Midterm Quizzes

Question 1

Q1 To say that categories are socially constructed means that
A. Categories are created based on human perception and classification
B. Anyone in the social world can create new categories
C. Categories are created based on fixed meanings that never change

Answer 1

a

Question 2

Q1 Ethnicity can be defined as
A. A group composed of people who speak the same language and have similar surnames
B. A group determined solely by a shared geographic location
C. A collective group within a society based on a claim to kinship, a common history, and shared symbols

Answer 2

c

Question 3

Q1 Race can be defined as
A. A historical category of people that never changes
B. A group defined by shared physical characteristics or similar phenotype
C. A group determined by shared genetics

Answer 3

b

Question 4

Q1 One difference between race and ethnicity is that
A. Race is assigned by external agents, while ethnicity is self-assigned
B. Race is based on genetics, but ethnicity is based on shared kinship and history
C. People can change their ethnicity, but not their race

Answer 4

a

Question 5

Q1 One similarity between race and ethnicity is
A. Both categories can never change once they are assigned
B. Both concepts were created by the meeting of different groups of people
C. Both race and ethnicity imply aspects of inferiority/superiority

Answer 5

b

Question 6

Q2 Racial formation can be defined as
A. The process of people discovering their racial identity
B. The process of people learning about and forming opinions about race and racism
C. The process by which racial categories are created, inhabited, transformed, and destroyed

Answer 6

c

Question 7

Q2 According to Omi and Winant, what “work” does a racial project do?
A. A racial project connects what race means in a particular system and the ways the social structure and everyday experiences are racially organized
B. A racial project creates the different racial categories used in official surveys such as the US census
C. A racial project organizes different interest groups together in order to fight racism

Answer 7

a

Question 8

Q2 Under what conditions can a racial project be seen as racist?
A. If it is used to denigrate or insult minority groups
B. If it creates or reproduces structures of domination based on essentialist categories of race
C. If it acknowledges any person’s race, instead of ignoring race and treating people equally

Answer 8

b

Question 9

Q2 One of the consequences of the early racial dictatorship in the US was that
A. It defined “American” identity as white
B. It created laws that oppressed minorities
C. It did not allow different groups to participate in democracy

Answer 9

a

Question 10

Q2 Which of the following statements is an example of a racist racial project?
A. Many Latinos migrate to the United States
B. Latinos make good farmworkers because they are naturally hardworking
C. Historically, some Latinos have worked as farmworkers in the US

Answer 10

b

Question 11

Q3 How does racial identity differ from racial self classification?
A. Both identity and self-classification are different names for the same measure
B. Identity is how you view yourself, while classification is how others view you
C. Identity is open ended, while classification is typically a response to a close ended question

Answer 11

c

Question 12

Q3 What are the two subtypes of observed race?
A. Genetic based and skin color based
B. Appearance based and interaction based
C. Ancestry based and language based

Answer 12

b

Question 13

Q3 What is one way that inconsistencies across different dimensions of race affect individuals?
A. Inconsistencies can lead to stress and/or negative health outcomes
B. Inconsistencies give people more power since they can assume multiple identities at once
C. Inconsistencies are shown to have no significant effects, either negative or positive

Answer 13

a

Question 14

Q3 How can the multiple dimensions of race affect the study of inequality?
A. Observed race always provides the most accurate outcome when measuring inequality
B. All the multiple dimensions show the same outcome, regardless of how race is being measured.
C. Different dimensions can have different outcomes for the same measure.

Answer 14

c

Question 15

Q3 Racial fluidity can be defined as what?
A. Changes in one dimension of race over time and/or context
B. Inconsistencies across multiple dimensions of race
C. Rapid increase of one racial group in a given population

Answer 15

a

Question 16

Q4 According to Jung, which of the following is a component of an empire-state?
A. Empire-states are a loose collection of territories organized under a central ruler
B. Empire-states must encompass territory across several different continents
C. Empire-states involve the usurpation of foreign sovereignty over territories and their people

Answer 16

c

Question 17

Q4 What is the difference between incorporated and unincorporated territories?
A. People in incorporated territories are granted citizenship, while people in unincorporated territories are not
B. Incorporated territories are all within the continental United States, while unincorporated territories are islands
C. The constitution fully applies to incorporated territories, but only partially in unincorporated territories

Answer 17

c

Question 18

Q4 How does racial domination function in an empire-state?
A. It is a series of self -contained, isolated relations between whites and various non-white groups
B. It comprises an interconnect web of practices where the subjugation of one group is related to the subjugation of another
C. It uses the same set of rules to subjugate all non-white people

Answer 18

b

Question 19

Q4 What is a consequence of colonial subjection for unincorporated territories?
A. The United States will continue to maintain them as colonies
B. Residents of unincorporated territories will always have less than full citizenship
C. Unincorporated territories have no representative in the US Congress

Answer 19

b

Question 20

Q4 According to Jung, how is the hierarchical differentiation of space related to the hierarchical differentiation of people?
A. They are inextricably related to each other.
B. They have no relation to each other.
C. They are only related when discussing the treatment of people within incorporated spaces.

