Q&A Hero

Q: "Is Capitalism Gendered and Racialized?" Joan Acker Capitalism has been dominated by white males and built by a subordinated gender and race segregated labor force. It has been buttressed by a largely unpaid force of caregivers who are primarily female. These gender and race divisions of labor still exist and are global in scope. Furthermore, capitalist endeavors are gendered in that hegemonic masculinities define dominant values in the norms of corporate conduct. What kind of labor has been viewed as outside the main business of capitalism? a. domestic labor and care giving b. white collar jobs c. industrial labor d. teaching

Q: "Race as Class," Herbert J. GansNoting that most biologists argue that scientifically there can be no human "races' and that sociologists argue that concepts of race are socially constructed, Gans links the persistent lay definition of "race" to the hierarchy of social class in the U.S. The laity, he claims, notice variations in select physical characteristics and "see" these variations as markers of individual races. The lay public then uses their definitions of race to place individuals in hierarchal categories that correspond to social class locations. Gans further claims that many immigrant groups were "blanched" or "whitened" in the lay imagination once those groups experienced upward mobility. This was not the case, he says for African Americans. While the reasons for this exception are a "mystery" to Gans, he expects it to persist unless class hierarchies finally disappear "in some utopian future."The only population whose social features are not automatically perceived differently with upward mobility is:a. Asian Americansb. Native Americansc. South Americansd. African Americans

Q: "Race as Class," Herbert J. Gans Noting that most biologists argue that scientifically there can be no human "races' and that sociologists argue that concepts of race are socially constructed, Gans links the persistent lay definition of "race" to the hierarchy of social class in the U.S. The laity, he claims, notice variations in select physical characteristics and "see" these variations as markers of individual races. The lay public then uses their definitions of race to place individuals in hierarchal categories that correspond to social class locations. Gans further claims that many immigrant groups were "blanched" or "whitened" in the lay imagination once those groups experienced upward mobility. This was not the case, he says for African Americans. While the reasons for this exception are a "mystery" to Gans, he expects it to persist unless class hierarchies finally disappear "in some utopian future." Attitude surveys indicate that over the years White prejudice has: a. declined b. increased c. become the only reason that racism persists d. been limited to ideas about new groups of immigrants

Q: "Race as Class," Herbert J. Gans Noting that most biologists argue that scientifically there can be no human "races' and that sociologists argue that concepts of race are socially constructed, Gans links the persistent lay definition of "race" to the hierarchy of social class in the U.S. The laity, he claims, notice variations in select physical characteristics and "see" these variations as markers of individual races. The lay public then uses their definitions of race to place individuals in hierarchal categories that correspond to social class locations. Gans further claims that many immigrant groups were "blanched" or "whitened" in the lay imagination once those groups experienced upward mobility. This was not the case, he says for African Americans. While the reasons for this exception are a "mystery" to Gans, he expects it to persist unless class hierarchies finally disappear "in some utopian future." When descendants of European immigrants began to move up economically and socially their skin color: a. darkened b. lightened c. appeared lighter to "whites' d. Was overlooked by "whites'

Q: "Race as Class," Herbert J. Gans Noting that most biologists argue that scientifically there can be no human "races' and that sociologists argue that concepts of race are socially constructed, Gans links the persistent lay definition of "race" to the hierarchy of social class in the U.S. The laity, he claims, notice variations in select physical characteristics and "see" these variations as markers of individual races. The lay public then uses their definitions of race to place individuals in hierarchal categories that correspond to social class locations. Gans further claims that many immigrant groups were "blanched" or "whitened" in the lay imagination once those groups experienced upward mobility. This was not the case, he says for African Americans. While the reasons for this exception are a "mystery" to Gans, he expects it to persist unless class hierarchies finally disappear "in some utopian future." Scholars trace color differences in human skin to: a. different racial "tribes' b. climatic adaptations c. intermarriage d. immigration

Q: "Race as Class," Herbert J. Gans Noting that most biologists argue that scientifically there can be no human "races' and that sociologists argue that concepts of race are socially constructed, Gans links the persistent lay definition of "race" to the hierarchy of social class in the U.S. The laity, he claims, notice variations in select physical characteristics and "see" these variations as markers of individual races. The lay public then uses their definitions of race to place individuals in hierarchal categories that correspond to social class locations. Gans further claims that many immigrant groups were "blanched" or "whitened" in the lay imagination once those groups experienced upward mobility. This was not the case, he says for African Americans. While the reasons for this exception are a "mystery" to Gans, he expects it to persist unless class hierarchies finally disappear "in some utopian future." Gans argues that the lay public uses a perception of select physical variations to define: a. biology b. social construction c. individual races d. strangers

Q: "Race as Class," Herbert J. Gans Noting that most biologists argue that scientifically there can be no human "races' and that sociologists argue that concepts of race are socially constructed, Gans links the persistent lay definition of "race" to the hierarchy of social class in the U.S. The laity, he claims, notice variations in select physical characteristics and "see" these variations as markers of individual races. The lay public then uses their definitions of race to place individuals in hierarchal categories that correspond to social class locations. Gans further claims that many immigrant groups were "blanched" or "whitened" in the lay imagination once those groups experienced upward mobility. This was not the case, he says for African Americans. While the reasons for this exception are a "mystery" to Gans, he expects it to persist unless class hierarchies finally disappear "in some utopian future." Biologists argue that human races: a. have different DNA b. cannot interbreed c. scientifically cannot exist d. were once biologically determined but are now weakened by intermarriage

