Q&A Hero

Q: "The Prison and the Closet," Patricia Hill Collins Patricia Hill Collins considers the intersecting relationship between racism and heterosexism. She argues that the assumption that these two hegemonic ideologies represent separate systems of oppression obscures the fact that racism and sexism rely upon each other for meaning. Without sacrificing the acknowledgement of differences in the way that racism and heterosexism manifest, the author shows that the two systems converge and that both systems affect the everyday lives of all people. Racism and sexism use a common cognitive framework called ________________ thinking. a. prejudiced b. discriminatory c. opposites attract d. binary

Q: "The Prison and the Closet," Patricia Hill CollinsPatricia Hill Collins considers the intersecting relationship between racism and heterosexism. She argues that the assumption that these two hegemonic ideologies represent separate systems of oppression obscures the fact that racism and sexism rely upon each other for meaning. Without sacrificing the acknowledgement of differences in the way that racism and heterosexism manifest, the author shows that the two systems converge and that both systems affect the everyday lives of all people.According to Patricia Hill Collins, if marriage were in fact a natural and normal occurrence between heterosexual couples and if it occurred naturally within racial categories there would be no need to _____________________________ it.a. allowb. regulatec. discussd. allow divorces from

Q: "The Prison and the Closet," Patricia Hill Collins Patricia Hill Collins considers the intersecting relationship between racism and heterosexism. She argues that the assumption that these two hegemonic ideologies represent separate systems of oppression obscures the fact that racism and sexism rely upon each other for meaning. Without sacrificing the acknowledgement of differences in the way that racism and heterosexism manifest, the author shows that the two systems converge and that both systems affect the everyday lives of all people. Racism and heterosexism use similar mechanisms to maintain: a. racial and sexual hierarchies b. race and class hierarchies c. discrimination in education d. prejudice

Q: "The Prison and the Closet," Patricia Hill Collins Patricia Hill Collins considers the intersecting relationship between racism and heterosexism. She argues that the assumption that these two hegemonic ideologies represent separate systems of oppression obscures the fact that racism and sexism rely upon each other for meaning. Without sacrificing the acknowledgement of differences in the way that racism and heterosexism manifest, the author shows that the two systems converge and that both systems affect the everyday lives of all people. Ignoring the heterosexism that underpins Black patriarchy hinders the development of: a. conservative political campaigns b. progressive political parties c. a progressive Black sexual politics d. patriarchy itself.

Q: "The Prison and the Closet," Patricia Hill Collins Patricia Hill Collins considers the intersecting relationship between racism and heterosexism. She argues that the assumption that these two hegemonic ideologies represent separate systems of oppression obscures the fact that racism and sexism rely upon each other for meaning. Without sacrificing the acknowledgement of differences in the way that racism and heterosexism manifest, the author shows that the two systems converge and that both systems affect the everyday lives of all people. According to Patricia Hill Collins, racism and heterosexism: a. constitute two separate systems of oppression b. are independent concerns c. rely upon one another for meaning d. are unrelated.

Q: "The Prison and the Closet," Patricia Hill CollinsPatricia Hill Collins considers the intersecting relationship between racism and heterosexism. She argues that the assumption that these two hegemonic ideologies represent separate systems of oppression obscures the fact that racism and sexism rely upon each other for meaning. Without sacrificing the acknowledgement of differences in the way that racism and heterosexism manifest, the author shows that the two systems converge and that both systems affect the everyday lives of all people.The sexual exploitation of women has been a basic ingredient of _____________, according to the authors:a. sexismb. prisonsc. closetsd. racism

Q: "The Prison and the Closet," Patricia Hill Collins Patricia Hill Collins considers the intersecting relationship between racism and heterosexism. She argues that the assumption that these two hegemonic ideologies represent separate systems of oppression obscures the fact that racism and sexism rely upon each other for meaning. Without sacrificing the acknowledgement of differences in the way that racism and heterosexism manifest, the author shows that the two systems converge and that both systems affect the everyday lives of all people. Colonial regimes routinely manipulated ideas about ________________ in order to maintain unjust power relations: a. race b. sexuality c. gender d. democracy

Q: "A Dream Deferred: Undocumented Students at CUNY," Carolina Bank Munoz Carolina Bank Munoz argues that contemporary immigration policy ignores structural conditions that force people to migrate to the United States. These policies, she argues, seek individual solutions to structural problems, thereby unfairly denying college education to undocumented students. Many undocumented students came here as children with parents who obtained visas that eventually expired. Under current policies it is difficult for these students to obtain documentation. The author advocates for passage of the Dream Act, which would make it easier for students to obtain documentation. Documentation would not only increase the life chances of the students, but would also assure that this country does not lose "a generation of extraordinarily bright and talented students..." Immigration policy is flawed because: a. it fails to keep out undocumented workers b. it seeks individual solutions to structural problems c. it seeks structural solutions to individual problems d. it creates too easy a path to legal citizenship

Q: "A Dream Deferred: Undocumented Students at CUNY," Carolina Bank Munoz Carolina Bank Munoz argues that contemporary immigration policy ignores structural conditions that force people to migrate to the United States. These policies, she argues, seek individual solutions to structural problems, thereby unfairly denying college education to undocumented students. Many undocumented students came here as children with parents who obtained visas that eventually expired. Under current policies it is difficult for these students to obtain documentation. The author advocates for passage of the Dream Act, which would make it easier for students to obtain documentation. Documentation would not only increase the life chances of the students, but would also assure that this country does not lose "a generation of extraordinarily bright and talented students..." Our immigration system has its roots in: a. a shared belief in equal opportunity for all b. institutionalized racism c. family law d. the historical open-door policy

Q: "A Dream Deferred: Undocumented Students at CUNY," Carolina Bank Munoz Carolina Bank Munoz argues that contemporary immigration policy ignores structural conditions that force people to migrate to the United States. These policies, she argues, seek individual solutions to structural problems, thereby unfairly denying college education to undocumented students. Many undocumented students came here as children with parents who obtained visas that eventually expired. Under current policies it is difficult for these students to obtain documentation. The author advocates for passage of the Dream Act, which would make it easier for students to obtain documentation. Documentation would not only increase the life chances of the students, but would also assure that this country does not lose "a generation of extraordinarily bright and talented students..." Undocumented college students have _____________________ access to federal and state student aid, work study programs, and many scholarships. a. little b. greater than average c. no d. easy

Q: "A Dream Deferred: Undocumented Students at CUNY," Carolina Bank Munoz Carolina Bank Munoz argues that contemporary immigration policy ignores structural conditions that force people to migrate to the United States. These policies, she argues, seek individual solutions to structural problems, thereby unfairly denying college education to undocumented students. Many undocumented students came here as children with parents who obtained visas that eventually expired. Under current policies it is difficult for these students to obtain documentation. The author advocates for passage of the Dream Act, which would make it easier for students to obtain documentation. Documentation would not only increase the life chances of the students, but would also assure that this country does not lose "a generation of extraordinarily bright and talented students..." Currently our immigration policy is sending the message that undocumented students who have been raised in the United States are: a. welcome to stay and become permanent citizens b. welcome to stay if they finish college c. welcome to stay if they turn their undocumented parents in to authorities for deportation. d. disposable.

