Final Quizzes Flashcards

Question 1

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Q19 According to Lewis, what must studies of whites as racial actors engage with?
A. The rigid boundaries of whiteness
B. How non-white identities are created in relation to whiteness
C. Issues of power

Question 2

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Q19 Hegemonic whiteness can be defined as
A. The shifting configuration of practices and meanings that occupy the dominant position in a racial order
B. A quality inherent to individual whites that denotes their dominant position in the racial order
C. An unchanging ideology that explains the dominant position of whites in the racial order

Question 3

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Q19 What is the difference between a collective (group) and a series?
A. A series is self-consciously organized around an object or trait, while a collective (group) is passively unified around an object or trait
B. A series is passively unified around an object or trait, while a collective (group) is self-consciously organized around an object or trait
C. Both series and collectives (groups) come together with explicitly set out and acknowledged purpose

Question 4

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Q19 How does hegemonic whiteness influence those who are not white?
A. Those who are not white can still embody or perform hegemonic whiteness
B. Hegemonic whiteness is completely closed off to those who are not white
C. Hegemonic whiteness has no effect on those who are not white

Question 5

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Q19 How does the dominant status of whiteness in the US affect how whites “do” race?
A. They consciously invoke their racial status in their actions
B. They can live and do race without ever being consciously aware of it
C. They only do/act on their race when they are around groups of non-white people

Question 6

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Q20 According to Bonilla-Silva, which of the four frames of colorblind racism is the most important?
A. Abstract liberalism
B. Naturalization
C. Cultural racism
D. Minimization of racism

Question 7

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Q20 Which of the following describes the way the frames of colorblind racism are used?
A. Cultural racism is always used first, then followed by the other frames
B. They are used individually and never mixed together
C. They are used in combination with each other

Question 8

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Q20 What is an example of the rhetoric that is used with the naturalization frame?
A. Claiming that discrimination “is not a big deal”
B. Claiming to “not see race”
C. Claiming “that’s the way it is”

Question 9

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Q21 What is Bonilla-Silva’s critique of Omi and Winant’s theory of racial formation?
A. It gives too much attention to ideological processes and does not regard race as truly social collectives
B. It is too focused on the formation of racial categories and not how they are perpetuated over time
C. It places too much emphasis on individual level factors and not enough on structural racism

Question 10

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Q20 How does the frame of cultural racism operate?
A. Argues that minority standing is a product of lack of effort, loose family organization, and inappropriate values
B. Argues that the culture of non-white groups comes from inherent biological inferiority
C. Focuses on how racism has imbedded itself into US culture and structure rather than being at the individual level

Question 11

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Q20 How does the frame of minimization of racism operate?
A. It minimizes the role of culture in explaining racism
B. It downplays or disputes the impact of racism and discrimination
C. It downplays the role of race in discrimination against minorities, instead focusing on ethnicity

Question 12

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Q21 Racialized social systems can be defined as
A. Racial hierarchy where resources are allocated to individuals based solely on phenotypic markers
B. Systems of official racial hierarchy used in a specific societies that is codified by government agencies and actors
C. Societies where economic, political, social, and ideological levels are partially structured by the placement of actors in racial categories

Question 13

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Q21 How do class and gender fit into the racialized social system?
A. Class creates divides within racial groups, but gender has no bearing on the racialized social system
B. Class and gender have no bearing on the racialized social system
C. The racial structuration of subjects is fragmented along class and gender lines

Question 14

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Q21 Racial contestation can be defined as
A. Competitions between racial groups for material resources
B. The struggle of racial groups for systematic changes regarding their position
C. Contestation with government officials over the official racial categories used in a system

Question 15

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Q21 How does Bonilla-Silva suggest that racism should be studied?
A. Starting with the dominant group and working downwards
B. From the viewpoint of racialization
C. By looking at the ideologies that perpetuate racism

Question 16

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Q22 Where does group position theory focus on when studying racism?
A. Focuses on the process by which racial groups create each other when they first come into contact
B. Focuses on the collective processes by which a racial group comes to define and redefine another group
C. Focuses on the processes by which individuals express their feelings for members of other racial groups