Q: "Race as Class," Herbert J. Gans Noting that most biologists argue that scientifically there can be no human "races' and that sociologists argue that concepts of race are socially constructed, Gans links the persistent lay definition of "race" to the hierarchy of social class in the U.S. The laity, he claims, notice variations in select physical characteristics and "see" these variations as markers of individual races. The lay public then uses their definitions of race to place individuals in hierarchal categories that correspond to social class locations. Gans further claims that many immigrant groups were "blanched" or "whitened" in the lay imagination once those groups experienced upward mobility. This was not the case, he says for African Americans. While the reasons for this exception are a "mystery" to Gans, he expects it to persist unless class hierarchies finally disappear "in some utopian future." Sociologists argue that race is: a. innate b. biologically determined c. socially constructed d. a universal category

Q: "Are Asian Americans Becoming "White"?" Min Zhou Zhou discusses the way that, officially and unofficially, Asian Americans are more and more often being combined with Whites as having similar experiences. Unofficially they are considered the "model minority", with some achieving successes consistent with the American Dream, and officially the fact that the two groups are combined when it comes to equal opportunity programs. Zhou first criticizes this for the fact that Asian American is a designation that includes people from a multitude of different countries of origin, each having different experiences both in the past and during their time in the United States. The "model minority" label is seen as being problematic for reinforcing the stereotype that racism no longer exists: that any other racial or ethnic group should be able to achieve the same. It also ignores the fact that different Asian American groups have achieved different levels of assimilation and social class standing, and are not a heterogeneous group that can be described with a singular label. Zhou describes that most Asian Americans are not seeing to become "White", but see that as the standard norm for American society, and their own identity is more nationalistic (American) than racial. However, the perspective that Asian Americans would be able to achieve "Whiteness" would also minimize and ignore the impact of anti-Asian discrimination and racism that is still present in American society. A study by David Lopez found that in Los Angeles, about ______ of second generation Asian Americans speak only English at home? a. 10 Percent b. 30 Percent c. 45 Percent d. 75 Percent

Q: "Are Asian Americans Becoming "White"?" Min Zhou Zhou discusses the way that, officially and unofficially, Asian Americans are more and more often being combined with Whites as having similar experiences. Unofficially they are considered the "model minority", with some achieving successes consistent with the American Dream, and officially the fact that the two groups are combined when it comes to equal opportunity programs. Zhou first criticizes this for the fact that Asian American is a designation that includes people from a multitude of different countries of origin, each having different experiences both in the past and during their time in the United States. The "model minority" label is seen as being problematic for reinforcing the stereotype that racism no longer exists: that any other racial or ethnic group should be able to achieve the same. It also ignores the fact that different Asian American groups have achieved different levels of assimilation and social class standing, and are not a heterogeneous group that can be described with a singular label. Zhou describes that most Asian Americans are not seeing to become "White", but see that as the standard norm for American society, and their own identity is more nationalistic (American) than racial. However, the perspective that Asian Americans would be able to achieve "Whiteness" would also minimize and ignore the impact of anti-Asian discrimination and racism that is still present in American society. Which of the following Asian American subgroups are the largest in the United States? a. Japanese American b. Chinese American c. Korean American d. Indian American

Q: "Are Asian Americans Becoming "White"?" Min Zhou Zhou discusses the way that, officially and unofficially, Asian Americans are more and more often being combined with Whites as having similar experiences. Unofficially they are considered the "model minority", with some achieving successes consistent with the American Dream, and officially the fact that the two groups are combined when it comes to equal opportunity programs. Zhou first criticizes this for the fact that Asian American is a designation that includes people from a multitude of different countries of origin, each having different experiences both in the past and during their time in the United States. The "model minority" label is seen as being problematic for reinforcing the stereotype that racism no longer exists: that any other racial or ethnic group should be able to achieve the same. It also ignores the fact that different Asian American groups have achieved different levels of assimilation and social class standing, and are not a heterogeneous group that can be described with a singular label. Zhou describes that most Asian Americans are not seeing to become "White", but see that as the standard norm for American society, and their own identity is more nationalistic (American) than racial. However, the perspective that Asian Americans would be able to achieve "Whiteness" would also minimize and ignore the impact of anti-Asian discrimination and racism that is still present in American society. Which of the following Asian American groups are overrepresented with lower education and lower skilled employment? a. Taiwanese American b. Filipino American c. Indian American d. Laotian American