Q: "A Dream Deferred: Undocumented Students at CUNY," Carolina Bank Munoz Carolina Bank Munoz argues that contemporary immigration policy ignores structural conditions that force people to migrate to the United States. These policies, she argues, seek individual solutions to structural problems, thereby unfairly denying college education to undocumented students. Many undocumented students came here as children with parents who obtained visas that eventually expired. Under current policies it is difficult for these students to obtain documentation. The author advocates for passage of the Dream Act, which would make it easier for students to obtain documentation. Documentation would not only increase the life chances of the students, but would also assure that this country does not lose "a generation of extraordinarily bright and talented students..." The Dream Act would: a. permit undocumented students to stay in school. b. permit undocumented students to obtain school loans. c. make it easier for some immigrant students to obtain temporary legal status and become eligible under certain conditions for permanent legal status. d. punish undocumented parents for not obtaining legal status for their children.

Q: "A Dream Deferred: Undocumented Students at CUNY," Carolina Bank Munoz Carolina Bank Munoz argues that contemporary immigration policy ignores structural conditions that force people to migrate to the United States. These policies, she argues, seek individual solutions to structural problems, thereby unfairly denying college education to undocumented students. Many undocumented students came here as children with parents who obtained visas that eventually expired. Under current policies it is difficult for these students to obtain documentation. The author advocates for passage of the Dream Act, which would make it easier for students to obtain documentation. Documentation would not only increase the life chances of the students, but would also assure that this country does not lose "a generation of extraordinarily bright and talented students..." College recruitment of undocumented students is essential to increasing their: a. income. b. life chances. c. aspirations for success. d. chances of returning to their home countries.

Q: "A Dream Deferred: Undocumented Students at CUNY," Carolina Bank Munoz Carolina Bank Munoz argues that contemporary immigration policy ignores structural conditions that force people to migrate to the United States. These policies, she argues, seek individual solutions to structural problems, thereby unfairly denying college education to undocumented students. Many undocumented students came here as children with parents who obtained visas that eventually expired. Under current policies it is difficult for these students to obtain documentation. The author advocates for passage of the Dream Act, which would make it easier for students to obtain documentation. Documentation would not only increase the life chances of the students, but would also assure that this country does not lose "a generation of extraordinarily bright and talented students..." Why do undocumented high school students often drop out? a. They see that they have no opportunities for upward mobility. b. They want to return to their home countries. c. Their parents want them to earn wages instead of getting an education. d. They don"t value education as a means to upward mobility.

Q: "Optional Ethnicities: For Whites Only?" Mary WatersMary Waters explores the difference in ethnic identities experienced by White and non-White ethnic and racial groups. Waters asserts that White ethnics are able to decide if, and what part of, their ethnic ancestry they want to claim. For White ethnics, theirs is a symbolic ethnicity, one which is individually designed and only serves to benefit White ethnics. Non-White groups do not have the same choice regarding their ethnic identities because the physical distinctions of these groups denies the choice. As a result, Waters argues, non-White ethnic group members are unable to avoid the negative experiences associated with being a member of an ethnic/racial minority group. Because White ethnics view their own ethnicities as voluntarily acquired and since those aspects of their ethnicity which are not beneficial to them are ignored, White ethnics do not recognize the involuntary nature of non-White ethnicities, nor do they identify with the racial oppression experienced by these groups. Waters points out that this understanding results in problematic race relations which can be seen on college campuses around the country. Waters argues that a cultural pluralistic society can only be achieved once the dynamics and consequences of ethnic identity are recognized by individuals and within social institutions.Black Americans, Hispanic Americans, Asian Americans, and American Indians do not have the option of a _________________at present in the United States.a. symbolic ethnicityb. symbolic necessityc. symbolic interactiond. symbolic reality

Q: "Optional Ethnicities: For Whites Only?" Mary WatersMary Waters explores the difference in ethnic identities experienced by White and non-White ethnic and racial groups. Waters asserts that White ethnics are able to decide if, and what part of, their ethnic ancestry they want to claim. For White ethnics, theirs is a symbolic ethnicity, one which is individually designed and only serves to benefit White ethnics. Non-White groups do not have the same choice regarding their ethnic identities because the physical distinctions of these groups denies the choice. As a result, Waters argues, non-White ethnic group members are unable to avoid the negative experiences associated with being a member of an ethnic/racial minority group. Because White ethnics view their own ethnicities as voluntarily acquired and since those aspects of their ethnicity which are not beneficial to them are ignored, White ethnics do not recognize the involuntary nature of non-White ethnicities, nor do they identify with the racial oppression experienced by these groups. Waters points out that this understanding results in problematic race relations which can be seen on college campuses around the country. Waters argues that a cultural pluralistic society can only be achieved once the dynamics and consequences of ethnic identity are recognized by individuals and within social institutions.According to "Optional Ethnicities: For Whites Only?" as a result of the exclusion they experienced at college, Black students may form:a. militant defense groups.b. oppositional identities.c. inhibited identities.d. symbolic ethnicities.

Q: "Optional Ethnicities: For Whites Only?" Mary WatersMary Waters explores the difference in ethnic identities experienced by White and non-White ethnic and racial groups. Waters asserts that White ethnics are able to decide if, and what part of, their ethnic ancestry they want to claim. For White ethnics, theirs is a symbolic ethnicity, one which is individually designed and only serves to benefit White ethnics. Non-White groups do not have the same choice regarding their ethnic identities because the physical distinctions of these groups denies the choice. As a result, Waters argues, non-White ethnic group members are unable to avoid the negative experiences associated with being a member of an ethnic/racial minority group. Because White ethnics view their own ethnicities as voluntarily acquired and since those aspects of their ethnicity which are not beneficial to them are ignored, White ethnics do not recognize the involuntary nature of non-White ethnicities, nor do they identify with the racial oppression experienced by these groups. Waters points out that this understanding results in problematic race relations which can be seen on college campuses around the country. Waters argues that a cultural pluralistic society can only be achieved once the dynamics and consequences of ethnic identity are recognized by individuals and within social institutions.According to Mary Waters in "Optional Ethnicities: For Whites Only?" White ethnics fail to recognize:a. the difference between individualistic symbolic ethnic identity and a socially enforced and imposed racial identity.b. the similarity between individualistic symbolic ethnic identity and a socially enforced and imposed racial identity.c. that some ethnicities are more important than others.d. that all ethnicities are merely symbolic in today's worlds.

