Q&A Hero

Q: How might white privilege affect intercultural communication?

Q: What is the relationship between communication and identity?

Q: How are racial categories constructed? How are they different from ethnic categories?

Q: Microagressions are subtle insults directed toward cultural groups, often automatically or unconsciously.

Q: Old age is revered in the United States and many other societies.

Q: The racial classification of a person is largely determined by biology.

Q: A person in the redefinition and integration stage of majority identity development may minimize his or her communication with whites and seek out interactions with people of color.

Q: When a person moves from blaming minority members for their conditions to blaming the social system as a source of racial or ethnic problems, he or she is probably in the _____ stage of majority identity development. a. acceptance b. unexamined identity c. redefinition and integration d. resistance

Q: Dianna is comfortable being white although she can appreciate other groups. She recognizes that prejudice and racism are factors in our society but also realizes that blame, guilt, or denial doesnt really help eliminate racism. Dianna is probably in the _____ stages of majority identity development. a. resistance b. acceptance c. redefinition and integration d. unexamined identity

Q: Duncan has a white father and a Korean mother. He feels torn between two different cultures. He has difficulty making decisions, is troubled by ambiguity, and feels pressure from both groups. Here, Duncan is a(n) _____. a. assimilated b. encapsulated marginal c. global nomad d. constructive marginal

Q: _____ are multicultural people who see themselves as choice makers. They seem to thrive in their lives on the margins of two cultures. a. Culture brokers b. Encapsulated marginals c. Global nomads d. Constructive marginal

Q: After 15 minutes of their first conversation, Chris tells MacKenzie that he (Chris) is gay. Clearly, _____ is an important aspect of how Chris identifies himself. a. age identity b. religious identity c. sexual identity d. ethnic identity

Q: Which of the following best describes the term interpellation? a. the fundamental beliefs that are shared by the members of a cultural group b. the communication process by which one is pulled into the social forces that place people into a specific identity c. the identification with the cultural notions of masculinity and femininity and what it means to be a man or a woman d. the identification with feelings of connectedness to others and higher meanings in life

Q: A person whose gender identity matches the biological sex that she or he was born into is known as a(n): a. transgender. b. ipso gender. c. model minority. d. cisgender.

Q: _____ is a sense of belonging to a group that shares similar economic, occupational, or social status. a. Class identity b. Personal identity c. National identity d. Regional identity

Q: People who grow up in many different cultural contexts because their parents relocated are referred to as: a. model minorities. b. culture brokers. c. global nomads. d. stereotypes.

Q: In the _____ stage of minority identity development, individuals may reject the values and norms associated with the dominant group while embracing all the attitudes and values attributed to his or her own group. a. unexamined identity b. resistance and separatism c. conformity d. integration

Q: Bertina, a Native American, believes that Navajo customs and traditions provide the most effective responses to everyday issues. She rejects Westernized medicine when she is sick and refuses to be cured by anyone but a traditional healer. Bertina is probably in the _____ stage of minority identity development. a. conformity b. unexamined identity c. integration d. resistance and separatism

Q: A person with a strong sense of his or her own group identity and an appreciation of other cultural groups is probably in the _____ stage of minority identity development. a. unexamined identity b. resistance and separatism c. conformity d. integration

Q: Vivian, an African American, is proud to be black. She admires, however, many Latin Americans' emphasis on family and applauds the successes of many Asian Americans. Vivian is probably in the _____ stage of minority identity development. a. integration b. conformity c. resistance and separatism d. unexamined identity

Q: A person who is aware of some physical and cultural differences, but does not fear other racial or ethnic groups or feel a sense of superiority is probably in the _____ stage of majority identity development. a. resistance b. acceptance c. redefinition and integration d. unexamined identity

Q: A person who doesn't question the basic racial inequities in society and who may even believe that minority groups need help to assimilate is probably in the _____ stage of majority identity development. a. resistance b. acceptance c. redefinition and integration d. unexamined identity

Q: Ted, a white American, doesn't think of himself as being white. He knows that minority groups are economically disadvantaged and supports educational efforts to expose minorities to European music, art, and literature. Ted is probably in the _____ stage of majority identity development. a. resistance b. unexamined identity c. redefinition and integration d. acceptance

Q: A person who wears a crucifix around his or her neck is probably communicating his or her _____ identity. a. ethnic b. national c. religious d. class

Q: Trailer trash or white trash are terms used to mark _____ differences in U.S. society. a. ethnic b. racial c. religious d. class

Q: Anu was born in the United States. Her parents were born in India. When Anu interacts with the children of other Indian immigrants, she is most likely enacting her _____ identity. a. ethnic b. national c. religious d. class

Q: Belle is from South Carolina. She is proud that she speaks with an accent and has no real desire to visit or live in the West. Belle affirms her _____ identity. a. ethnic b. national c. regional d. class

Q: The stage of minority identity development characterized by the lack of exploration of ethnicity is known as _____. a. conformity b. resistance and separatism c. unexamined identity d. integration

Q: Manuel accepts the values and attitudes of the majority culture. Although he is Mexican American, he is often embarrassed by other members of his group. He has a strong desire to assimilate into the mainstream. Manuel is probably in the _____ stage of minority identity development. a. unexamined identity b. resistance and separatism c. conformity d. integration

Q: Simone, an African American, is not interested or concerned with ethnicity. "Why would I need to learn about black history?" she asks. She says, "I'm just into my own thing." Simone is probably in the _____ stage of minority identity development. a. unexamined identity b. resistance and separatism c. conformity d. integration

Q: In the _____ stage of minority identity development, individuals internalize the values and norms of the dominant group and may have negative attitudes toward themselves or toward their group in general. a. unexamined identity b. resistance and separatism c. conformity d. integration

Q: Compare and contrast the effects of diasporic and colonial histories.

