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Question
"Race, Class, Gender, and Women's Works," Teresa Amott and Julie MatthaeiTeresa Amott and Julie Matthaei explore the economic experiences of women through the interconnected effects of gender, race-ethnicity, and class. Taking a historical perspective, the authors illustrate the relativeness of these social constructs and demonstrate how each is affected by the others. For example, Amott and Matthaei point out that while the construction of gender created spheres of "men's" and "women's" work, what this work entailed had to do with class position and racial-ethnic identity. Race and class greatly affected the definition of womanhood in the 1950s. White middle class women were not expected to be part of the paid labor force, while it was common for poor Black women to work as domestic servants. Both women were expected to remain "in the home," but for poor Black women that meant theirs as well as those of their White employers. The authors apply the concepts of race-ethnicity and class to the examination of gender, but point out the limitations of applying each independently.
According to "Race, Gender, and Women's Works," gender, race-ethnicity, and class are:
a. interconnected social constructs.
b. objective and static realities.
c. founded in biology.
d. cultural universals
Answer
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Related questions
Q:
"Becoming Entrepreneurs: Intersections of Race, Class, and Gender at the Black beauty Salon," Adia M. Harvey
Harvey applies the concept of intersectionality to Black women's entrepreneurial efforts, addressing how race, class and gender intersect to inform working class Black women hair salon owners. She finds that intersections of race class and gender influence both the process of becoming salon owners, and the relationship of owners and stylists.
Which of the following factors constrain occupational opportunities for Black women?
a. hostile workplace cultures
b. the glass ceiling
c. institutional and individual discrimination
d. all of these answers are correct
Q:
"Lifting as We Climb: Women of Color, Wealth, and America's Future," Center for Community Economic Development
This article addresses the significant gap in wealth owned by diverse groups of women of color compared to men who are their racial counterparts and to white women. Both structural and cultural factors that contribute to the gap are discussed, along with policy solutions. Because women of color "are some of the most resilient, resourceful, and relied-upon people in our society" programs aimed at increasing economic security for these women are essential to the future economic health of the nation as a whole.
According to the Center for Economic Development, __________________ percent of white women heads of households with children live in poverty compared to 43 percent of African-American women and 46 percent of Latina women
a. 48
b. 55
c. 29
d. 13
Q:
"Sub-Prime as a Black Catastrophe," Melvin L. Oliver and Thomas M. ShapiroThe catastrophe described by Oliver and Shapiro is rooted in the fact that home equity is the most important source of wealth for families in the United States. The authors argue this is particularly so for African American families. It was the targeting of African American families by sub-prime lenders that robbed so many of this important and hard-earned source of security.Due to the very high interest rates charged for these loans, the devastating effects of these sub-prime loans has not only taken away gains made in the recent past, but will compromise the ability of African American families into the future, effecting the ability to open small businesses, pay for college educations, and support retirements. Predatory loans have left African American communities facing, "the greatest loss of financial wealth" ever. "Institutional and racialized policy," they argue, "are trumping hard-earned educational, job and income advances."Income helps families get along, but assets help them:a. get and stay aheadb. buy groceries and other daily necessitiesc. have greater self esteemd. afford luxuries, like vacations
Q:
"Health and Wealth: Our Appalling Health Inequality Reflects and Reinforces Society's Other Gaps," Lawrence R. Jacobs and James A. Morone
Jacobs and Morone address the relatively low ranking of the United States relative to other countries on issues influencing life chances, particularly those relevant to health and longevity. They note disparities within the United States based on wealth, and identify three causes of health woes including poverty, inequality, and the organization of the health care system. They conclude that while other countries have followed "three paths to good health" the United States has supported public policies that compromise the health of most of its citizens.