Q: "Optional Ethnicities: For Whites Only?" Mary WatersMary Waters explores the difference in ethnic identities experienced by White and non-White ethnic and racial groups. Waters asserts that White ethnics are able to decide if, and what part of, their ethnic ancestry they want to claim. For White ethnics, theirs is a symbolic ethnicity, one which is individually designed and only serves to benefit White ethnics. Non-White groups do not have the same choice regarding their ethnic identities because the physical distinctions of these groups denies the choice. As a result, Waters argues, non-White ethnic group members are unable to avoid the negative experiences associated with being a member of an ethnic/racial minority group. Because White ethnics view their own ethnicities as voluntarily acquired and since those aspects of their ethnicity which are not beneficial to them are ignored, White ethnics do not recognize the involuntary nature of non-White ethnicities, nor do they identify with the racial oppression experienced by these groups. Waters points out that this understanding results in problematic race relations which can be seen on college campuses around the country. Waters argues that a cultural pluralistic society can only be achieved once the dynamics and consequences of ethnic identity are recognized by individuals and within social institutions.According to "Optional Ethnicities: For Whites Only?" identifying as Irish on St. Patrick's day is an example of:a. symbolic ethnicity.b. oppositional identity.c. socially determined ethnicity.d. racialization.

Q: "Optional Ethnicities: For Whites Only?" Mary WatersMary Waters explores the difference in ethnic identities experienced by White and non-White ethnic and racial groups. Waters asserts that White ethnics are able to decide if, and what part of, their ethnic ancestry they want to claim. For White ethnics, theirs is a symbolic ethnicity, one which is individually designed and only serves to benefit White ethnics. Non-White groups do not have the same choice regarding their ethnic identities because the physical distinctions of these groups denies the choice. As a result, Waters argues, non-White ethnic group members are unable to avoid the negative experiences associated with being a member of an ethnic/racial minority group. Because White ethnics view their own ethnicities as voluntarily acquired and since those aspects of their ethnicity which are not beneficial to them are ignored, White ethnics do not recognize the involuntary nature of non-White ethnicities, nor do they identify with the racial oppression experienced by these groups. Waters points out that this understanding results in problematic race relations which can be seen on college campuses around the country. Waters argues that a cultural pluralistic society can only be achieved once the dynamics and consequences of ethnic identity are recognized by individuals and within social institutions.As explained in "Optional Ethnicities: For Whites Only?" symbolic ethnicity refers to an:a. ethnicity that is individualistic in nature and without real social cost for the individual.b. ethnicity that is socially determined and without real social cost for the individual.c. ethnicity that is biological in nature and without real social cost for the individual.d. ethnicity that is socially determined with real social cost for the individual.

Q: "Optional Ethnicities: For Whites Only?" Mary WatersMary Waters explores the difference in ethnic identities experienced by White and non-White ethnic and racial groups. Waters asserts that White ethnics are able to decide if, and what part of, their ethnic ancestry they want to claim. For White ethnics, theirs is a symbolic ethnicity, one which is individually designed and only serves to benefit White ethnics. Non-White groups do not have the same choice regarding their ethnic identities because the physical distinctions of these groups denies the choice. As a result, Waters argues, non-White ethnic group members are unable to avoid the negative experiences associated with being a member of an ethnic/racial minority group. Because White ethnics view their own ethnicities as voluntarily acquired and since those aspects of their ethnicity which are not beneficial to them are ignored, White ethnics do not recognize the involuntary nature of non-White ethnicities, nor do they identify with the racial oppression experienced by these groups. Waters points out that this understanding results in problematic race relations which can be seen on college campuses around the country. Waters argues that a cultural pluralistic society can only be achieved once the dynamics and consequences of ethnic identity are recognized by individuals and within social institutions.As noted in "Optional Ethnicities: For Whites Only?" White Americans have options regarding their ethnic identities, including:a. the choice of which of their European ancestries to claim and whether to claim any specific ancestry.b. what holidays they will observe.c. what religion they will practice.d. genetic testing.

Q: "Optional Ethnicities: For Whites Only?" Mary WatersMary Waters explores the difference in ethnic identities experienced by White and non-White ethnic and racial groups. Waters asserts that White ethnics are able to decide if, and what part of, their ethnic ancestry they want to claim. For White ethnics, theirs is a symbolic ethnicity, one which is individually designed and only serves to benefit White ethnics. Non-White groups do not have the same choice regarding their ethnic identities because the physical distinctions of these groups denies the choice. As a result, Waters argues, non-White ethnic group members are unable to avoid the negative experiences associated with being a member of an ethnic/racial minority group. Because White ethnics view their own ethnicities as voluntarily acquired and since those aspects of their ethnicity which are not beneficial to them are ignored, White ethnics do not recognize the involuntary nature of non-White ethnicities, nor do they identify with the racial oppression experienced by these groups. Waters points out that this understanding results in problematic race relations which can be seen on college campuses around the country. Waters argues that a cultural pluralistic society can only be achieved once the dynamics and consequences of ethnic identity are recognized by individuals and within social institutions.According to "Optional Ethnicities: For Whites Only?," social scientists consider ethnicity primarily a:a. belief in a common ancestry.b. social phenomenon.c. biological phenomenon.d. matrilineal phenomenon.

Q: "Is This A White Country, or What?" Lillian RubinLillian Rubin demonstrates the links between economic competition, racial prejudice, and the anti-immigration sentiments expressed by working class whites. Rubin points out that while there is a long history of racial hostility toward immigrant groups in America, the limited employment opportunities and the darker skin tones of recent immigrants have intensified these hostilities. Racism and nativism, according to Rubin, is apparent in Whites' views of recent immigrants and people of color. The visibility of and the demands for recognition expressed by these groups are seen as threats to whites' economic livelihood and their understanding of America. Rubin's interviews with working class Whites illustrate this point, as well as two contradictions evident in Whites' attitudes toward immigrants and people of color: Whites resent the unity of these groups, yet they exclude them from dominant society. Whites criticize members of these groups for their perceived failures as well as their successes. Rubin asserts that Whites have begun to reclaim their ethnic heritage as a way to secure what they see as their hard earned position of privilege in American society.What reason does Lillian Rubin give for Whites wanting to "reclaim their ethnic roots?"a. They can recount the struggles that their ancestors went through when arriving in the United States.b. They want to learn more about the cultures of their ancestors.c. They want to be a powerful force against minorities.d. They want to be able to identify the struggles new immigrants are facing.

Q: "Is This A White Country, or What?" Lillian RubinLillian Rubin demonstrates the links between economic competition, racial prejudice, and the anti-immigration sentiments expressed by working class whites. Rubin points out that while there is a long history of racial hostility toward immigrant groups in America, the limited employment opportunities and the darker skin tones of recent immigrants have intensified these hostilities. Racism and nativism, according to Rubin, is apparent in Whites' views of recent immigrants and people of color. The visibility of and the demands for recognition expressed by these groups are seen as threats to whites' economic livelihood and their understanding of America. Rubin's interviews with working class Whites illustrate this point, as well as two contradictions evident in Whites' attitudes toward immigrants and people of color: Whites resent the unity of these groups, yet they exclude them from dominant society. Whites criticize members of these groups for their perceived failures as well as their successes. Rubin asserts that Whites have begun to reclaim their ethnic heritage as a way to secure what they see as their hard earned position of privilege in American society.According to "Is This A White Country, or What?" being White no longer automatically assures dominance in the politics of a _______________society.a. racializedb. multiracialc. genderedd. corporate