Q: "Are Asian Americans Becoming "White"?" Min Zhou Zhou discusses the way that, officially and unofficially, Asian Americans are more and more often being combined with Whites as having similar experiences. Unofficially they are considered the "model minority", with some achieving successes consistent with the American Dream, and officially the fact that the two groups are combined when it comes to equal opportunity programs. Zhou first criticizes this for the fact that Asian American is a designation that includes people from a multitude of different countries of origin, each having different experiences both in the past and during their time in the United States. The "model minority" label is seen as being problematic for reinforcing the stereotype that racism no longer exists: that any other racial or ethnic group should be able to achieve the same. It also ignores the fact that different Asian American groups have achieved different levels of assimilation and social class standing, and are not a heterogeneous group that can be described with a singular label. Zhou describes that most Asian Americans are not seeing to become "White", but see that as the standard norm for American society, and their own identity is more nationalistic (American) than racial. However, the perspective that Asian Americans would be able to achieve "Whiteness" would also minimize and ignore the impact of anti-Asian discrimination and racism that is still present in American society. The majority of Asian-origin populations in the United States are a. First Generation b. Second Generation c. Third Generation d. Fourth Generation

Q: "Are Asian Americans Becoming "White"?" Min Zhou Zhou discusses the way that, officially and unofficially, Asian Americans are more and more often being combined with Whites as having similar experiences. Unofficially they are considered the "model minority", with some achieving successes consistent with the American Dream, and officially the fact that the two groups are combined when it comes to equal opportunity programs. Zhou first criticizes this for the fact that Asian American is a designation that includes people from a multitude of different countries of origin, each having different experiences both in the past and during their time in the United States. The "model minority" label is seen as being problematic for reinforcing the stereotype that racism no longer exists: that any other racial or ethnic group should be able to achieve the same. It also ignores the fact that different Asian American groups have achieved different levels of assimilation and social class standing, and are not a heterogeneous group that can be described with a singular label. Zhou describes that most Asian Americans are not seeing to become "White", but see that as the standard norm for American society, and their own identity is more nationalistic (American) than racial. However, the perspective that Asian Americans would be able to achieve "Whiteness" would also minimize and ignore the impact of anti-Asian discrimination and racism that is still present in American society. In a study of Vietnamese youth in San Diego, most identified themselves as being a. Asian American b. Vietnamese c. Vietnamese American d. American

Q: "Are Asian Americans Becoming "White"?" Min Zhou Zhou discusses the way that, officially and unofficially, Asian Americans are more and more often being combined with Whites as having similar experiences. Unofficially they are considered the "model minority", with some achieving successes consistent with the American Dream, and officially the fact that the two groups are combined when it comes to equal opportunity programs. Zhou first criticizes this for the fact that Asian American is a designation that includes people from a multitude of different countries of origin, each having different experiences both in the past and during their time in the United States. The "model minority" label is seen as being problematic for reinforcing the stereotype that racism no longer exists: that any other racial or ethnic group should be able to achieve the same. It also ignores the fact that different Asian American groups have achieved different levels of assimilation and social class standing, and are not a heterogeneous group that can be described with a singular label. Zhou describes that most Asian Americans are not seeing to become "White", but see that as the standard norm for American society, and their own identity is more nationalistic (American) than racial. However, the perspective that Asian Americans would be able to achieve "Whiteness" would also minimize and ignore the impact of anti-Asian discrimination and racism that is still present in American society. The term "Asian American" was created in the a. Early 1940s b. Late 1950s c. Late 1960s d. Early 1970s

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. FerberAbby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race.Ferber reveals white supremacy is not a movement just about hatred, but even more about fear:a. of the strength and courage reflected in Black identity.b. of the vulnerability and instability of white identity and privilege.c. of the deceptiveness of white identity and privilege.d. of newcomers.

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. Ferber Abby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race. According to Ferber, Caucasian Jews today are a: a. small group in the United States. b. strong group in the United States. c. privileged group in the United States. d. fiction, because "Caucasians' are one race and "Jews' are another.

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. FerberAbby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race.Contemporary white supremacist define Jews as non-white: "not a religion, they are an Asiatic race,a. locked in a mortal conflict with mortal man."b. locked in a mortal conflict with Aryan man."c. locked in a mortal conflict with Asian man."d. locked in a mortal conflict with Black man."

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. Ferber Abby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race. White supremacist literature, according to Ferber, describes Interracial sex as the: a. ultimate abomination. b. ultimate betrayal. c. ultimate fear. d. ultimate dislike.

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. FerberAbby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race.Ferber points out the identity of white supremacists, and the white racial purity they espouse requires the:a. maintenance of secure boundaries.b. maintenance of open boundaries.c. maintenance of closed boundaries.d. maintenance of protected.

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. FerberAbby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race.According to "What White Supremacists Taught a Jewish Scholar about Identity," which of the following groups reflects the social construction of race?a. Jewsb. Irishc. Whitesd. all of these answers are correct

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. Ferber Abby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race. Social construction of race refers to: a. the undeniable hierarchy of racial superiority. b. the changing classification of race within society. c. the justification behind anti-Semitism. d. the biological foundations of racial identity.

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. Ferber Abby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race. According to "What White Supremacists Taught a Jewish Scholar about Identity" by Abby L. Ferber, the history of the Jewish experience: a. has followed a consistent path. b. demonstrates the social construction of race. c. represents the value of white supremacy. d. is the history of freedom from racism.

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. FerberAbby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race.Abby L. Ferber's experience researching white supremacists led her to reflect on her own racial identity because:a. she did not want to be a member of their targeted group.b. she recognized her own views of white superiority.c. although she largely identified as White, she recognized herself as a target of these groups because she is Jewish.d. she had always considered herself to be a member of a racial minority group.

