the Hawaiian people. Therefore, the story of Hawaii, its culture and connection to the land remains unwritten.
By claiming that Hawaiians lived under feudalism, Whites
a. alienated the Hawaiian people from the land
b. instituted land tenure changes in line with current notions of private property
c. degraded a successful system of shared land use
d. all of these answers are correct
Q:
"Missing People and Others: Joining Together to Expand," Arturo MadridArturo Madrid argues that Latinos, as well as other racial and ethnic minorities, are perceived as "other" because of language, culture, and physical attributes that differ from those of the dominant group in society. Accordingly, access to social institutions such as employment, education, and government is limited. Once access is obtained, particularly in those institutions within which integration is expected, for example, universities, ethnic and racial minorities are marginalized, denied opportunity and a political voice. Madrid urges all members of society to unite in struggle against marginalization, exclusion, and alienation. By ensuring that our institutions more accurately reflect the diversity of society, we relieve social tensions and prevent the possible disintegration of the very structures that are intended to offer opportunity.According to Arturo Madrid, what happens once minority individuals enter into institutional life?a. They are met with acceptance.b. Their participation is restricted.c. They passively participate.d. They take over the highest positions within the organization.
Q:
"Missing People and Others: Joining Together to Expand," Arturo MadridArturo Madrid argues that Latinos, as well as other racial and ethnic minorities, are perceived as "other" because of language, culture, and physical attributes that differ from those of the dominant group in society. Accordingly, access to social institutions such as employment, education, and government is limited. Once access is obtained, particularly in those institutions within which integration is expected, for example, universities, ethnic and racial minorities are marginalized, denied opportunity and a political voice. Madrid urges all members of society to unite in struggle against marginalization, exclusion, and alienation. By ensuring that our institutions more accurately reflect the diversity of society, we relieve social tensions and prevent the possible disintegration of the very structures that are intended to offer opportunity.As noted in "Missing People and Others: Joining Together to Expand," the use of the Spanish language in the United States was proscribed either dejure or defacto. Dejure means:a. by mistake.b. by practice, or through political and economic pressures.c. by day.d. by rule, policy, or law.
Q:
"How a Scholarship Girl Becomes a Soldier: The Militarization of Latina/o Youth in Chicago Public Schools," Gina PerezGina Perez explores the complicated relationship between young Latina/o students in Chicago and the U.S. military. Perez argues that in addition to limited economic opportunities, gendered understandings of autonomy, family obligations, honor and respectability influence, how young people respond to the increasingly militarized educational context.Between the years 2001 and 2004 the Pentagon Budget for JROTC programs was expected to increase by more than:a. $110 millionb. $2 millionc. $50 milliond. $200 thousand
Q:
"How a Scholarship Girl Becomes a Soldier: The Militarization of Latina/o Youth in Chicago Public Schools," Gina PerezGina Perez explores the complicated relationship between young Latina/o students in Chicago and the U.S. military. Perez argues that in addition to limited economic opportunities, gendered understandings of autonomy, family obligations, honor and respectability influence, how young people respond to the increasingly militarized educational context.Chicago public schools lead the nation with more than _______________students participating in public school military programs.a. 2,000b. 200c. 6,000d. 10,000
Q:
"How a Scholarship Girl Becomes a Soldier: The Militarization of Latina/o Youth in Chicago Public Schools," Gina Perez
Gina Perez explores the complicated relationship between young Latina/o students in Chicago and the U.S. military. Perez argues that in addition to limited economic opportunities, gendered understandings of autonomy, family obligations, honor and respectability influence, how young people respond to the increasingly militarized educational context.
Studies of Chicago have found that _______________of the jobs requiring only a high
school diploma pay a living wage for a family with dependent children:
a. 50%
b. none
c. all
d. 80%
Q:
"Across the Great Divide: Crossing Classes and Clashing Cultures," Barbara Jensen
Jensen tells the story of Shelly, a working class college student who experiences cognitive dissonance as she confronts the "great divide" between working class and middle class cultures. According to Jensen, Shelly's "cross-over experience" is typical and can lead to emotional distress and dysfunctional behavioral responses unless the person can add rather than subtract aspects of self. Jensen calls this more positive response to the cross-over experience "bridging".