Q: "Is This A White Country, or What?" Lillian RubinLillian Rubin demonstrates the links between economic competition, racial prejudice, and the anti-immigration sentiments expressed by working class whites. Rubin points out that while there is a long history of racial hostility toward immigrant groups in America, the limited employment opportunities and the darker skin tones of recent immigrants have intensified these hostilities. Racism and nativism, according to Rubin, is apparent in Whites' views of recent immigrants and people of color. The visibility of and the demands for recognition expressed by these groups are seen as threats to whites' economic livelihood and their understanding of America. Rubin's interviews with working class Whites illustrate this point, as well as two contradictions evident in Whites' attitudes toward immigrants and people of color: Whites resent the unity of these groups, yet they exclude them from dominant society. Whites criticize members of these groups for their perceived failures as well as their successes. Rubin asserts that Whites have begun to reclaim their ethnic heritage as a way to secure what they see as their hard earned position of privilege in American society.According to "Is This A White Country, or What?" Whites:a. resent the unity of immigrants and people of color, yet they exclude them from the dominant society.b. recognize the racial hostilities their ancestors faced.c. view immigration as culturally enriching.d. welcome immigrants who remind them of their ancestors.

Q: "Is This A White Country, or What?" Lillian RubinLillian Rubin demonstrates the links between economic competition, racial prejudice, and the anti-immigration sentiments expressed by working class whites. Rubin points out that while there is a long history of racial hostility toward immigrant groups in America, the limited employment opportunities and the darker skin tones of recent immigrants have intensified these hostilities. Racism and nativism, according to Rubin, is apparent in Whites' views of recent immigrants and people of color. The visibility of and the demands for recognition expressed by these groups are seen as threats to whites' economic livelihood and their understanding of America. Rubin's interviews with working class Whites illustrate this point, as well as two contradictions evident in Whites' attitudes toward immigrants and people of color: Whites resent the unity of these groups, yet they exclude them from dominant society. Whites criticize members of these groups for their perceived failures as well as their successes. Rubin asserts that Whites have begun to reclaim their ethnic heritage as a way to secure what they see as their hard earned position of privilege in American society.As noted in "Is This A White Country, or What?" which of the following contributes to the anti-immigration sentiments expressed by Whites?a. cultural pluralism.b. nativism and economic competition.c. the ethnocentrism of immigrants.d. the fact that no Whites have never been immigrants.

Q: "Is This A White Country, or What?" Lillian RubinLillian Rubin demonstrates the links between economic competition, racial prejudice, and the anti-immigration sentiments expressed by working class whites. Rubin points out that while there is a long history of racial hostility toward immigrant groups in America, the limited employment opportunities and the darker skin tones of recent immigrants have intensified these hostilities. Racism and nativism, according to Rubin, is apparent in Whites' views of recent immigrants and people of color. The visibility of and the demands for recognition expressed by these groups are seen as threats to whites' economic livelihood and their understanding of America. Rubin's interviews with working class Whites illustrate this point, as well as two contradictions evident in Whites' attitudes toward immigrants and people of color: Whites resent the unity of these groups, yet they exclude them from dominant society. Whites criticize members of these groups for their perceived failures as well as their successes. Rubin asserts that Whites have begun to reclaim their ethnic heritage as a way to secure what they see as their hard earned position of privilege in American society.According to "Is This A White Country, or What?" the visibility of immigrant groups and people of color has:a. been well-received by most Whites.b. led Whites to consider their own racial identity.c. meant an end to racism in the U.S.d. created unity of all races in the struggle against racism.

Q: "Is This A White Country, or What?" Lillian Rubin Lillian Rubin demonstrates the links between economic competition, racial prejudice, and the anti-immigration sentiments expressed by working class whites. Rubin points out that while there is a long history of racial hostility toward immigrant groups in America, the limited employment opportunities and the darker skin tones of recent immigrants have intensified these hostilities. Racism and nativism, according to Rubin, is apparent in Whites' views of recent immigrants and people of color. The visibility of and the demands for recognition expressed by these groups are seen as threats to whites' economic livelihood and their understanding of America. Rubin's interviews with working class Whites illustrate this point, as well as two contradictions evident in Whites' attitudes toward immigrants and people of color: Whites resent the unity of these groups, yet they exclude them from dominant society. Whites criticize members of these groups for their perceived failures as well as their successes. Rubin asserts that Whites have begun to reclaim their ethnic heritage as a way to secure what they see as their hard earned position of privilege in American society. As noted in "Is This A White Country, or What?" early Irish, Italian, and Jewish immigrants: a. experienced racial prejudice and were viewed as able to assimilate by the dominant group. b. were welcomed to America as an additional labor force. c. never experienced racial prejudice and were viewed as able to assimilate by the dominant group. d. were always considered to be White by the dominant group.

Q: "The First Americans: Americans Indians," Matthew Snipp Matthew Snipp presents a historical summary of the United States' treatment of American Indians: removal, assimilation, the Indian New Deal, termination and relocation, and self determination. In the early 1800s removal of American Indians was the goal of the United States. Increased population and newly acquired land encouraged the push of American Indians westward, first through negotiated treaties and ultimately through forced removal. These actions resulted in severe hardship for American Indians physically and culturally. At the end of the 1800s the government policy regarding American Indians shifted to assimilation, or rather "humane extinction." The goal of the government, Snipp points out was to "civilize" American Indians through religion, education, ownership of property, and agricultural careers. The effect of assimilation on American Indians was the loss and disorganization of land, the impact of which is still being felt today. In the early 1930s the government encompassed American Indians in the New Deal programs. This shift in treatment demonstrated a new respect for American Indian culture and land. Economic and infrastructure support was granted to American Indian reservations, and tribal governance was allowed. American Indian policy took a different shift after WWII with the goals of termination and relocation. The United States government sought to terminate their dealing with American Indians and relocate American Indians to urban areas. In the era of the Civil Rights movement, yet another shift in United States and American Indian relations occurred. "Self-determination," the goal of American Indian autonomy, became the focus resulting in greater control of tribal governments and the end to termination policies. Snipp concludes with a discussion of the current status of American Indians. Population growth among American Indians has increased on reservations and in Urban areas. Snipp points out that both of these segments of the American Indian population face economic hardship. Urban American Indians also face the struggle of maintaining their culture away from reservations. Pan-Indianism has served to unite American Indian tribes in their fight for survival. According to Matthew Snipp, American Indians are one of the most ________________ groups in American society. a. significant b. diverse c. destitute d. insignificant