Q: "What White Supremacists Taught a Jewish Scholar about Identity,"Abby L. Ferber Abby L. Ferber examines the interdependence of systems of oppression. Her research on white supremacy reveals the connection white supremacists groups make between anti-Semitism and racism in their efforts to maintain the dominant position of Whites in society. Ferber asserts that the changing racial classification of Jews, as revealed in their history, demonstrates the social construction of race. Ferber contrasts her own experience as a Jewish woman, who racially identifies herself as White, with that of her ancestors who experienced discrimination based on their designation as an inferior, non-White race. The variability of racial classifications directly challenges the white supremacists view of innate, and undeniable, White supremacy. Ferber contends that in order to maintain their position of racial superiority, white supremacists target Jews in an attempt to deny their evolved racial classification, thereby denying the relativeness and ambiguity of race. Abby L. Ferber's research reveals that White supremacists view Jews as: a. threats to racial purity. b. supporters of their cause. c. white. d. a religious group, not a race

Q: "Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America," Charles A. GallagherGallagher argues that a new form of racist thinking, an ideology called color-blind racism, has become dominant among whites in America. Media and popular culture have created an illusion of equality by reducing race to cultural symbols that are marketed to everyone. Symbols of racial equality are embodied in the images of successful personalities in politics and sports, as well as in commodities as diverse as music, clothing, condiments, and cars. This focus on race as merely symbolic allows a majority of whites to believe that racial harmony prevails, institutional racism has been eliminated, and race no longer shapes life chances. This myth buttresses the deeply held belief that America is a meritocracy and that therefore any advantages that whites have now relative to racial minorities are earned advantages, achieved through individual effort. White privilege is thus rendered invisible, and support for programs that address problems caused by institutional racism is undermined.Gallagher believes that ____ is responsible for racial inequality today:a. cultural diversityb. class consciousnessc. institutional racismd. laziness on the part of individuals

Q: "Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America," Charles A. GallagherGallagher argues that a new form of racist thinking, an ideology called color-blind racism, has become dominant among whites in America. Media and popular culture have created an illusion of equality by reducing race to cultural symbols that are marketed to everyone. Symbols of racial equality are embodied in the images of successful personalities in politics and sports, as well as in commodities as diverse as music, clothing, condiments, and cars. This focus on race as merely symbolic allows a majority of whites to believe that racial harmony prevails, institutional racism has been eliminated, and race no longer shapes life chances. This myth buttresses the deeply held belief that America is a meritocracy and that therefore any advantages that whites have now relative to racial minorities are earned advantages, achieved through individual effort. White privilege is thus rendered invisible, and support for programs that address problems caused by institutional racism is undermined.Watching television is a form of ____ between whites and people of color that encourages whites to believe that little, if any, socio-economic difference exists now between races:a. passive interactionb. active exchangec. educationd. illustration

Q: "Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America," Charles A. GallagherGallagher argues that a new form of racist thinking, an ideology called color-blind racism, has become dominant among whites in America. Media and popular culture have created an illusion of equality by reducing race to cultural symbols that are marketed to everyone. Symbols of racial equality are embodied in the images of successful personalities in politics and sports, as well as in commodities as diverse as music, clothing, condiments, and cars. This focus on race as merely symbolic allows a majority of whites to believe that racial harmony prevails, institutional racism has been eliminated, and race no longer shapes life chances. This myth buttresses the deeply held belief that America is a meritocracy and that therefore any advantages that whites have now relative to racial minorities are earned advantages, achieved through individual effort. White privilege is thus rendered invisible, and support for programs that address problems caused by institutional racism is undermined.A social system that awards socio-economic success solely based on the effort of individualsis called a(n):a. class hierarchyb. meritocracyc. racial hierarchyd. ideology

Q: "Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America," Charles A. GallagherGallagher argues that a new form of racist thinking, an ideology called color-blind racism, has become dominant among whites in America. Media and popular culture have created an illusion of equality by reducing race to cultural symbols that are marketed to everyone. Symbols of racial equality are embodied in the images of successful personalities in politics and sports, as well as in commodities as diverse as music, clothing, condiments, and cars. This focus on race as merely symbolic allows a majority of whites to believe that racial harmony prevails, institutional racism has been eliminated, and race no longer shapes life chances. This myth buttresses the deeply held belief that America is a meritocracy and that therefore any advantages that whites have now relative to racial minorities are earned advantages, achieved through individual effort. White privilege is thus rendered invisible, and support for programs that address problems caused by institutional racism is undermined.National polls indicate that a majority of whites now believe that racial discrimination:a. explains the persistence of racial inequalityb. is systematicc. has been eliminatedd. is still a problem, but only in the south

Q: "Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America," Charles A. GallagherGallagher argues that a new form of racist thinking, an ideology called color-blind racism, has become dominant among whites in America. Media and popular culture have created an illusion of equality by reducing race to cultural symbols that are marketed to everyone. Symbols of racial equality are embodied in the images of successful personalities in politics and sports, as well as in commodities as diverse as music, clothing, condiments, and cars. This focus on race as merely symbolic allows a majority of whites to believe that racial harmony prevails, institutional racism has been eliminated, and race no longer shapes life chances. This myth buttresses the deeply held belief that America is a meritocracy and that therefore any advantages that whites have now relative to racial minorities are earned advantages, achieved through individual effort. White privilege is thus rendered invisible, and support for programs that address problems caused by institutional racism is undermined.A color-blind perspective insinuates that ____ are responsible for racial inequality:a. social institutionsb. individualsc. laws and policiesd. women

