Anthropology

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. Reverend Edwin C. Sanders II's congregation is predominately: a. Caucasian b. Asian c. African-American d. Native American

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

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

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." Islam: a. is a monotheistic religion. b. admonishes the persecution of people based on gender, race, and class. c. means "peace" and considers a war waged in self-defense to be the only legitimate war d. all of these answers are correct

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." Ulen finds violence against women and girls to be: a. anti-Christian b. acceptable in some cultural contexts c. the result of Western influences d. anti-Islamic

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."Muslim women inherited property, participated in public life, divorced their husbands, controlled their own money and fought on the battlefield:a. starting 100 years agob. starting 200 years agoc. neverd. 1400 years ago

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." A womanist is a feminist rooted in the traditions of: a. Islam b. Christianity c. Alice Walker d. Sister Ama Shabazz

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." According to Ulen, there are now more Muslims in the U.S. than: a. Jews b. Catholics c. Protestants d. Buddhists

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

Q: "We Are Not Ophelia: Empowerment and Activist Identities," Jessica K. Taft Jessica Taft identifies a distinction between empowerment of girls and girls' activism. Empowerment, she argues, "is all too often focused on incorporating girls into the social order, while activist girls desire to make substantial changes to the social order. The girls in her study find the civic engagement emphasis of popular definitions of empowerment far too narrow. They want much more than simply to better their own circumstances; they want to make the world a better place for all to live. With a sociological rather than an individualized view of the world, these girls connect their own struggles as issues of public concern. Taft identifies a "breathtaking range of social problems and contemporary political issues' girl activists work collectively to address. If empowerment means that girls are encouraged to build self esteem, make healthy decisions and take advantage of individual opportunities, girls are more likely to see their problems as: a. public issues b. related to problems other people also suffer c. personal troubles d. requiring massive social change

Q: "We Are Not Ophelia: Empowerment and Activist Identities," Jessica K. Taft Jessica Taft identifies a distinction between empowerment of girls and girls' activism. Empowerment, she argues, "is all too often focused on incorporating girls into the social order, while activist girls desire to make substantial changes to the social order. The girls in her study find the civic engagement emphasis of popular definitions of empowerment far too narrow. They want much more than simply to better their own circumstances; they want to make the world a better place for all to live. With a sociological rather than an individualized view of the world, these girls connect their own struggles as issues of public concern. Taft identifies a "breathtaking range of social problems and contemporary political issues' girl activists work collectively to address. If girls' problems are seen as ________________ they are much more likely to engage in social action to remedy them. a. personal troubles b. resulting from their own bad decisions c. publicly relevant d. caused by their own individual families

Q: "We Are Not Ophelia: Empowerment and Activist Identities," Jessica K. Taft Jessica Taft identifies a distinction between empowerment of girls and girls' activism. Empowerment, she argues, "is all too often focused on incorporating girls into the social order, while activist girls desire to make substantial changes to the social order. The girls in her study find the civic engagement emphasis of popular definitions of empowerment far too narrow. They want much more than simply to better their own circumstances; they want to make the world a better place for all to live. With a sociological rather than an individualized view of the world, these girls connect their own struggles as issues of public concern. Taft identifies a "breathtaking range of social problems and contemporary political issues' girl activists work collectively to address. "Empowerment" as it is currently defined can be a way to present ________________ notions of personal growth, according to Taft. a. useful b. meritocratic c. destructive d. activist

Q: "We Are Not Ophelia: Empowerment and Activist Identities," Jessica K. Taft Jessica Taft identifies a distinction between empowerment of girls and girls' activism. Empowerment, she argues, "is all too often focused on incorporating girls into the social order, while activist girls desire to make substantial changes to the social order. The girls in her study find the civic engagement emphasis of popular definitions of empowerment far too narrow. They want much more than simply to better their own circumstances; they want to make the world a better place for all to live. With a sociological rather than an individualized view of the world, these girls connect their own struggles as issues of public concern. Taft identifies a "breathtaking range of social problems and contemporary political issues' girl activists work collectively to address. A defining feature of activism is its emphasis on: a. the well-being of the individual b. education as a means to a better life c. civic engagement and incorporation of the empowered person into the social order d. social change