Q: "The First Americans: Americans Indians," Matthew SnippMatthew Snipp presents a historical summary of the United States' treatment of American Indians: removal, assimilation, the Indian New Deal, termination and relocation, and self determination. In the early 1800s removal of American Indians was the goal of the United States. Increased population and newly acquired land encouraged the push of American Indians westward, first through negotiated treaties and ultimately through forced removal. These actions resulted in severe hardship for American Indians physically and culturally. At the end of the 1800s the government policy regarding American Indians shifted to assimilation, or rather "humane extinction." The goal of the government, Snipp points out was to "civilize" American Indians through religion, education, ownership of property, and agricultural careers. The effect of assimilation on American Indians was the loss and disorganization of land, the impact of which is still being felt today.In the early 1930s the government encompassed American Indians in the New Deal programs. This shift in treatment demonstrated a new respect for American Indian culture and land. Economic and infrastructure support was granted to American Indian reservations, and tribal governance was allowed. American Indian policy took a different shift after WWII with the goals of termination and relocation. The United States government sought to terminate their dealing with American Indians and relocate American Indians to urban areas. In the era of the Civil Rights movement, yet another shift in United States and American Indian relations occurred. "Self-determination," the goal of American Indian autonomy, became the focus resulting in greater control of tribal governments and the end to termination policies. Snipp concludes with a discussion of the current status of American Indians. Population growth among American Indians has increased on reservations and in Urban areas. Snipp points out that both of these segments of the American Indian population face economic hardship. Urban American Indians also face the struggle of maintaining their culture away from reservations. Pan-Indianism has served to unite American Indian tribes in their fight for survival.Matthew Snipp notes in "The First Americans: Americans Indians," that American Indians living in urban areas have been helped by:a. the government.b. reservations.c. pan-Indianism.d. altruism.

Q: "The First Americans: Americans Indians," Matthew SnippMatthew Snipp presents a historical summary of the United States' treatment of American Indians: removal, assimilation, the Indian New Deal, termination and relocation, and self determination. In the early 1800s removal of American Indians was the goal of the United States. Increased population and newly acquired land encouraged the push of American Indians westward, first through negotiated treaties and ultimately through forced removal. These actions resulted in severe hardship for American Indians physically and culturally. At the end of the 1800s the government policy regarding American Indians shifted to assimilation, or rather "humane extinction." The goal of the government, Snipp points out was to "civilize" American Indians through religion, education, ownership of property, and agricultural careers. The effect of assimilation on American Indians was the loss and disorganization of land, the impact of which is still being felt today.In the early 1930s the government encompassed American Indians in the New Deal programs. This shift in treatment demonstrated a new respect for American Indian culture and land. Economic and infrastructure support was granted to American Indian reservations, and tribal governance was allowed. American Indian policy took a different shift after WWII with the goals of termination and relocation. The United States government sought to terminate their dealing with American Indians and relocate American Indians to urban areas. In the era of the Civil Rights movement, yet another shift in United States and American Indian relations occurred. "Self-determination," the goal of American Indian autonomy, became the focus resulting in greater control of tribal governments and the end to termination policies. Snipp concludes with a discussion of the current status of American Indians. Population growth among American Indians has increased on reservations and in Urban areas. Snipp points out that both of these segments of the American Indian population face economic hardship. Urban American Indians also face the struggle of maintaining their culture away from reservations. Pan-Indianism has served to unite American Indian tribes in their fight for survival.As noted in "The First Americans: Americans Indians," the policies of termination and relocation of American Indians took the form of:a. ending the special status of reservations and moving American Indians to urban settings.b. ending discriminatory practices against American Indians.c. cultural relativism.d. the creation of reservations and the sovereignty of tribal nations.

Q: "The First Americans: Americans Indians," Matthew SnippMatthew Snipp presents a historical summary of the United States' treatment of American Indians: removal, assimilation, the Indian New Deal, termination and relocation, and self determination. In the early 1800s removal of American Indians was the goal of the United States. Increased population and newly acquired land encouraged the push of American Indians westward, first through negotiated treaties and ultimately through forced removal. These actions resulted in severe hardship for American Indians physically and culturally. At the end of the 1800s the government policy regarding American Indians shifted to assimilation, or rather "humane extinction." The goal of the government, Snipp points out was to "civilize" American Indians through religion, education, ownership of property, and agricultural careers. The effect of assimilation on American Indians was the loss and disorganization of land, the impact of which is still being felt today.In the early 1930s the government encompassed American Indians in the New Deal programs. This shift in treatment demonstrated a new respect for American Indian culture and land. Economic and infrastructure support was granted to American Indian reservations, and tribal governance was allowed. American Indian policy took a different shift after WWII with the goals of termination and relocation. The United States government sought to terminate their dealing with American Indians and relocate American Indians to urban areas. In the era of the Civil Rights movement, yet another shift in United States and American Indian relations occurred. "Self-determination," the goal of American Indian autonomy, became the focus resulting in greater control of tribal governments and the end to termination policies. Snipp concludes with a discussion of the current status of American Indians. Population growth among American Indians has increased on reservations and in Urban areas. Snipp points out that both of these segments of the American Indian population face economic hardship. Urban American Indians also face the struggle of maintaining their culture away from reservations. Pan-Indianism has served to unite American Indian tribes in their fight for survival.As explained in "The First Americans: Americans Indians," the Roosevelt administration issued the Indian New Deal, which:a. removed John Collier as the Commissioner of Indian Affairs.b. developed a new respect for American Indian tribal culture.c. eliminated projects to control soil erosion.d. weakened the infrastructure on reservations.

Q: "The First Americans: Americans Indians," Matthew Snipp Matthew Snipp presents a historical summary of the United States' treatment of American Indians: removal, assimilation, the Indian New Deal, termination and relocation, and self determination. In the early 1800s removal of American Indians was the goal of the United States. Increased population and newly acquired land encouraged the push of American Indians westward, first through negotiated treaties and ultimately through forced removal. These actions resulted in severe hardship for American Indians physically and culturally. At the end of the 1800s the government policy regarding American Indians shifted to assimilation, or rather "humane extinction." The goal of the government, Snipp points out was to "civilize" American Indians through religion, education, ownership of property, and agricultural careers. The effect of assimilation on American Indians was the loss and disorganization of land, the impact of which is still being felt today. In the early 1930s the government encompassed American Indians in the New Deal programs. This shift in treatment demonstrated a new respect for American Indian culture and land. Economic and infrastructure support was granted to American Indian reservations, and tribal governance was allowed. American Indian policy took a different shift after WWII with the goals of termination and relocation. The United States government sought to terminate their dealing with American Indians and relocate American Indians to urban areas. In the era of the Civil Rights movement, yet another shift in United States and American Indian relations occurred. "Self-determination," the goal of American Indian autonomy, became the focus resulting in greater control of tribal governments and the end to termination policies. Snipp concludes with a discussion of the current status of American Indians. Population growth among American Indians has increased on reservations and in Urban areas. Snipp points out that both of these segments of the American Indian population face economic hardship. Urban American Indians also face the struggle of maintaining their culture away from reservations. Pan-Indianism has served to unite American Indian tribes in their fight for survival. Assimilation of American Indians took the form of: a. boarding schools for American Indian children and the 1887 General Allotment Act. b. the continued practice of traditional ceremonies. c. tribal governance. d. the Trail of Tears