Q: "Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America," Charles A. GallagherGallagher argues that a new form of racist thinking, an ideology called color-blind racism, has become dominant among whites in America. Media and popular culture have created an illusion of equality by reducing race to cultural symbols that are marketed to everyone. Symbols of racial equality are embodied in the images of successful personalities in politics and sports, as well as in commodities as diverse as music, clothing, condiments, and cars. This focus on race as merely symbolic allows a majority of whites to believe that racial harmony prevails, institutional racism has been eliminated, and race no longer shapes life chances. This myth buttresses the deeply held belief that America is a meritocracy and that therefore any advantages that whites have now relative to racial minorities are earned advantages, achieved through individual effort. White privilege is thus rendered invisible, and support for programs that address problems caused by institutional racism is undermined.In color-blind thinking, race is reduced to:a. cultural symbolsb. products for salec. differences in styled. structural inequalities

Q: "Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America," Charles A. GallagherGallagher argues that a new form of racist thinking, an ideology called color-blind racism, has become dominant among whites in America. Media and popular culture have created an illusion of equality by reducing race to cultural symbols that are marketed to everyone. Symbols of racial equality are embodied in the images of successful personalities in politics and sports, as well as in commodities as diverse as music, clothing, condiments, and cars. This focus on race as merely symbolic allows a majority of whites to believe that racial harmony prevails, institutional racism has been eliminated, and race no longer shapes life chances. This myth buttresses the deeply held belief that America is a meritocracy and that therefore any advantages that whites have now relative to racial minorities are earned advantages, achieved through individual effort. White privilege is thus rendered invisible, and support for programs that address problems caused by institutional racism is undermined.Color-blind ideology:a. ignores raceb. creates equalityc. encourages racial harmonyd. disregards racial hierarchy

Q: "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntoshPeggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm.McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit.McIntosh believes race and sex are not the only advantaging systems at work. We need to similarly examine the daily experience of having other advantages such as:a. age, work, money or experience.b. age, ethnicity, physical ability, nationality, religion or sexual orientation.c. age, behavior, attitude or privilege.d. beauty, wealth and fame.

Q: "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntoshPeggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm.McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit.McIntosh says the word "privilege" now seems misleading. Its connotations are too__________________to fit the conditions and behaviors that "privilege systems" produce.a. negativeb. positivec. ambiguousd. guilt inducing

Q: "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntosh Peggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm. McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit. The author believes Whiteness protected her from many kinds of: a. adjustments, fears and actions b. hostility, distress and violence c. fears, violence and adjustments d. depression, anxieties, and self defeating behaviors

Q: "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntoshPeggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm.McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit.McIntosh acknowledges that running through a matrix of White privilege were a pattern of __________________ that were passed on to her as a White person.a. assumptionsb. attitudesc. behaviorsd. actions

Q: "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntosh Peggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm. McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit. McIntosh argues that for White people: a. sexual identity is the only area where a system of advantage can be found. b. gender is the only area where a system of advantage can be found. c. race is the only area where a system of advantage can be found. d. systems of advantage can be found in several aspects of one's life.

Q: "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntoshPeggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm.McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit.Peggy McIntosh argues that recognizing White privilege challenges:a. the notion that an individual's experience is based solely on his or her own merit.b. the notion that an individual's experience is based on unearned advantage.c. the notion that an individual's experience is based on entitlement.d. the idea that racism is still a problem in the U.S.

Q: "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntosh Peggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm. McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit. McIntosh argues that men: a. accept their privileged position in relation to women. b. accept their privileged position in relation to people of color. c. deny their privileged position in relation to women. d. deny their privileged position in relation to people of color.

Q: "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntosh Peggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm. McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit. McIntosh defines as an invisible package of unearned assets. a. White privilege b. Black privilege c. class d. being a woman

Q: "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntoshPeggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm.McIntosh identifies positive and negative aspects of privilege; unearned advantage and conferred dominance. The advantage experienced by the privileged group can be unearned, merely as a consequence of their position, or it can be created through dominance yielded because of their position. Both aspects challenge the notion that one's experience in society is based solely on one's merit, and recognizing this challenges the denial surrounding systems of privilege and oppression. McIntosh contends that once the privileged can no longer deny the benefits intrinsic to their position, they must then decide to either destroy or maintain the system from which they benefit.In "White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women's Studies (1988)," Peggy McIntosh:a. is more interested in developing separate institutions for Blacks than raising the consciousness of Whites.b. points out that Whites tend to be unaware of the privileges they have as members of the dominant group.c. challenges the belief that minority group members are as prejudiced as members of the dominant group.d. points out that White privilege no longer exists.