Q: "We Are Not Ophelia: Empowerment and Activist Identities," Jessica K. Taft Jessica Taft identifies a distinction between empowerment of girls and girls' activism. Empowerment, she argues, "is all too often focused on incorporating girls into the social order, while activist girls desire to make substantial changes to the social order. The girls in her study find the civic engagement emphasis of popular definitions of empowerment far too narrow. They want much more than simply to better their own circumstances; they want to make the world a better place for all to live. With a sociological rather than an individualized view of the world, these girls connect their own struggles as issues of public concern. Taft identifies a "breathtaking range of social problems and contemporary political issues' girl activists work collectively to address. Contemporary models of "empowerment" for girls tend to focus on: a. civic engagement and incorporating girls into the social order. b. working collectively to solve social problems c. getting an education d. changing the world

Q: "Race, Class, Gender, and Women's Works," Teresa Amott and Julie Matthaei Teresa 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

Q: "Interpreting and Experiencing Anti-Queer Violence: Race, Class and gender Differences Among LGBT Hate Crime Victims," Doug Meyer Doug Meyer uses an intersectional approach and a qualitative methodology to explore how victims of violence in the LBGT community experience victimization differently according to race, class gender and sexuality. Meyer finds that multiple intersecting oppressed statuses make the identification of hate crime more complicated for all but middle and upper class White gay men. Those statutes may then serve primarily the interests of those White men, not the interests of lesbian and bisexual women, and particularly not LGBT people of color. White gay men almost always determined that interracial violence was based on their: a. race b. sexuality c. gender d. class

Q: "Interpreting and Experiencing Anti-Queer Violence: Race, Class and gender Differences Among LGBT Hate Crime Victims," Doug Meyer Doug Meyer uses an intersectional approach and a qualitative methodology to explore how victims of violence in the LBGT community experience victimization differently according to race, class gender and sexuality. Meyer finds that multiple intersecting oppressed statuses make the identification of hate crime more complicated for all but middle and upper class White gay men. Those statutes may then serve primarily the interests of those White men, not the interests of lesbian and bisexual women, and particularly not LGBT people of color. In his study, Meyer found that queer people of color were ____________________ likely than White gay men to express uncertainty as to the cause of their violent experiences: a. less b. just as c. 10 times more d. twice as

Q: "Interpreting and Experiencing Anti-Queer Violence: Race, Class and gender Differences Among LGBT Hate Crime Victims," Doug Meyer Doug Meyer uses an intersectional approach and a qualitative methodology to explore how victims of violence in the LBGT community experience victimization differently according to race, class gender and sexuality. Meyer finds that multiple intersecting oppressed statuses make the identification of hate crime more complicated for all but middle and upper class White gay men. Those statutes may then serve primarily the interests of those White men, not the interests of lesbian and bisexual women, and particularly not LGBT people of color. According to Meyer, attempts to punish gender nonconformity could be perceived not only as attempts to enforce gender conformity but also as attempts to restrict: a. heterosexuality b. women's liberation c. homosexuality d. racism

Q: "Interpreting and Experiencing Anti-Queer Violence: Race, Class and gender Differences Among LGBT Hate Crime Victims," Doug Meyer Doug Meyer uses an intersectional approach and a qualitative methodology to explore how victims of violence in the LBGT community experience victimization differently according to race, class gender and sexuality. Meyer finds that multiple intersecting oppressed statuses make the identification of hate crime more complicated for all but middle and upper class White gay men. Those statutes may then serve primarily the interests of those White men, not the interests of lesbian and bisexual women, and particularly not LGBT people of color. Lesbian women of color often confront violence in which their perpetrators do not use _________________ insults. a. gender specific b. racial c. any d. homophobic

