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Q: "Women's Rights as Human Rights: Toward a Re-Vision of Human Rights," Charlotte Bunch Charlotte Bunch notes that "no government determines its policies toward other countries on the basis of their treatment of women." In addition, she argues, human rights organizations rarely treat women as a priority. Government and non-government agencies alike tend to see women's concerns as trivial, private, or simply outside the purview of human rights issues. Noting that "sexism kills," Bunch identifies the many concerns of women that must be made a priority if human rights are to be obtained. The physical territory of the political struggle over what constitutes women's human rights is: a. the privacy of the home b. women's bodies c. Congress d. The United Nations

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Q: "How the New Working Class Can Transform Urban America" Robin Kelley Kelley explains how the pervasive imagery that exists about the urban "underclass" undermines our understanding of a contemporary urban working class. The urban working class, many of whom are Latino and women, can be found in many different industries today including hospitals, universities, nursing homes, food services and retail establishments. He also discusses why organizing the new immigrant labor force is a challenge for the labor movement. He highlights Justice for Janitors, one of the most significant labor-based social justice movements, of which Black and Latino women make up the majority of its membership. He highlights a second broad-based radical movement " the Labor/Community Strategy Center based in Los Angeles, CA. The Center's most important campaign has been the Bus Riders Union, since public transportation is one of the few issues that impacts the lives of many urban working people. This campaign argued that the public transportation system's policies violate Title VI of the Civil Rights Act of 1964. The most obvious barrier to organizing immigrant workers have been: a. deindustrialization b. corporate downsizing c. the discriminatory immigration policy d. the erosion of the welfare state

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Q: "Sustainable Food and Privilege: Why is Green Always White (and Male and Upper Class)" Janani Balasubramanian Food justice, Janani Balasubramanian argues, is fundamentally a race and class issue, and food activists are not speaking about it as such. The emphahsis on local food economy fails to recognize the importance of United States support of agriculture in other parts of the world. Activists of color who do admirable work in their communities are often ignored by White activist writers and film makers. Thus we do not hear the "variety of voices' that needs to be heard if universal food reform is to be achieved. The face of farming is changing and _______________ will continue to grow in number as stewards of sustainable agriculture. a. White male small-scale farmers b. Latinos c. agribusinesses d. women and people of color

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Q: "Whosoever" Is Welcome Here: An Interview with Reverend Edwin C. Sanders II" Gary David Comstock Gary David Comstock discusses how an urban-based minister is making a difference in the lives of lesbian/bisexual/gay/transgendered people by welcoming them to the church he pastors and encouraging them to participate in the life of the church. As a result, his efforts have paid off in creating a compassionate and caring community of worshipers that evolve from diverse cultural, racial and sexual backgrounds. Because of this approach, the Reverend Edwin C. Sanders II and his congregation are involved in various community causes such as an HIV/AIDS ministry and a prison ministry that benefit the membership as well the community. What reason does Reverend Sanders give for African American gay people emphasizing the importance of religion in families and communities? a. African Americans tend to have a stronger belief in God than other groups. b. The Black church is the only place where African Americans can really escape the racism they experience in society. c. Gay people are more religious than straight people d. All of these answers are correct

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Q: "Whosoever" Is Welcome Here: An Interview with Reverend Edwin C. Sanders II" Gary David Comstock Gary David Comstock discusses how an urban-based minister is making a difference in the lives of lesbian/bisexual/gay/transgendered people by welcoming them to the church he pastors and encouraging them to participate in the life of the church. As a result, his efforts have paid off in creating a compassionate and caring community of worshipers that evolve from diverse cultural, racial and sexual backgrounds. Because of this approach, the Reverend Edwin C. Sanders II and his congregation are involved in various community causes such as an HIV/AIDS ministry and a prison ministry that benefit the membership as well the community. The Metropolitan Interdenominational Church has an unusual congregation that includes: a. women, children, elderly b. middle-aged and middle class individuals c. educated and uneducated individuals d. lesbian/bisexual/gay/transgendered people

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Q: "Tapping Our Strength," Eisa Nefertari UlenAs a Muslim and a womanist, Eisa Nefertari Ulen stands at an important intersection. She challenges Western feminists who criticize women who embrace Islamic traditions to consider whether women who insist on wearing hijab are "unconsciously oppressed" or are they actually, "performing daily acts of resistance." Are they, she asks, actually "the most daring of revolutionaries...storming the gates for our own liberation"? She challenges the reader to see the cutting of Western women for "beautification" as a "virtual duplication" of the cutting of daughters by some Muslim women in the "pre-Islamic practice of genital mutilation." She also challenges those who claim to practice Islam while violating its teachings by dishonoring women. Ultimately she calls for the building of bridges among Muslims and non-Muslims, and among warrior women who "have so much work to do."According to Ulen, _______________ "are tools the oppressor uses to separate and slay as he takes."a. smoke screensb. race, gender and religionc. veilsd. wars

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Q: "Tapping Our Strength," Eisa Nefertari Ulen As a Muslim and a womanist, Eisa Nefertari Ulen stands at an important intersection. She challenges Western feminists who criticize women who embrace Islamic traditions to consider whether women who insist on wearing hijab are "unconsciously oppressed" or are they actually, "performing daily acts of resistance." Are they, she asks, actually "the most daring of revolutionaries...storming the gates for our own liberation"? She challenges the reader to see the cutting of Western women for "beautification" as a "virtual duplication" of the cutting of daughters by some Muslim women in the "pre-Islamic practice of genital mutilation." She also challenges those who claim to practice Islam while violating its teachings by dishonoring women. Ultimately she calls for the building of bridges among Muslims and non-Muslims, and among warrior women who "have so much work to do." In almost every country in Europe _______________ is the second religion after _______________. a. Christianity/Islam b. Islam/Judaism c. Islam/Christianity d. Christianity/Judaism