Q: "Label Us Angry" Jeremiah Torres Torres is still angry, years after an incident that he describes as "the most painful and shocking event" of his life. Growing up in Palo Alto California, he and his friend Carlos had not experienced overt racism until they had a confrontation with a speeding driver who cut them off as they were leaving their high school parking lot. The events that followed " from the meanness of the people in the other car to the reactions of police officers and the different ways in which the author and his friend handled their anger " illustrate some dramatic consequences of racist assumptions and racist labeling. What kind of racism does the author identify as most prominent in this story? a. covert b. institutionalized c. overt d. structural

Q: "Label Us Angry" Jeremiah TorresTorres is still angry, years after an incident that he describes as "the most painful and shocking event" of his life. Growing up in Palo Alto California, he and his friend Carlos had not experienced overt racism until they had a confrontation with a speeding driver who cut them off as they were leaving their high school parking lot. The events that followed " from the meanness of the people in the other car to the reactions of police officers and the different ways in which the author and his friend handled their anger " illustrate some dramatic consequences of racist assumptions and racist labeling.From the author's viewpoint, which "assault with intent to hurt" caused the most lasting damage to its intended victim?a. the spraying of maceb. the hurling of the quarterc. the use of racial labelsd. the court proceedings

Q: "Label Us Angry" Jeremiah Torres Torres is still angry, years after an incident that he describes as "the most painful and shocking event" of his life. Growing up in Palo Alto California, he and his friend Carlos had not experienced overt racism until they had a confrontation with a speeding driver who cut them off as they were leaving their high school parking lot. The events that followed " from the meanness of the people in the other car to the reactions of police officers and the different ways in which the author and his friend handled their anger " illustrate some dramatic consequences of racist assumptions and racist labeling. After high school Carlos: a. became a career criminal b. went to college at Berkeley c. attacked the white men who had maced him d. we don"t know from the article what he did

Q: "Label Us Angry" Jeremiah Torres Torres is still angry, years after an incident that he describes as "the most painful and shocking event" of his life. Growing up in Palo Alto California, he and his friend Carlos had not experienced overt racism until they had a confrontation with a speeding driver who cut them off as they were leaving their high school parking lot. The events that followed " from the meanness of the people in the other car to the reactions of police officers and the different ways in which the author and his friend handled their anger " illustrate some dramatic consequences of racist assumptions and racist labeling. The author tried to channel his anger by: a. writing about it b. fighting back with violence c. hating white people d. dropping out of school and joining a gang

Q: "Label Us Angry" Jeremiah Torres Torres is still angry, years after an incident that he describes as "the most painful and shocking event" of his life. Growing up in Palo Alto California, he and his friend Carlos had not experienced overt racism until they had a confrontation with a speeding driver who cut them off as they were leaving their high school parking lot. The events that followed " from the meanness of the people in the other car to the reactions of police officers and the different ways in which the author and his friend handled their anger " illustrate some dramatic consequences of racist assumptions and racist labeling. According to the author, what made the incident at the traffic light racist? a. the angry gestures of the white passenger b. the fact that the author and his friends were Filipino c. the use of mace d. the particular labels the white men used to describe Carlos and his friend

Q: "Label Us Angry" Jeremiah TorresTorres is still angry, years after an incident that he describes as "the most painful and shocking event" of his life. Growing up in Palo Alto California, he and his friend Carlos had not experienced overt racism until they had a confrontation with a speeding driver who cut them off as they were leaving their high school parking lot. The events that followed " from the meanness of the people in the other car to the reactions of police officers and the different ways in which the author and his friend handled their anger " illustrate some dramatic consequences of racist assumptions and racist labeling.The author believes the police questioned him and Carlos about possible gang membership because:a. the police thought the white men who attacked Carlos and his friend might have been in a gangb. the police saw gang insignias tattooed on the boys' bodiesc. among the hundreds of thousands of Filipino youth living in Palo Alto at that time many thousands were known to be in gangsd. the police made a racist assumption that young Asian men are likely to be gang members

Q: "Label Us Angry" Jeremiah Torres Torres is still angry, years after an incident that he describes as "the most painful and shocking event" of his life. Growing up in Palo Alto California, he and his friend Carlos had not experienced overt racism until they had a confrontation with a speeding driver who cut them off as they were leaving their high school parking lot. The events that followed " from the meanness of the people in the other car to the reactions of police officers and the different ways in which the author and his friend handled their anger " illustrate some dramatic consequences of racist assumptions and racist labeling. What hurt Carlos more than the mace or the night he spent in the juvenile detention center? a. racist labels b. a police beating c. the reactions of his parents d. his conscience

Q: "From a Native Daughter," Haunani-Kay TraskTrask describes her experiences of growing up and learning about Hawaiian history from two sources. Her family described the ""life of the old ones'" " how they planted, fished, danced and chanted. The second source, textbooks, described a very different Hawaii " ""Pagan Hawaiians'" could not read or write and were ""lustful cannibals."" Trask is troubled by how native language has been suppressed by school knowledge. She concludes that historians had never learned the language of the Hawaiian people. Therefore, the story of Hawaii, its culture and connection to the land remains unwritten.Trask would argue that historians have engaged in thinking, by judging Hawaiian culture to the standards of their own culture.a. feudalisticb. civilizedc. ethnocentricd. possessive