Q: "Interpreting and Experiencing Anti-Queer Violence: Race, Class and gender Differences Among LGBT Hate Crime Victims," Doug Meyer Doug Meyer uses an intersectional approach and a qualitative methodology to explore how victims of violence in the LBGT community experience victimization differently according to race, class gender and sexuality. Meyer finds that multiple intersecting oppressed statuses make the identification of hate crime more complicated for all but middle and upper class White gay men. Those statutes may then serve primarily the interests of those White men, not the interests of lesbian and bisexual women, and particularly not LGBT people of color. _________________ makes possible some forms of homophobic violence and _______________ makes possible some forms of racial violence, according to Meyer. a. racism/homophobia b. hate/misunderstanding c. prejudice/discrimination d. sexism/racism

Q: "Interpreting and Experiencing Anti-Queer Violence: Race, Class and gender Differences Among LGBT Hate Crime Victims," Doug Meyer Doug Meyer uses an intersectional approach and a qualitative methodology to explore how victims of violence in the LBGT community experience victimization differently according to race, class gender and sexuality. Meyer finds that multiple intersecting oppressed statuses make the identification of hate crime more complicated for all but middle and upper class White gay men. Those statutes may then serve primarily the interests of those White men, not the interests of lesbian and bisexual women, and particularly not LGBT people of color. The degree to which queer people are willing to determine that violence is based on their sexuality varies by: a. the severity of the crime b. degrees of homophobia in the community c. intersections in the race, class, gender and sexuality of the victim d. how likely the victim thinks the violence will reoccur

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 rape of Black women by White men during slavery was commonplace and was used as a crucial weapon of White supremacy. White men had what has been referred to as _________________ Black women.a. special doctrinal rules forb. institutionalized access toc. legal lynching accessd. statutory penalties against

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

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

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. Common stereotypes of Black male sexuality include:a. that Black male sexuality is wanton and bestialb. that Black men are wildc. that Black men are the criminal rapists of White womend. all of these answers are correct

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.After the Civil War, allegations of rape involving Black offenders and White victims were treated with heightened virulence. One of the ways in which this heightened virulence manifested was through _______________, which peaked near the end of the 19th century.a. special doctrinal rulesb. lynchingc. common-law barriersd. statutory penalties

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

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. What is responsible for the "prison boom" according to Alexander? a. convictions for violent crime b. convictions for theft c. convictions for drug offences d. convictions for failure to pay child support

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. According to Alexander, patterns of drug crime do not explain: a. why people use drugs. b. why some groups use more drugs than others. c. drug addiction. d. glaring racial disparities in the criminal justice system.

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

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

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 drug users and dealers nationwide are: a. in prison b. Black c. Latino d. White

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

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

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. Jael Silliman believes that despite the surge in _______________, it is widely accepted that prisons encourage recidivism, transform the occasional offender into a habitual delinquent, fail to eliminate crime, and ignore the social problems that drive individuals to engage in illegal actions. a. incarceration rates b. prison guards c. offenders d. prison administrators

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, _______________are disproportionately represented in the prison industrial complex.a. womenb. people of colorc. mend. children

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. Based Silliman's essay, the criminal justice system has become a massive machine for: a. crime, secrecy and distortions. b. deviance, deception and criminals. c. arrest, detention and incarceration. d. deviants, sheriffs and officers.

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, women of color have independently articulated a broadreproductive rights agenda embedded in issues of _______________and ____________while keenly tuned to the state's role in the reproduction and regulation of women's bodies.a. fairness/justiceb. equality/social justicec. racism/discriminationd. justice/peace

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.Silliman explains that the state regulates and criminalizes reproduction for many_______________ through mandatory or discriminatory promotion of long-acting contraceptives and sterilization, and by charging pregnant women on drugs with negligence or child abuse.a. White womenb. middle-class womenc. minority womend. poor women

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. Silliman views aggressive law enforcement policies and actions as tools that: a. devastate women of color and their communities. b. solidify the community. c. protect the elderly. d. benefit the community

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 Silliman this new aggressive law enforcement regime is increasingly accepted by the mainstream as the price to be paid for:a. peace of mind.b. law and order.c. control and power.d. a quiet community.