Question 17

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Q22 What do the four basic feelings of race prejudice all refer to?
A. Positional arrangements of racial groups
B. The way the dominant group feels about the subordinate group
C. How groups are created and recreated

Question 18

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Q22 What does the feeling of a sense of proprietary claim entail?
A. The dominant group feels entitled to either exclusive or prior rights in many areas of life
B. The dominant group claims power over all the subordinate groups
C. The dominant group controls who is included and excluded from its boundaries

Question 19

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Q22 According to Blumer, what is the source of racial prejudice?
A. Extended contact between different groups
B. Felt challenges to the sense of group position
C. Individual thoughts and feelings

Question 20

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Q22 Which of the following is part of the process of group definition?
A. Understanding genetic ancestry of groups
B. Allowing the subordinate group to define themselves
C. Constructing an abstract image of a subordinate group

Question 21

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Q23 According to Oliver and Shapiro, what determines a black family’s claims to middle class status?
A. Income
B. Assets
C. Both income and assets

Question 22

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Q23 What is the relationship between wealth and income?
A. Income is determined from the amount of wealth a person has
B. Wealth and income are unrelated
C. Wealth accrues with increasing income

Question 23

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Q23 How do wealth and income figures show differing levels of progress within the black middle class?
A. Wealth figures show progress after the civil rights movement, while income figures show no progress
B. Income figures shows progress after the civil rights movement, while wealth figures show no progress
C. Income and wealth figures combined show no progress for the black middle class

Question 24

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Q23 What is the main asset for black families?
A. Real estate
B. Material assets
C. Investments

Question 25

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Q23 Compared to whites, how does black educational achievement impact wealth?
A. Higher education does not increase black net worth, while it does increase white net worth
B. Both black and white people get the same returns to net worth from higher education
C. Higher education increases black net worth, but it is still less than white net worth

Question 26

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Q24 According to Massey and Denton, what is one difference between the black ghetto and early immigrant enclaves?
A. The black ghetto was exclusively in the inner city, while immigrant enclaves could occur anywhere
B. Immigrant enclaves were never completely homogenous and contained many nationalities
C. Immigrant enclaves were permanent, while black residents could transition in and out of the ghetto

Question 27

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Q24 Restrictive covenants are defined as
A. Stipulation in land use law stating if a property could only be used for residential or business purposes
B. Laws that defined who could receive loans for certain properties and where those properties could be
C. Contractual agreements between property owners restricting who they could sell or lease their property to

Question 28

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Q24 How did the Home Owners’ Loan Corporation begin the process of redlining?
A. It evaluated neighborhoods based on how close they were to the inner city
B. It created a rating system that gave the lowest ranking to racially mixed and black neighborhoods
C. It evaluated neighborhoods based on the values of the homes within them and gave preference to upper-class neighborhoods

Question 29

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Q24 What is one way the FHA promoted the creation of the suburbs?
A. It favored construction of single family homes and discouraged multi-family units
B. It only gave funding for homes built outside of established city limits
C. It incentivized families to fix up old houses rather than to build new ones

Question 30

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Q24 How did urban renewal policies enhance residential segregation?
A. Fixed up black inner city ghettos to encourage black families to move into them
B. Tore down existing neighborhoods, displacing black residents into public housing
C. Displaced black residents from their homes in favor of creating business districts in the city

Question 31

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Q25 What are the three main explanations for residential segregation?
A. Neighborhood location, individual preferences, and class differences
B. Regional differences, changing home values, and family size
C. Economic differences, discriminatory practices, and individual preferences

Question 32

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Q25 How did Krysan et al indicate neighborhood characteristics in their study?
A. Used short videos that showed actual neighborhoods
B. Wrote out vignettes describing different neighborhoods
C. Described different neighborhoods and had respondents imagine them

Question 33

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Q25 Which of the following describes the in-group identity theory for neighborhood preference?
A. Suggests that people are driven by a desire to avoid other groups
B. Suggests that people are driven by a desire to live near one’s own group
C. Suggests that people develop their identity based on which neighborhood they live in

Question 34

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Q25 For white respondents, how did race and class factors shape neighborhood preferences?
A. White respondents generally favored mixed neighborhoods, except when they were lower class
B. White respondents viewed majority lower class neighborhoods as less favorable regardless of racial composition
C. White respondents viewed majority black neighborhoods as less favorable regardless of class status