Q: "From a Native Daughter," Haunani-Kay TraskTrask describes her experiences of growing up and learning about Hawaiian history from two sources. Her family described the ""life of the old ones'" " how they planted, fished, danced and chanted. The second source, textbooks, described a very different Hawaii " ""Pagan Hawaiians'" could not read or write and were ""lustful cannibals."" Trask is troubled by how native language has been suppressed by school knowledge. She concludes that historians had never learned the language of the Hawaiian people. Therefore, the story of Hawaii, its culture and connection to the land remains unwritten.The Hawaiian language shows possession in two ways: through the use of an "a" possessive, which indicates , and through the use of an "o" possessive which denotes:a. civilized status; less developed statusb. inherent status; acquired statusc. acquired status; inherent statusd. less developed status; civilized status

Q: "From a Native Daughter," Haunani-Kay Trask Trask describes her experiences of growing up and learning about Hawaiian history from two sources. Her family described the ""life of the old ones'" " how they planted, fished, danced and chanted. The second source, textbooks, described a very different Hawaii " ""Pagan Hawaiians'" could not read or write and were ""lustful cannibals."" Trask is troubled by how native language has been suppressed by school knowledge. She concludes that historians had never learned the language of the Hawaiian people. Therefore, the story of Hawaii, its culture and connection to the land remains unwritten. By claiming that Hawaiians lived under feudalism, Whites a. alienated the Hawaiian people from the land b. instituted land tenure changes in line with current notions of private property c. degraded a successful system of shared land use d. all of these answers are correct

Q: "From a Native Daughter," Haunani-Kay Trask Trask describes her experiences of growing up and learning about Hawaiian history from two sources. Her family described the ""life of the old ones'" " how they planted, fished, danced and chanted. The second source, textbooks, described a very different Hawaii " ""Pagan Hawaiians'" could not read or write and were ""lustful cannibals."" Trask is troubled by how native language has been suppressed by school knowledge. She concludes that historians had never learned the language of the Hawaiian people. Therefore, the story of Hawaii, its culture and connection to the land remains unwritten. Historians claim that Hawaiian land tenure was based on "feudalism." Trask would argue that the historians' claims are: a. true b. false

Q: "From a Native Daughter," Haunani-Kay Trask Trask describes her experiences of growing up and learning about Hawaiian history from two sources. Her family described the ""life of the old ones'" " how they planted, fished, danced and chanted. The second source, textbooks, described a very different Hawaii " ""Pagan Hawaiians'" could not read or write and were ""lustful cannibals."" Trask is troubled by how native language has been suppressed by school knowledge. She concludes that historians had never learned the language of the Hawaiian people. Therefore, the story of Hawaii, its culture and connection to the land remains unwritten. According to the article, the first step in the colonizing process is: a. learning the Native language of the people b. the deculturation of a people c. infanticide d. assimilation of the colonizers to the native culture

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: "A Different Mirror," Ronald T. Takaki Through personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity. Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today. Takaki maintains that the history and influence of all groups in America: a. offer a concreteness to the founding national principle of equality. b. creates a conflict of interest between minority and dominant groups. c. reflect the racial harmony evident in society today. d. have resulted in an end to racial injustice

Q: "A Different Mirror," Ronald T. TakakiThrough personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity.Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today.According to Takaki, the encounters between Indians and Whites:a. illustrates the pluralism evident in American society.b. reflects the complete assimilation achieved by racial and ethnic groups in U.S. society.c. shaped the course of race relations in America.d. were mostly peaceful.

Q: "A Different Mirror," Ronald T. Takaki Through personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity. Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today. Takaki examines how the Jewish immigrant's view of America as a promised land led to: a. their participation in the fight for equal rights for other oppressed groups. b. their acceptance by dominant society. c. their rapid return to their homeland. d. an absence of anti-semitism in the U.S.

Q: "A Different Mirror," Ronald T. Takaki Through personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity. Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today. Takaki points out that the Irish were denied acceptance by dominant society because of their: a. political activity. b. whiteness. c. religion. d. late arrival

Q: "A Different Mirror," Ronald T. Takaki Through personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity. Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today. According to Takaki, the Chicano experience is unique in that: a. Chicanos have settled predominantly in the North. b. most all Chicanos are initially illegal immigrants. c. their presence in the United States is the result of colonization and immigration. d. Chinese Americans quickly became elites.

Q: "A Different Mirror," Ronald T. Takaki Through personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity. Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today. According to Takaki, the immigration experience of the Chinese: a. set a precedent for the restriction of European immigrant groups. b. reflects the openness of America's doors to immigrant groups. c. differed from the immigrant experience among European immigrants. d. was an isolated example of exclusion.

Q: "A Different Mirror," Ronald T. Takaki Through personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity. Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today. Takaki points out that slavery and the Civil Rights Movement serve as: a. scars on America's past. b. reminders of America's goal of freedom. c. evidence of hardship and suffering among Americans. d. evidence of American's conformity to social norms.

Q: "A Different Mirror," Ronald T. Takaki Through personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity. Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today. In Takaki's "A Different Mirror," the Rodney King beating illustrates: a. the conflict between the haves and have-nots in society. b. the role of media in society. c. America's intensifying racial crisis. d. the need for reform of the criminal justice system.