Q: How is the history of gays and lesbians relevant to intercultural communication?

Q: How might Native American history impact intercultural communication with whites today?

Q: How can we negotiate histories in interactions?

Q: Women who join social groups exclusive to women are highlighting their _____ identity. a. gender b. age c. ethnic d. religious

Q: In the United States, a 40-year-old man who lives with his parents and spends most of his time playing video games and chasing women is generally not seen as enacting his _____ identity. a. gender b. age c. ethnic d. sexual

Q: Typically, _____ identity includes knowledge of a group's traditions, customs, values, and a feeling of belonging to that group. a. gender b. age c. ethnic d. religious

Q: U.S. Americans who identify not only with being U.S. citizens but also as being members of ethnic groups are often called _____. a. global nomads (TCKs) b. culture brokers c. hyphenated Americans d. model minorities

Q: Religious histories are histories that legitimize international invasions and annexations.

Q: Absent histories are written histories that focus on everyday life experiences of various groups in the past.

Q: Why would it be important to examine the role of history in intercultural communication?

Q: How might hidden histories affect intercultural interactions?

Q: Compare and contrast family histories with national histories.

Q: Why would U.S. Americans want to escape or ignore history?

Q: Generally, a grand narrative includes stories of different ethnic groups as well as the intellectual and social histories of a nation.

Q: It is fairly easy to write about women's history so long as one has access to public documents and public records.

Q: The languages we speak are rooted in issues of power and dominance rather than ethnicity or cultural origin.

Q: Most historical events are documented in formal histories.

Q: Diasporic migrations often cause people to cling more strongly to their group's identity.

Q: Many Japanese nationals are proud of the success of Japanese Canadians, Japanese Americans, and Japanese Peruvians.

Q: A book about the decision to drop the atomic bomb on Hiroshima is a part of social histories.

Q: Gays and lesbians were victims of the Holocaust.

Q: Altered history is the same as alternative history in which authors try to speculate on what the world would look like if particular scenarios in the past had happened.

Q: The languages that people speak influence their intercultural interactions.

Q: The histories of the ways in which international cultural groups were created through transnational migrations, slavery, religious crusades, or other historical forces are known as: a. cultural-group histories. b. socioeconomic class histories. c. colonial histories. d. diasporic histories.

Q: Typically, we learn social histories in school.

Q: Socioeconomic class distinctions are often overlooked in understanding migration and acculturation of groups around the world.

Q: History is constructed through narrative.

Q: A book detailing the migration and resettlement of the Irish all over the world as a result of the potato famine in the late 1800s is a part of _____ histories. a. political b. diasporic c. intellectual d. colonial

Q: A book which details the use of Chinese immigrants in the building of the railroad across the United States in the 1800s is a part of _____ histories. a. political b. racial and ethnic c. social d. colonial

Q: A book which details the impact of Spanish settlement on Central and South America constitutes _____ histories. a. political b. colonial c. intellectual d. diasporic

Q: Histories concerning the motivation and effects of white settlement in Southern Africa are a form of _____ histories. a. political b. diasporic c. intellectual d. colonial

Q: An explanation of the role of poverty in the migration of people from Central America to the United States is a form of _____ histories. a. colonial b. national c. social d. socio-economic

Q: Jerrod's family migrated to Utah with Brigham Young. He is proud that his family helped to settle in what is now Salt Lake. The stories passed down to Jerrod by his father and grandfather constitute _____ histories. a. diasporic b. religious c. social d. family

Q: Accounts of past events which are not included in national or mainstream history are known as _____ histories. a. hidden b. religious c. social d. family

Q: An explanation of why Spanish is spoken in most of the Western Hemisphere would constitute _____ histories. a. colonial b. religious c. social d. family

Q: A revised history resulting from the communication practice of changing historical events to serve particular ideological goals is known as: a. hidden history. b. altered history. c. absent history. d. alternative history.

Q: The histories that have been forgotten by the mainstream representations of past events and suppressed or marginalized in the understanding of the past are known as: a. altered histories. b. diasporic histories. c. absent histories. d. hidden histories.

Q: _____ refers to the notion that better communication between groups is facilitated simply by putting people together in the same place and allowing them to interact. a. The modernist identity b. A grand narrative c. The contact hypothesis d. A diaspora

Q: Which of the following statements best defines the term diaspora? a. It is a massive migration caused by war, famine, or persecution that results in the dispersal of a unified group. b. It is a record of the historical experiences of gays and lesbians. c. It is the identity that is grounded in the Western tradition of scientific and political beliefs and assumptions. d. It is a unified history and view of humankind.

Q: A book about the daily lives of Native Americans, before European settlement, is a part of _____ histories. a. national b. gender c. political d. social

Q: Stories concerning persecution of gays and lesbians during World War II are part of _____ histories. a. national b. racial and ethnic c. social d. sexual-orientation

Q: The attempt to document and understand the Japanese internment camps established in the United States during World War II constitutes _____ histories. a. political b. racial and ethnic c. intellectual d. sexual orientation

Q: Discuss the role of power in the intercultural communication process.

Q: Histories that focus on political events in the past such as the rise of Hitler to power are part of _____ histories. a. political b. religious c. social d. family

Q: Histories that focus on the transmission and development of ideas or ways of thinking are called _____ histories. a. political b. intellectual c. social d. family

Q: As part of her Introduction to Education class, Catherine finds that she is required to read about the development of the U.S. educational system from medieval times. Catherine will be reading _____ histories. a. personal b. social c. intellectual d. political

Q: Writers who attempt to understand everyday life experiences of groups in the past are documenting _____ histories. a. national b. personal c. social d. family

Q: A book about the lives of women pioneers in the old West is a part of _____ histories. a. national b. gender c. political d. social