Question 35

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Q25 How did neighborhood preferences vary between white and black respondents?
A. White respondents thought mixed race neighborhoods were most desirable, while black respondents thought black neighborhoods were more desirable
B. White respondents thought white neighborhoods were most desirable, while black respondents thought mixed race neighborhoods were more desirable
C. Both black and white respondents thought mixed race neighborhoods were most desirable

Question 36

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Q26 How do institutional practices within home selling stage reinforce racial stereotype and discrimination?
A. Real estate laws and guidelines explicitly use race at every stage of the home selling process
B. Real estate agents’ commission structure enables them to racialize clients through status and beliefs about socioeconomic status
C. Race is not used in the home selling process, so practices do not reinforce racial stereotypes

Question 37

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Q26 According to Korver-Glenn, what is one way real estate agents build trust with clients?
A. They act on clients’ racial and racially coded preferences
B. They first gather extensive lists about clients’ home preferences
C. They anticipate what clients want using their experiences and act on those expectations

Question 38

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Q26 How is race indicated in the mortgage loan application process?
A. Race is not indicated at all during the mortgage loan application process
B. Borrowers are required to indicate race and ethnicity on the loan application form
C. Either borrowers fill out an optional section on the form, or loan officers fill it out if the form was completed in person

Question 39

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Q26 Which of the following is a consequence of compounding inequalities for minority neighborhoods?
A. Less or lower quality investment in the neighborhood from banking institutions
B. Minority neighborhoods are served by minority real estate agents who understand their needs better
C. Minority neighborhoods become much more diverse than white neighborhoods

Question 40

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Q26 How do HAR market areas differ between white and black and Latino neighborhoods?
A. White neighborhoods are condensed into a few heavily populated areas, while black and Latino neighborhoods are divided into many smaller areas
B. Black and Latino neighborhoods are condensed into less, more heavily populated areas, while there more majority white areas with smaller populations
C. All areas are created equal to the proportion of people living in the city at any given time

Question 41

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Q27 What are the two ways that school segregation is measured?
A. Measures of isolation/exposure and measures of evenness
B. School population counts and resource allocation
C. Dissimilarities indices and neighborhood composition

Question 42

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Q27 According to Reardon and Owens, during which period of time did black-white school segregation decline the most?
A. mid-1980s to 1990s
B. mid-1970s to 1980s
C. mid-1960s to 1970s

Question 43

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Q27 How does court ordered desegregation impact school segregation levels at the school and district level?
A. It’s good at dealing with between-school segregation, but not with between-district segregation
B. It’s good at dealing with between-district segregation, but not with between-school segregation
C. It’s good at dealing with both between-school and between-district segregation

Question 44

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Q27 Which of the following is an impact of school desegregation?
A. Higher earnings for white students after high school
B. Lower dropout rates for Black and Latino students
C. Higher test scores for all students

Question 45

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Q27 What is one limitation of current desegregation studies?
A. Studies focus too much on the North, and little on the South
B. They focus too much on the period right after Brown v Board
C. They don’t look at segregation levels in post-secondary or preschool settings.

Question 46

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Q28 Which of the following describes the difference between institutional discrimination and everyday discrimination as they occur in schools?
A. Institutional discrimination is based on practices and structures, while everyday discrimination is the way stereotypes and beliefs shape interactions and expectations
B. Institutional discrimination describes the era when schools and classrooms where explicitly segregated by race, while everyday discrimination occurs after segregation has been outlawed
C. Institutional discrimination occurs when institutions specifically single out one group over another, while everyday discrimination occurs inadvertently

Question 47

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Q28 Expectation states theory can be defined as
A. A theory that suggests that individuals can vary traits about themselves to change how they are perceived by people in the world around them
B. A theory that suggests that individuals develop thoughtful, deliberate privileging of one group over another based on characteristics
C. A theory that suggests that characteristics influence everyday interactions between people because they shape performance expectations