Q: "The First Americans: Americans Indians," Matthew Snipp Matthew Snipp presents a historical summary of the United States' treatment of American Indians: removal, assimilation, the Indian New Deal, termination and relocation, and self determination. In the early 1800s removal of American Indians was the goal of the United States. Increased population and newly acquired land encouraged the push of American Indians westward, first through negotiated treaties and ultimately through forced removal. These actions resulted in severe hardship for American Indians physically and culturally. At the end of the 1800s the government policy regarding American Indians shifted to assimilation, or rather "humane extinction." The goal of the government, Snipp points out was to "civilize" American Indians through religion, education, ownership of property, and agricultural careers. The effect of assimilation on American Indians was the loss and disorganization of land, the impact of which is still being felt today. In the early 1930s the government encompassed American Indians in the New Deal programs. This shift in treatment demonstrated a new respect for American Indian culture and land. Economic and infrastructure support was granted to American Indian reservations, and tribal governance was allowed. American Indian policy took a different shift after WWII with the goals of termination and relocation. The United States government sought to terminate their dealing with American Indians and relocate American Indians to urban areas. In the era of the Civil Rights movement, yet another shift in United States and American Indian relations occurred. "Self-determination," the goal of American Indian autonomy, became the focus resulting in greater control of tribal governments and the end to termination policies. Snipp concludes with a discussion of the current status of American Indians. Population growth among American Indians has increased on reservations and in Urban areas. Snipp points out that both of these segments of the American Indian population face economic hardship. Urban American Indians also face the struggle of maintaining their culture away from reservations. Pan-Indianism has served to unite American Indian tribes in their fight for survival. The "Trail of Tears" resulted from which of the following policies: a. the Indian New Deal. b. removal. c. assimilation. d. self-determination.

Q: "The First Americans: Americans Indians," Matthew SnippMatthew Snipp presents a historical summary of the United States' treatment of American Indians: removal, assimilation, the Indian New Deal, termination and relocation, and self determination. In the early 1800s removal of American Indians was the goal of the United States. Increased population and newly acquired land encouraged the push of American Indians westward, first through negotiated treaties and ultimately through forced removal. These actions resulted in severe hardship for American Indians physically and culturally. At the end of the 1800s the government policy regarding American Indians shifted to assimilation, or rather "humane extinction." The goal of the government, Snipp points out was to "civilize" American Indians through religion, education, ownership of property, and agricultural careers. The effect of assimilation on American Indians was the loss and disorganization of land, the impact of which is still being felt today.In the early 1930s the government encompassed American Indians in the New Deal programs. This shift in treatment demonstrated a new respect for American Indian culture and land. Economic and infrastructure support was granted to American Indian reservations, and tribal governance was allowed. American Indian policy took a different shift after WWII with the goals of termination and relocation. The United States government sought to terminate their dealing with American Indians and relocate American Indians to urban areas. In the era of the Civil Rights movement, yet another shift in United States and American Indian relations occurred. "Self-determination," the goal of American Indian autonomy, became the focus resulting in greater control of tribal governments and the end to termination policies. Snipp concludes with a discussion of the current status of American Indians. Population growth among American Indians has increased on reservations and in Urban areas. Snipp points out that both of these segments of the American Indian population face economic hardship. Urban American Indians also face the struggle of maintaining their culture away from reservations. Pan-Indianism has served to unite American Indian tribes in their fight for survival.Which of the following does not reflect the treatment of American Indians by the United States government?a. termination and relocationb. assimilationc. statehoodd. removal

Q: "The Culture of Black Femininity and School Success," Carla O"Connor, R. L"Heureux Lewis, and Jennifer Mueller Previous studies have found that Black girls are raised to be assertive and independent with relatively high self-esteem and work oriented aspirations. However, these same studies have indicated that these qualities of Black femininity have undermined girls in their educational pursuits. O"Connor, Lewis and Mueller conducted a study of three age cohorts and found that the culture of Black femininity has changed over time, and that Black women's socialization toward voice and power can be " and often has been " productive in relation to securing an education. The authors conclude that a just society is dependent upon schools and educators learning to build upon rather than attempt to suppress "the socially productive nature of Black femininity." If we are ever to have a just society, O"Connor, Lewis and Mueller argue, schools and educators must ____ the socially productive nature of Black femininity. a. build upon b. discourage c. change d. ignore

Q: "The Culture of Black Femininity and School Success," Carla O"Connor, R. L"Heureux Lewis, and Jennifer Mueller Previous studies have found that Black girls are raised to be assertive and independent with relatively high self-esteem and work oriented aspirations. However, these same studies have indicated that these qualities of Black femininity have undermined girls in their educational pursuits. O"Connor, Lewis and Mueller conducted a study of three age cohorts and found that the culture of Black femininity has changed over time, and that Black women's socialization toward voice and power can be " and often has been " productive in relation to securing an education. The authors conclude that a just society is dependent upon schools and educators learning to build upon rather than attempt to suppress "the socially productive nature of Black femininity." Family members of the women studied often established an explicit link between ________ and the receipt of a higher education. a. finding a suitable husband b. religious practice c. the voice and power of Black women d. submissive acceptance of school rules

Q: "The Culture of Black Femininity and School Success," Carla O"Connor, R. L"Heureux Lewis, and Jennifer Mueller Previous studies have found that Black girls are raised to be assertive and independent with relatively high self-esteem and work oriented aspirations. However, these same studies have indicated that these qualities of Black femininity have undermined girls in their educational pursuits. O"Connor, Lewis and Mueller conducted a study of three age cohorts and found that the culture of Black femininity has changed over time, and that Black women's socialization toward voice and power can be " and often has been " productive in relation to securing an education. The authors conclude that a just society is dependent upon schools and educators learning to build upon rather than attempt to suppress "the socially productive nature of Black femininity." One experience that all three cohorts had in common as part of their socialization was: a. family attitudes toward their getting an education b. restrictions placed on their bodies c. the salience of physical requirements of femininity d. ability to use their voice and power to obtain a college degree

Q: "The Culture of Black Femininity and School Success," Carla O"Connor, R. L"Heureux Lewis, and Jennifer Mueller Previous studies have found that Black girls are raised to be assertive and independent with relatively high self-esteem and work oriented aspirations. However, these same studies have indicated that these qualities of Black femininity have undermined girls in their educational pursuits. O"Connor, Lewis and Mueller conducted a study of three age cohorts and found that the culture of Black femininity has changed over time, and that Black women's socialization toward voice and power can be " and often has been " productive in relation to securing an education. The authors conclude that a just society is dependent upon schools and educators learning to build upon rather than attempt to suppress "the socially productive nature of Black femininity." A study by Holland and Eisenhart in 1990 found that as a result of how Black femininity was articulated, Black women, compared to White women, were less preoccupied with: a. education in general b. doing homework c. preparing for a lifetime in the workforce d. romance

Q: "The Culture of Black Femininity and School Success," Carla O"Connor, R. L"Heureux Lewis, and Jennifer Mueller Previous studies have found that Black girls are raised to be assertive and independent with relatively high self-esteem and work oriented aspirations. However, these same studies have indicated that these qualities of Black femininity have undermined girls in their educational pursuits. O"Connor, Lewis and Mueller conducted a study of three age cohorts and found that the culture of Black femininity has changed over time, and that Black women's socialization toward voice and power can be " and often has been " productive in relation to securing an education. The authors conclude that a just society is dependent upon schools and educators learning to build upon rather than attempt to suppress "the socially productive nature of Black femininity." As a result of their socialization Black girls generally have ____________________ than their White or Latina counterparts: a. lower educational aspirations b. higher self-esteem c. more children d. lower self-esteem