Which of the following is NOT included by Jacobs and Morone as one of the "three paths to good health" followed by other industrial countries?
a. universal health care
b. investment in education
c. tax cuts
d. maintaining taxes, instead of cutting taxes
Q:
"Is Capitalism Gendered and Racialized?" Joan Acker
Capitalism has been dominated by white males and built by a subordinated gender and race segregated labor force. It has been buttressed by a largely unpaid force of caregivers who are primarily female. These gender and race divisions of labor still exist and are global in scope. Furthermore, capitalist endeavors are gendered in that hegemonic masculinities define dominant values in the norms of corporate conduct.
Hegemonic masculinity is:
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:
"Is Capitalism Gendered and Racialized?" Joan Acker
Capitalism has been dominated by white males and built by a subordinated gender and race segregated labor force. It has been buttressed by a largely unpaid force of caregivers who are primarily female. These gender and race divisions of labor still exist and are global in scope. Furthermore, capitalist endeavors are gendered in that hegemonic masculinities define dominant values in the norms of corporate conduct.
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:
"Shadowy Lines That Still Divide," Janny Scott and David Leonhardt
The United States looks like a classless society, the authors say, but class has actually come to play a greater role in determining life chances over the past three decades. It is difficult to discuss class, they argue, because the word is defined differently by different people. Because people of all classes buy luxury items that would have been unimaginable fifty years ago, and because shows like American Idol and The Apprentice reinforce the rags-to-riches mythology that feeds the American dream, the perception of class has blurred while the reality is that class mobility has flattened, and inequality of opportunity has increased.
The educated and affluent are in a superior position when it comes to:
a. working fewer hours
b. investing in their children
c. using leisure as a status symbol
d. gender oppression
Q:
"Shadowy Lines That Still Divide," Janny Scott and David Leonhardt
The United States looks like a classless society, the authors say, but class has actually come to play a greater role in determining life chances over the past three decades. It is difficult to discuss class, they argue, because the word is defined differently by different people. Because people of all classes buy luxury items that would have been unimaginable fifty years ago, and because shows like American Idol and The Apprentice reinforce the rags-to-riches mythology that feeds the American dream, the perception of class has blurred while the reality is that class mobility has flattened, and inequality of opportunity has increased.
Class plays a/an _____________ part in American life.
a. minor
b. increasingly important
c. declining
d. negligible
Q:
"The Contested Meaning of "Asian American": Racial Dilemmas in the Contemporary U.S.," Nazli KimbriaKibria explores the social construction and contested meanings of "Asian American" in the U.S.She views the social construction of race as a dynamic process involving the imposition of categories from without as well as the shaping of meaning within the categorized group. Kibria discusses the tension between "pan-Asianism" and a multiracial approach.Construction refers to:a. scientific processesb. a one time act of classification that then becomes permanentc. a group's sense of self identityd. an ongoing project
Q:
"What White Supremacists Taught a Jewish Scholar about Identity," Abby L. FerberAbby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race.Abby L. Ferber's research reveals that White supremacists view Jews as:a. threats to racial purity.b. supporters of their cause.c. white.d. a religious group, not a race
Q:
"Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America,"Gallagher argues that a new form of racist thinking, an ideology called color-blind racism, has become dominant among whites in America. Media and popular culture have created an illusion of equality by reducing race to cultural symbols that are marketed to everyone. Symbols of racial equality are embodied in the images of successful personalities in politics and sports, as well as in commodities as diverse as music, clothing, condiments, and cars. This focus on race as merely symbolic allows a majority of whites to believe that racial harmony prevails, institutional racism has been eliminated, and race no longer shapes life chances. This myth buttresses the deeply held belief that America is a meritocracy and that therefore any advantages that whites have now relative to racial minorities are earned advantages, achieved through individual effort. White privilege is thus rendered invisible, and support for programs that address problems caused by institutional racism is undermined.A social system that awards socio-economic success solely based on the effort of individuals is called a(n):a. class hierarchyb. meritocracyc. racial hierarchyd. ideology
Q:
"Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America,"Gallagher argues that a new form of racist thinking, an ideology called color-blind racism, has become dominant among whites in America. Media and popular culture have created an illusion of equality by reducing race to cultural symbols that are marketed to everyone. Symbols of racial equality are embodied in the images of successful personalities in politics and sports, as well as in commodities as diverse as music, clothing, condiments, and cars. This focus on race as merely symbolic allows a majority of whites to believe that racial harmony prevails, institutional racism has been eliminated, and race no longer shapes life chances. This myth buttresses the deeply held belief that America is a meritocracy and that therefore any advantages that whites have now relative to racial minorities are earned advantages, achieved through individual effort. White privilege is thus rendered invisible, and support for programs that address problems caused by institutional racism is undermined.National polls indicate that a majority of whites now believe that racial discrimination:a. explains the persistence of racial inequalityb. is systematicc. has been eliminatedd. is still a problem, but only in the south
Q:
"Seeing More than Black and White: Latinos, Racism, and the Cultural Divide," Elizabeth MartinezElizabeth Martinez contends that Latinos, among other racial and ethnic groups, have been largely ignored in the discussion of racism in the United States. She argues that the growing population of these groups, along with the increased awareness of their similar experiences, requires a broadening of the historically dichotomous view of race as Black and White. The denial of the Latino experience reflects the conflicting perception of Latinos by dominant society; they are viewed as invisible and a threat at the same time. The invisibility of Latinos is reflected in either the denial of their presence or in a one-dimensional view of Latinos based largely on stereotypes. When the presence of Latinos is recognized, it is often within the context of jeopardizing the dominant or other minority groups' position. Martinez argues that the removal of Latinos from the discussion of race has resulted not only in a denial of their experience as a group targeted by racism, but it has prevented the acknowledgement of the similarity in their and other people of color's treatment thereby preventing unity in their shared struggle against racism.According to Martinez, recognition of the similar experiences among racial and ethnic groups will result in:a. competition over scarce and limited resources.b. greater solidarity in the fight against racism.c. diminished distinction among groups.d. an end to racism
Q:
"White Privilege: Unpacking the Invisible Knapsack," Peggy McIntoshPeggy 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 says the word "privilege" now seems misleading. Its connotations are too_________________to fit the conditions and behaviors that "privilege systems" produce.a. negativeb. positivec. ambiguousd. guilt inducing
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
Orfield and Lee call for new strategies to integrate schools, because schools are re-segregating as a result of recent court decisions, creating separate and unequal educational experiences for Whites and minorities. This is particularly the case for African Americans and Latinos, who Orfield and Lee describe as "highly likely to be attending poorly supported "majority-minority" schools. Blacks and Latinos are doubly segregated: from Whites and from middle-class students; Latinos experience triple segregation: by class, race and language.
The average White student attends schools where _______________ percent of the students are White.
a. 77
b. 25
c. 98
d. 55
Q:
"Gladiators, Gazelles, and Groupies: Basketball Love and Loathing" Julianne MalveauxJulianne Malveaux explores the topic of basketball within the context of gender and race. The author speaks of a culture saturated with basketball. It is nearly impossible to tune out, turn off or ignore. It is a cultural delimiter, a national export, a medium through which messages about race, gender and power are transmitted not only nationally but also internationally.From a gender perspective, Malveaux asks, "What would a woman have to do to achieve the same _______________ as Michael Jordan?"a. influence, iconic status, and bankabilityb. power, wealth and notorietyc. attention, interests and bankabilityd. control, interests, and earning power
Q:
"Gladiators, Gazelles, and Groupies: Basketball Love and Loathing" Julianne MalveauxJulianne Malveaux explores the topic of basketball within the context of gender and race. The author speaks of a culture saturated with basketball. It is nearly impossible to tune out, turn off or ignore. It is a cultural delimiter, a national export, a medium through which messages about race, gender and power are transmitted not only nationally but also internationally.Julianne Malveaux compares professional basketball to an _____________ with some coaches accustomed to barking orders and uttering racial expletives to get maximum performance from their players.a. antebellum plantationb. opportune experiencec. arena successd. athletic success
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"