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 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. Military involvement allegedly keeps young men out of _______________: a. early marriages b. debt c. gangs d. hospitals

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. Young Latinas are particularly vulnerable to military appeals to their sense of: a. self b. family obligation c. sexual propriety d. femininity

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. _______________ are the most economically disadvantaged group in all of Chicago: a. Mexicans b. Blacks c. Puerto Ricans d. Cubans

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: "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. For Chicago Puerto Ricans, the military is an institution understood to be: a. an unacceptable route to success b. a predator to young students hoping to gain higher education c. an important avenue of social mobility d. a potential interruption on the road of social mobility

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 healthiest response to the cognitive dissonance caused by the crossover experience is, according to Jensen: a. bridging b. resisting c. distancing d. therapy

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". According to Jensen, what colleges should give working class students like Shelly is: a. additions to her self-identity b. subtractions from her old identity c. a transformation to a whole new identity disconnected from family background d. just a diploma, not a newly created sense of self

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 working class find in higher education: a. familiar rules b. familiar values c. familiar language d. rules, values and language that are new and unfamiliar 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". 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 term cognitive dissonance means: a. incorrect thinking b. confusing inner clashing values and experiences c. resistance to change d. disordered thinking

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: "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". In the title of this article the words "great divide" refer to: a. the income gap between rich and poor b. good middle-class values and bad working class values c. the way Shelly actually felt compared to what she said about it d. the opposing world views of middle and working class cultures

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." When anti-intellectual attitudes appear in White students they are assumed to be _______________; when the same anti-intellectual attitudes are found in Black and Latino teenagers are treated as a sign of _______________ according to Theoharis. a. inevitable/cultural dysfunction b. unusual/natural c. pathological/natural d. cultural dysfunction/inevitable teenage behavior

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." Many of the students Theoharis studied found school to be: a. a personal pleasure b. the last place they wanted to be, since they don"t value education. c. boring. d. unnecessary for their future dreams.

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, Theoharis notes, _______________ make "periodic appearances' in class. a. gangs b. roaches, ants and rats c. college counselors d. students

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." Theoharis found that "the bungalows' constructed as cheap additional classroom space resembled: a. home environments b. classrooms in some of the most prestigious schools in the United States c. juvenile detention facilities d. prison cells

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." Fremont employs only one college counselor for a student body of: a. 100 b. 500 c. 1000 d. 5000

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, for every hundred students who start freshman year, _______________will be able to complete requirements making them eligible for admission to a four year college a. 70 b. 32 c. 29 d. 16

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, for every hundred students who start freshman year, _______________finish four years later. a. 89 b. 32 c. 45 d. 16

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. Asian students represent 5 percent of student enrollment and go to schools that average ______________ percent Asian enrollment, making them the ______________ integrated group in today's schools. a. 2/most b. 54/least c. 24/most d. 63/most

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. In the country as a whole _______________ percent of students are White. a. 98 b. 57 c. 34 d. 77

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: "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. Latino students face "triple segregation" by: a. race, neighborhood and sex b. class, gender and neighborhood c. language, neighborhood and gender d. race, class and language

Q: "Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies," Gary Orfield and Chungmei LeeOrfield 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."Double segregation" is described by Orfield and Lee as separation of Black and Latino students both from _______________ and _______________ students.a. each other/Whiteb. Asian/poorc. White/middle-classd. poor/wealthy

Q: "Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies," Gary Orfield and Chungmei LeeOrfield 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.Schools have a decreasing population of _______________ students and an increasing population of _______________ students, according to Orfield and Lee.a. White/poorb. Black/Latinoc. minority/wealthyd. poor/White

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 2007 Supreme Court Decision makes it likely that school segregation will: a. disappear within a decade b. decrease dramatically over the next five years, especially in urban areas. c. stay about what it was in 2007 in the near future d. increase

Q: "Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies," Gary Orfield and Chungmei LeeOrfield 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.Latino and Black students are now _______________ than they have been since the 1960's according to Orfield and Lee.a. more integrated with each otherb. more integrated with White studentsc. more segregatedd. more desirous of school segregation

Q: "Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies," Gary Orfield and Chungmei LeeOrfield 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 2007 Supreme Court decision on school segregation struck down:a. Roe v. Wadeb. rulings of the civil rights era that sought to end racial segregationc. the "separate but equal" doctrined. Plessy v. Ferguson

1 2 3 … 197 Next »

Subjects