Q: "The Culture of Black Femininity and School Success," Carla O"Connor, R. L"Heureux Lewis, and Jennifer Mueller Previous studies have found that Black girls are raised to be assertive and independent with relatively high self-esteem and work oriented aspirations. However, these same studies have indicated that these qualities of Black femininity have undermined girls in their educational pursuits. O"Connor, Lewis and Mueller conducted a study of three age cohorts and found that the culture of Black femininity has changed over time, and that Black women's socialization toward voice and power can be " and often has been " productive in relation to securing an education. The authors conclude that a just society is dependent upon schools and educators learning to build upon rather than attempt to suppress "the socially productive nature of Black femininity." Many studies have found that Black families socialize their girls to take on the role of: a. worker b. stay at home moms c. welfare mom d. passive support for their husband's success

Q: "The Culture of Black Femininity and School Success," Carla O"Connor, R. L"Heureux Lewis, and Jennifer Mueller Previous studies have found that Black girls are raised to be assertive and independent with relatively high self-esteem and work oriented aspirations. However, these same studies have indicated that these qualities of Black femininity have undermined girls in their educational pursuits. O"Connor, Lewis and Mueller conducted a study of three age cohorts and found that the culture of Black femininity has changed over time, and that Black women's socialization toward voice and power can be " and often has been " productive in relation to securing an education. The authors conclude that a just society is dependent upon schools and educators learning to build upon rather than attempt to suppress "the socially productive nature of Black femininity." O"Connor, Lewis and Mueller found that the two youngest cohorts they studies were able to resist _________________________ by invoking their voice and power. a. marriage b. efforts to circumscribe their educational experiences c. learning d. their socialization

Q: "The Culture of Black Femininity and School Success," Carla O"Connor, R. L"Heureux Lewis, and Jennifer Mueller Previous studies have found that Black girls are raised to be assertive and independent with relatively high self-esteem and work oriented aspirations. However, these same studies have indicated that these qualities of Black femininity have undermined girls in their educational pursuits. O"Connor, Lewis and Mueller conducted a study of three age cohorts and found that the culture of Black femininity has changed over time, and that Black women's socialization toward voice and power can be " and often has been " productive in relation to securing an education. The authors conclude that a just society is dependent upon schools and educators learning to build upon rather than attempt to suppress "the socially productive nature of Black femininity." Cohorts II and III indicated that their positive attitude and aspirations toward higher education and their persistence against obstacles were fostered by their socialization to become: a. wives b. mothers c. entrepreneurs d. independent of men

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguish themselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.According to barber, the men at Shear Style hair salon embed the meaning of their beauty work in:a. gender equalityb. white professional class masculinityc. gender neutralityd. transgressive masculinity

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguish themselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.The men in Barber's study believed their relationships with their stylists were genuine and not marred by:a. gender divisionsb. racial divisionsc. sexual tensiond. economic exchange

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguish themselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.The men in Barber's study positioned themselves as "classy" by comparing salon talk to:a. barbershop talkb. pillow talkc. a business seminard. gossip

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguish themselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.Unlike the men in Barber's study, the stylists saw their relationships with their clients as:a. personal relationshipsb. potential marriage prospectsc. networking opportunitiesd. simply part of their job

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguish themselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.The men in the hair salon Barber study resisted feminization by couching _______________ in heterosexuality:a. "male" haircutsb. conversationsc. paid touchd. beauty in general

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguishthemselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.Which of the following is not one of the three reasons men purchase beauty work in a "women's" hair salon, according to Kristen Barber?a. they seek to put an end to gender discriminationb. they enjoy the salon as a place of leisure, luxury and pamperingc. they believe they are forming personal relationships with the women stylistsd. they believe the stylish haircuts they receive are part of a white professional-class aesthetic.

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguishthemselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.Barber argues that men who transgress gender boundaries by visiting hair salons resist:a. being confined to rigid gender stereotypesb. the status quoc. paying more for haircuts than they would at the barber shop across the streetd. feminization

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguish themselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.According to Barber, it is no longer enough for men to work hard, they must also:a. care for home and childrenb. look goodc. have endearing personalitiesd. participate in sports

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguish themselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.According to Kristen Barber women cut, shape and dye their hair in ways that express:a. individualityb. their desire for acceptance by menc. social locationd. their mood of the moment

Q: "The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon,"Kristen BarberKristen Barber responds to claims that the male body is now sexualized and objectified by media just as women's bodies have been. In her case study of a small hair salon in California, Barber finds that men who purchase "beauty work and beauty products" consciously distinguish themselves from white working class men and distance themselves from "the feminizing character " of beauty work. She argues that these men "appropriate embodied symbols of cultural capital that distinguish them as raced, classed, sexualized and gendered" and that they"heterosexualize" their contacts with women stylists, further distancing themselves from the potential gender equalizing effects of beauty work.According to Kristen Barber, hair is:a. a social symbolb. irrelevant to social classc. gendered by natured. genderless

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. The most difficult step in becoming entrepreneurs for the women Harvey studied was: a. securing start-up funding b. getting business training c. balancing home and family responsibilities with their new role as entrepreneurs d. hiring stylists

Q: "Becoming Entrepreneurs: Intersections of Race, Class, and Gender at the Black beauty Salon," Adia M. HarveyHarvey 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.Unlike the middle- and upper-class women who become entrepreneurs to avoid a glass ceiling, the women in Harvey's study became entrepreneurs to secure ________________ that middle- and upper-class women already enjoy.a. first time home ownershipb. personal luxuriesc. basic financial stabilityd. vacations

Q: "Becoming Entrepreneurs: Intersections of Race, Class, and Gender at the Black beauty Salon," Adia M. HarveyHarvey 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.For the women in this study, the idea that it was appropriate for women to devote attention, time and money to meeting dominant standards of beauty was:a. seen as ridiculousb. a motivation in their entrepreneurshipc. thought to be only a concern of middle class and wealthier white womend. not a factor in their business decisions

Q: "Becoming Entrepreneurs: Intersections of Race, Class, and Gender at the Black beauty Salon," Adia M. HarveyHarvey 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.The decision to become a business owner offered many working class Black women an opportunity to balance:a. work and leisure time.b. work and family responsibilities.c. work and higher education goals.d. work and community activism.

Q: "Becoming Entrepreneurs: Intersections of Race, Class, and Gender at the Black beauty Salon," Adia M. HarveyHarvey 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.Black women have a history of working in the _____________________ industry, dating back to the late nineteenth century:a. hairb. automobilec. cosmeticd. clothing

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. Work options for Black working class women tend to be: a. surprisingly high paying jobs. b. jobs with substantial security and great benefits. c. lowing paying jobs with little security and few benefits. d. prestigious high-profile positions.