Question 48

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Q28 How does racialized tracking present at Riverview high school?
A. Black and Latino students are overrepresented in AP and honors coursed, while white students are overrepresented in lower track courses
B. Asian students are overrepresented in honors and AP courses, while all other students are overrepresented in lower track courses
C. White students are overrepresented in honors and AP courses, while black and Latino students are overrepresented in lower track courses

Question 49

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Q28 How are low expectations for children of color transferred onto their parents?
A. Teachers do not expect parents of color to care or intervene on their children’s behalf
B. Teachers expect parents of color to make up for children’s (perceived) lower abilities
C. Teachers put more effort into educating children of color to make up for parents (perceived) lack of care

Question 50

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Q28 What is one consequence for racialized tracking on school curriculum?
A. Tracking lowers the quality of school curriculum at all levels
B. Lower-level classes receive a less rigorous educational experience
C. Lower-level classes develop new ways to teach student the same material as high level classes

Question 51

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Q29 What are the different dimensions included in the MMDLE?
A. Race, class, gender, regional, and language
B. Historical, organization, compositional, psychological, and behavioral
C. Campus, classroom, social, political, and historical

Question 52

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Q29 Which of the following is a limitation to existing quantitative studies of campus perception?
A. Most studies have only focused on predominantly white campuses
B. They are able to see the way that different students perceive campus life
C. They focus on the quality of interactions that students have

Question 53

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Q29 What did the authors find when examining group satisfaction with diversity at Basin University?
A. All students indicate high levels of satisfaction with diversity
B. Students of color indicate lower levels of satisfaction with diversity
C. African-American students as a whole indicated lower levels of satisfaction with diversity

Question 54

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Q29 How does transfer status affect the prevalence at which Asian students report discrimination?
A. Asian transfer students reported more discrimination than white transfers
B. Asian transfer students reported less discrimination than white transfers
C. Asian transfer students reported the same amount of discrimination as white transfers

Question 55

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Q29 What is a strength of using mixed-methods to study campus environments?
A. Proves that qualitative methods are better than quantitative methods
B. Allows researchers to focus on creating surveys with a large variety of question
C. Allows for more layered and accurate examination across multiple dimensions

Question 56

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Q30 How does mass incarceration cause the political disenfranchisement of African Americans?
A. Felon disenfranchisement laws disproportionately disqualify African American men from voting
B. African Americans in jail must pass a literacy test before they are allowed to vote
C. Incarcerated people are not counted in the census, reducing the number of African Americans counted

Question 57

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Q30 What are the three phases of the system of mass incarceration according to Alexander?
A. Lockup, jail time, and re-entry
B. Arrest, sentencing, and incarceration
C. Roundup, formal control, and invisible punishment

Question 58

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Q30 Racial indifference is defined as
A. Lack of compassion and caring about race and racial groups
B. Overt racial hostility towards a person or group
C. Covert racial animosity towards a group that is not acted upon

Question 59

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Q30 How does African American support for harsh criminal justice policies differ from that of whites?
A. African Americans are more supportive of harsh policies than whites
B. African Americans are less supportive of harsh policies than whites
C. Both African Americans and whites share similar levels of support for harsh policies

Question 60

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Q30 What is one way that mass incarceration contributes to segregation?
A. Ex-felons are prohibited from buying or owning homes
B. Black and brown prisoners are locked up in prisons away from mainstream society
C. Prisons are disproportionately built in black and brown areas, which further concentrates segregation

Question 61

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Q31 How are people of color treated in the courtroom, even when they are not defendants?
A. Men of color are treated as criminals and mopes, but women of color are respected
B. Non-defendants are ignored unless they interrupt the trials
C. They are treated as mopes and mistaken for defendants

Question 62

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Q31 How is the “mope” construction defined?
A. A person who has repeatedly broken the law and is a regular in court
B. A person who violates the values of work ethic, competency, and motivation
C. A person who commits a particularly violent or heinous crime

Question 63

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Q31 How does white privilege function in the courtroom?
A. People have to prove whiteness by showing an upper class demeanor
B. All white defendants are afforded white privilege
C. White privilege is not used in the courtroom

Question 64

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Q31 What happens to defense attorneys who cannot or will not “control” their clients?
A. They are typically more successful in winning their cases
B. Judges help them control their clients
C. They are marginalized and humiliated

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Final Quizzes Flashcards

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