Students whose families are from the professional middle class find in higher education:
a. new rules
b. new values
c. new language
d. rules, values and language familiar to them
Q:
"Across the Great Divide: Crossing Classes and Clashing Cultures," Barbara Jensen
Jensen tells the story of Shelly, a working class college student who experiences cognitive dissonance as she confronts the "great divide" between working class and middle class cultures. According to Jensen, Shelly's "cross-over experience" is typical and can lead to emotional distress and dysfunctional behavioral responses unless the person can add rather than subtract aspects of self. Jensen calls this more positive response to the cross-over experience "bridging".
The "crossover experience" described in this article is marked by:
a. contradictory emotions
b. contradictory experiences
c. contradictory values
d. all of these answers are correct
Q:
"I Hate It When People Treat Me Like a Fxxx-up," Jeanne Theoharis
Jeanne Theoharis responds to the commonly held belief that urban minority students fail to value education by studying attitudes of African American and Latino high school students who attend an intensely segregated Los Angeles school. The writings of these students debunk the myth that they do not value an education, and indicate to the contrary, "how profoundly students value education, how deeply they wish to succeed academically, and how much they hope to make their families proud." Theoharis analyzes the schooling these students receive, identifying structural explanations for why these highly motivated students sometimes claim that "school sucks."
At Fremont, textbooks _______________ for homework.
a. were available to take home
b. were unnecessary
c. were free to students online
d. could not be taken home
Q:
"I Hate It When People Treat Me Like a Fxxx-up," Jeanne Theoharis
Jeanne Theoharis responds to the commonly held belief that urban minority students fail to value education by studying attitudes of African American and Latino high school students who attend an intensely segregated Los Angeles school. The writings of these students debunk the myth that they do not value an education, and indicate to the contrary, "how profoundly students value education, how deeply they wish to succeed academically, and how much they hope to make their families proud." Theoharis analyzes the schooling these students receive, identifying structural explanations for why these highly motivated students sometimes claim that "school sucks."
According to Theoharis, _______________ are a constant and visible presence at Fremont.
a. college representatives
b. college counselors
c. police
d. parents
Q:
"I Hate It When People Treat Me Like a Fxxx-up," Jeanne Theoharis
Jeanne Theoharis responds to the commonly held belief that urban minority students fail to value education by studying attitudes of African American and Latino high school students who attend an intensely segregated Los Angeles school. The writings of these students debunk the myth that they do not value an education, and indicate to the contrary, "how profoundly students value education, how deeply they wish to succeed academically, and how much they hope to make their families proud." Theoharis analyzes the schooling these students receive, identifying structural explanations for why these highly motivated students sometimes claim that "school sucks."
Who are Fremont students quick to blame when they have difficulty in school, according to Theoharis?
a. themselves
b. school administrators
c. teachers
d. parents
Q:
"Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies," Gary Orfield and Chungmei Lee
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The average White student attends schools where _______________ percent of the students are White.
a. 77
b. 25
c. 98
d. 55
Q:
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Q:
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Q:
"Crimes Against Humanity," Ward ChurchillChurchill makes a case for seeing the use of American Indian names and degrading and dehumanizing symbols by sports teams as a violation of the Geneva Convention and a crime against humanity. The use of these names and images creates barriers to authentic communication about the realities of history and contemporary life for American Indians. Churchill challenges several myths, including that the use of these symbols is just good clean fun; that this usage "honors' American Indians; and that if some find the practice offensive it doesn"t matter because there are too few left to defend themselves.The Genocide Convention makes it a _______________ to create conditions leading to the destruction of an identifiable human group.a. "crime against humanity"b. "crime against groups"c. "crime against women"d. "crime against men"