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: "Becoming Entrepreneurs: Intersections of Race, Class, and Gender at the Black beauty Salon," Adia M. HarveyHarvey 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.The legal and social gains of the ____________________ had an enormous impact on Black women's occupational opportunities, according to Harveya. George W. Bush administrationb. Clinton Administrationc. 1980'sd. 1960's

Q: "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz CoferIn her essay,Judith Ortiz Cofer offers her experience as a Puerto Rican woman. She discusses how cultural differences have singled her out as a target of stereotypes, disapproval, and inappropriate treatment by members of mainstream society. Cofer recognizes the voice her education has given her, and she uses it to open others up to her culture and experiences.According to Judith Ortiz Cofer, _______________have perpetuated certain stereotypes; for example, that of the of the Hispanic woman as the "Hot Tamale" or sexual firebrand.a. mixed cultural signalsb. clear cultural signalsc. the absence of cultural signalsd. women

Q: "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz CoferIn her essay,Judith Ortiz Cofer offers her experience as a Puerto Rican woman. She discusses how cultural differences have singled her out as a target of stereotypes, disapproval, and inappropriate treatment by members of mainstream society. Cofer recognizes the voice her education has given her, and she uses it to open others up to her culture and experiences.According to Judith Ortiz Cofer, ________________ and ________________could provide a young woman with a circle of safety in her small pueblo on the Island.a. community/churchb. school/churchc. extended family/church structured. courts/extended family

Q: "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz CoferIn her essay,Judith Ortiz Cofer offers her experience as a Puerto Rican woman. She discusses how cultural differences have singled her out as a target of stereotypes, disapproval, and inappropriate treatment by members of mainstream society. Cofer recognizes the voice her education has given her, and she uses it to open others up to her culture and experiences.According to Judith Ortiz Cofer in "The Myth of the Latin Woman: I Just Met a Girl Named Maria," what has helped her in dealing with ethnic and racial prejudice?a. economic independenceb. education, books, and artc. a strong family networkd. a political voice

Q: "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz CoferIn her essay,Judith Ortiz Cofer offers her experience as a Puerto Rican woman. She discusses how cultural differences have singled her out as a target of stereotypes, disapproval, and inappropriate treatment by members of mainstream society. Cofer recognizes the voice her education has given her, and she uses it to open others up to her culture and experiences.As noted in "The Myth of the Latin Woman: I Just Met a Girl Named Maria," stereotypes of Latin women's sexuality stem from:a. cultural differences.b. biological differences.c. gender differences.d. racial differences.

Q: "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz CoferIn her essay,Judith Ortiz Cofer offers her experience as a Puerto Rican woman. She discusses how cultural differences have singled her out as a target of stereotypes, disapproval, and inappropriate treatment by members of mainstream society. Cofer recognizes the voice her education has given her, and she uses it to open others up to her culture and experiences.In "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz Cofer dispels stereotypes by explaining:a. slang words.b. terminology.c. gender differences.d. cultural differences.

Q: "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz CoferIn her essay,Judith Ortiz Cofer offers her experience as a Puerto Rican woman. She discusses how cultural differences have singled her out as a target of stereotypes, disapproval, and inappropriate treatment by members of mainstream society. Cofer recognizes the voice her education has given her, and she uses it to open others up to her culture and experiences.As noted in "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz Cofer discusses which of the following as setting her apart?a. appearance and clothingb. taste in musicc. social classd. her accent

Q: "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz CoferIn her essay,Judith Ortiz Cofer offers her experience as a Puerto Rican woman. She discusses how cultural differences have singled her out as a target of stereotypes, disapproval, and inappropriate treatment by members of mainstream society. Cofer recognizes the voice her education has given her, and she uses it to open others up to her culture and experiences.In "The Myth of the Latin Woman: I Just Met a Girl Named Maria," Judith Ortiz Cofer makes reference to "The Island." This refers to:a. her trip back to her homeland.b. an Island vacation.c. her ethnicity.d. names she has been called.

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael MessnerMaxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender.In the 1970s, riding the wave of a resurgent feminist movement, colleges and universities began to develop women's studies courses that aimed first and foremost to make women's lives:a. tolerable.b. visible.c. acceptable.d. interesting.

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael MessnerMaxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender.Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner believe the study of women in society offered:a. a new approach.b. a balanced approach.c. new ways of seeing the world.d. new masculine ways of seeing the world.

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael MessnerMaxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender.Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner argue it is possible to make good generalizations about women and men. But these generalizations should be drawn carefully, by always asking the question(s):a. Why? How?b. Which women? Which men?c. Why not include children?d. How important is biology in determining the differences between genders?

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael MessnerMaxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender.Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner argue in "Gender Through the Prism of Difference," that an emphasis on differences and inequalities will result in:a. separation of groups.b. unity of groups.c. empty pluralism.d. greater gender disparities.

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael MessnerMaxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender.The "prism of difference," set forth by Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner, illustrates the fact that:a. no one is defined by gender alone.b. we are blind to differences.c. women do not perform as well as men in math.d. the relationship between women and men is defined within the confines of an oppressive system.

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael MessnerMaxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender.According to Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner, theexperiences of which of the following groups need to be considered under the "prism of difference"?a. international companiesb. immigrant women and refugee womenc. schoolsd. civic organizations

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael MessnerMaxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender.According to "Gender Through the Prism of Difference," the study of men and masculinity includes:a. the view of masculinity as a fixed biological essence.b. the role of sex in defining masculinity.c. the recognition of more than one "male sex role."d. the recognition of how a normal male should act.

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael MessnerMaxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender.According to Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner in"Gender Through the Prism of Difference," what factor(s) other than gender affect women?a. classb. racec. aged. all of these answers are correct

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael MessnerMaxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender.The authors of "Gender Through the Prism of Difference," argue that traditional women'sstudies ignored the experiences of women who:a. were homemakers.b. were married.c. were not white and from the middle class.d. were middle class and educated.

Q: "Sex and Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new framework of the study of gender. The "prism of difference" they describe broadens the traditional view of gender by recognizing the influences of social locations other than gender, and hierarchical systems other than patriarchy. This new perspective encompasses the experiences of all women, not just those defined as middle class white women, new views on men and masculinity, and the consideration of gender within a global perspective. The authors argue that by looking at gender through a "prism," instead of a patchwork of other factors, such as class, race, national identity, age, etc., the differences and inequalities recognized among both women and men will serve to expand our understanding of gender. In "Gender Through the Prism of Difference," Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present: a. an argument for the polarization of men and women. b. a new framework for the study of gender. c. an argument against the inclusion of men in the study of gender. d. an argument against a consideration of race and class as part of gendered experience.

Q: "Lifting as We Climb: Women of Color, Wealth, and America's Future," Center for Community Economic DevelopmentThis 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.The only source of retirement income for more than 25% of Black women is:a. Social Securityb. pensionc. personal savingsd. a part-time job

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. In the year 2000 the median wealth for Native American families was estimated at _______________________ by the National Longitudinal Survey of Youth. a. $10,800 b. $750 c. 26,541 d. $5700

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. There is a great deal of ______________________in levels of wealth among Asian American groups. a. similarity b. security c. variation d. steady increase