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Q: "Rape, Racism and the Law" Jennifer WrigginsWriggins argues that the legal system's treatment of rape has furthered racism and has denied the reality of women's sexual subordination. She illustrates how the history of rape in the US has focused on the rape of White women by Black men, ignoring both White men as rapists and Black women as victims of rape.The criminal justice system continues to take the rape of Black women less seriously than the rape of White women.a. trueb. falsec. true, but only when the accused rapist is Whited. true, but only when the accused rapist is Black

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Q: "Rape, Racism and the Law" Jennifer WrigginsWriggins argues that the legal system's treatment of rape has furthered racism and has denied the reality of women's sexual subordination. She illustrates how the history of rape in the US has focused on the rape of White women by Black men, ignoring both White men as rapists and Black women as victims of rape.Courts applied "special doctrinal rules" to Black defendants accused of the rape or attempted rape of White women. The "social conditions and customs founded upon racial differences" which the jury was to consider:a. included the assumption that Black men always and only want to rape White womenb. included that a White woman would never consent to sex with a Black manc. were not applied where both persons were of colord. all of these answers are correct

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Q: "Rape, Racism and the Law" Jennifer WrigginsWriggins argues that the legal system's treatment of rape has furthered racism and has denied the reality of women's sexual subordination. She illustrates how the history of rape in the US has focused on the rape of White women by Black men, ignoring both White men as rapists and Black women as victims of rape.Many Whites accepted _______________ as an appropriate punishment for a Black man accused of raping a White woman.a. lynchingb. corporal punishmentc. imprisonmentd. steep fines

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Q: "The Color of Justice," Michelle Alexander Michelle Alexander examines the racial disparities in our criminal justice system, finding that "rates and patterns of drug crime do not explain" the fact that "although the majority of illegal drug users and dealers nationwide are White, three-fourths of all people imprisoned for drug offenses are Black or Latino." Alexander identifies two stages in a structural process that results in the unjust disparities she finds in the system of "racialized social control" that passes itself off as criminal justice. Alexander finds that despite the popular belief that _______________ is on the rise, it is actually at historically low levels and NOT responsible for the "prison boom." a. theft b. violent crime c. drug use d. drug conviction

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Q: "The Color of Justice," Michelle Alexander Michelle Alexander examines the racial disparities in our criminal justice system, finding that "rates and patterns of drug crime do not explain" the fact that "although the majority of illegal drug users and dealers nationwide are White, three-fourths of all people imprisoned for drug offenses are Black or Latino." Alexander identifies two stages in a structural process that results in the unjust disparities she finds in the system of "racialized social control" that passes itself off as criminal justice. _________________ students use crack cocaine at eight times the rate of _____________ students, a. Black/White b. Latino/White c. White/Black d. Black/Latino

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Q: "The Color of Justice," Michelle Alexander Michelle Alexander examines the racial disparities in our criminal justice system, finding that "rates and patterns of drug crime do not explain" the fact that "although the majority of illegal drug users and dealers nationwide are White, three-fourths of all people imprisoned for drug offenses are Black or Latino." Alexander identifies two stages in a structural process that results in the unjust disparities she finds in the system of "racialized social control" that passes itself off as criminal justice. The majority of people in prison for drug offenses are: a. Black and Latino b. White c. Asian d. women

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Q: "Policing the National Body: Sex, Race, and Criminalization" Jael SillimanJael Silliman has defined policing the society within the context of race and class. Politicians, representing mainstream America, have ignored or rarely addressed issues of poverty, criminalization and race that are pressing for communities of color. Good policing among the disadvantaged appear to be the new societal wisdom. Silliman believes such a view negates dealing with the root causes of poverty and racism.The criminal justice system works collaboratively with __________________ to perform and carry out disciplinary functions deemed necessary to uphold the system of injustice.a. government, corporate and professional institutionsb. government. social and professional institutionsc. social, political and professional institutionsd. political, economic and government institutions

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Q: "Policing the National Body: Sex, Race, and Criminalization" Jael SillimanJael Silliman has defined policing the society within the context of race and class. Politicians, representing mainstream America, have ignored or rarely addressed issues of poverty, criminalization and race that are pressing for communities of color. Good policing among the disadvantaged appear to be the new societal wisdom. Silliman believes such a view negates dealing with the root causes of poverty and racism.According to Jael Silliman, as strongly as class and race biases determine the criminal justice system, so does:a. education biasb. cultural biasc. gender biasd. economic bias

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Q: "Policing the National Body: Sex, Race, and Criminalization" Jael Silliman Jael Silliman has defined policing the society within the context of race and class. Politicians, representing mainstream America, have ignored or rarely addressed issues of poverty, criminalization and race that are pressing for communities of color. Good policing among the disadvantaged appear to be the new societal wisdom. Silliman believes such a view negates dealing with the root causes of poverty and racism. According to Jael Silliman, poor women and women of color are: a. criminalized b. honored c. privileged d. bold

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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

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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

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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%

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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

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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

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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

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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

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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

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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

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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

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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

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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"

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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.According to Churchill, one can only conclude that, in contrast to the other groups at issue, Indians are (falsely) perceived as being too few, and therefore too weak,a. to defend themselves effectively against racist and otherwise offensive behavior.b. to take a strong stand and challenge their offenders.c. to mount a protest against unfair treatment.d. maintain traditional life.

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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.According to Churchill a substantial number of American Indians have protested the use of Native names, images, and symbols as sports team mascots and the like is, by definition a:a. virulently racist practice.b. common athletic practice.c. common cultural practice.d. common team practice.

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