Q: "A Different Mirror," Ronald T. TakakiThrough personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity.Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today.According to Takaki, the cab driver he spoke with expressed a widely shared sense of history that views American as:a. European in its ancestry.b. inclusive of all racial and ethnic groups.c. all United States citizens.d. a mixture of people who immigrated from all over the world

Q: "A Different Mirror," Ronald T. Takaki Through personal reflection and historical summaries, Ronald T. Takaki explores multicultural America. As a Japanese American, Takaki argues that the historical and cultural influence of the Japanese, as well as other racial and ethnic groups, on American culture is largely unrecognized. The contributions of racial and ethnic groups must be acknowledged to fully appreciate the true essence of American identity. Takaki illustrates how despite historical similarities, racial and ethnic groups have been pitted against one another, and their historical presence denied. Yet, he points out, their influences and contributions to society are evident everywhere. He argues that recognizing the value of their experiences allows for an enlightened understanding of our common history and the tensions and struggles evident among racial and ethnic groups today. According to Takaki's analysis of history, America: a. only recently became multicultural. b. has always been multicultural. c. has been influenced by only the European settlers. d. has maintained a homogeneous populace.

Q: "Age, Race, Class and Sex: Women Redefining Difference," Audre Lorde Lorde discusses the experience being marginalized in American society on multiple levels. She discusses the role of art, and especially poetry as a means in which women of Color have been able to historically express themselves and share the experiences of their marginalization. The issue of the poetry and prose by women of Color and their exclusion from college curriculums are addressed as a way in which these past difficulties and issues are allowed to continue and repeat in our society. Lorde also discusses the importance and need to recognize human differences to fully understand each other, but that these differences need not lead to further marginalization. Instead, they can be used to help develop understanding of each other, and that these understandings can be what helps to reduce marginalization amongst persons of different race, ethnicity, class, and sexual orientations. In Lorde's article, she argues that the need for unity is often misrepresented as a need for: a. oppression b. equality c. homogeneity d. heterogeneity

Q: "Age, Race, Class and Sex: Women Redefining Difference," Audre Lorde Lorde discusses the experience being marginalized in American society on multiple levels. She discusses the role of art, and especially poetry as a means in which women of Color have been able to historically express themselves and share the experiences of their marginalization. The issue of the poetry and prose by women of Color and their exclusion from college curriculums are addressed as a way in which these past difficulties and issues are allowed to continue and repeat in our society. Lorde also discusses the importance and need to recognize human differences to fully understand each other, but that these differences need not lead to further marginalization. Instead, they can be used to help develop understanding of each other, and that these understandings can be what helps to reduce marginalization amongst persons of different race, ethnicity, class, and sexual orientations. According to Lorde, _________ are tricked into joining the oppressor by believing they can share power a. White women b. Black women c. Jewish women d. Hispanic women

Q: "Age, Race, Class and Sex: Women Redefining Difference," Audre Lorde Lorde discusses the experience being marginalized in American society on multiple levels. She discusses the role of art, and especially poetry as a means in which women of Color have been able to historically express themselves and share the experiences of their marginalization. The issue of the poetry and prose by women of Color and their exclusion from college curriculums are addressed as a way in which these past difficulties and issues are allowed to continue and repeat in our society. Lorde also discusses the importance and need to recognize human differences to fully understand each other, but that these differences need not lead to further marginalization. Instead, they can be used to help develop understanding of each other, and that these understandings can be what helps to reduce marginalization amongst persons of different race, ethnicity, class, and sexual orientations. What excuses are often used as to why literature by women of Color is often not taught in college classes? a. can only be taught by women of Color b. they are too difficult to understand c. the experiences presented are "too different" d. all of these choices are correct

Q: "Age, Race, Class and Sex: Women Redefining Difference," Audre Lorde Lorde discusses the experience being marginalized in American society on multiple levels. She discusses the role of art, and especially poetry as a means in which women of Color have been able to historically express themselves and share the experiences of their marginalization. The issue of the poetry and prose by women of Color and their exclusion from college curriculums are addressed as a way in which these past difficulties and issues are allowed to continue and repeat in our society. Lorde also discusses the importance and need to recognize human differences to fully understand each other, but that these differences need not lead to further marginalization. Instead, they can be used to help develop understanding of each other, and that these understandings can be what helps to reduce marginalization amongst persons of different race, ethnicity, class, and sexual orientations. Lorde says that __________ is the most economical art form. a. painting b. photography c. poetry d. prose

Q: "Age, Race, Class and Sex: Women Redefining Difference," Audre Lorde Lorde discusses the experience being marginalized in American society on multiple levels. She discusses the role of art, and especially poetry as a means in which women of Color have been able to historically express themselves and share the experiences of their marginalization. The issue of the poetry and prose by women of Color and their exclusion from college curriculums are addressed as a way in which these past difficulties and issues are allowed to continue and repeat in our society. Lorde also discusses the importance and need to recognize human differences to fully understand each other, but that these differences need not lead to further marginalization. Instead, they can be used to help develop understanding of each other, and that these understandings can be what helps to reduce marginalization amongst persons of different race, ethnicity, class, and sexual orientations. According to Lorde, we tend to speak not of human difference, but human a. aggression b. frustration c. similarity d. deviance

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