Answer 20

a

Question 21

Q5 Ideology can be understood as
A. A series of philosophies that is automatically understood by all
B. A description of day to day existence that people use to make sense of the social reality they are in
C. Scientifically accurate theories that help us understand the social world

Answer 21

b

Question 22

Q5 One of the differences between Africans and English indentured servants was that
A. Africans were not able to benefit from the established laws and customs that protected English indentured servants
B. Africans were seen as naturally fit workers that were better suited to the climate in the colonies, while English indentured servants were not
C. Africans were cheaper to employ compared to English indentured servants

Answer 22

a

Question 23

Q5 What was one condition that facilitated the increase in the use of slave labor?
A. The shift from focusing on tobacco to cotton as a cash crop
B. White freedmen began demanding higher wages
C. The rise of armed, discontented white freedmenc

Answer 23

c

Question 24

Q5 The concept of race as ideology means that
A. Race as a concept takes on a life of its own after it is created by humans
B. Race is passed down from generation to generation without changing
C. Race came into existence in a historical moment for historical reasons and is subject to change for similar reasons

Answer 24

c

Question 25

Q5 According to Fields, what is the relationship between inferiority and oppression?
A. People are more readily oppressed when they are already perceived as inferior by nature
B. People are more readily perceived as inferior by nature when they are already seen as oppressed
C. Oppression and the construction of inferiority happen simultaneously

Answer 25

b

Question 26

Q6 Double-consciousness can be defined as
A. The sense of always looking at yourself through the eyes of another
B. The process of getting two separate, outside viewpoints for one issue
C. The process of different sides of a debate coming into agreement

Answer 26

a

Question 27

Q6 Which of the following aspects, according to DuBois, need to come together in order to overcome prejudice?
A. Voting rights, higher income, and citizenship
B. Higher income, property ownership, and education
C. Education, voting rights, and freedom

Answer 27

c

Question 28

Q6 The “problem of the color line” can be defined as
A. The relationship between the darker and lighter races
B. Constantly changing racial categories on the Census
C. The increase in the use of color-blind racism

Answer 28

a

Question 29

Q6 What was the greatest success of the Freedmen’s Bureau?
A. Expanded access to health care for former slaves
B. Implementation of free schools for black people and free elementary school in the South
C. Creation of a judiciary system handled by the bureau

Answer 29

b

Question 30

Q6 What was the least successful part of the Freedmen’s Bureau?
A. Implementation of a judiciary system handled by the Bureau
B. Transportation of black men onto farmlands where they could work for pay
C. Expanded access to health care for former slaves

Answer 30

a

Question 31

Q7 How did the number of black immigrants compare to other non-white immigrant groups during the early 20th century?
A. The number of black immigrants was smaller than other non-white immigrant groups
B. The number of black immigrants was larger than other non-white immigrant groups
C. The number of black immigrant was about equal to the size of other non-white immigrant groups

Answer 31

b

Question 32

Q7 What are the three main factors researcher look at when examining the differences between black Americans and black immigrants?
A. History of discrimination, English proficiency, and economic advancement
B. Length of time in the US, English proficiency, and selective migration
C. Cultural differences, different experiences of discrimination, and selective migration

Answer 32

c

Question 33

Q7 Which of the following is a factor that influences context of reception for migrants?
A. Government policies
B. English proficiency
C. Age of migrant

Answer 33

a

Question 34

Q7 How does selectivity impact black immigrants?
A. Black immigrants are more likely to be higher educated than people in their country of origin
B. Black immigrants are more likely to be ingrained in American culture, which helps their assimilation
C. Black women are less likely to migrant to the US than black men

Answer 34

a

Question 35

Q7 In terms of employment, how do black immigrants compare to other immigrant groups?
A. Black immigrants do better than other immigrant groups
B. Black immigrants fall behind other immigrant groups
C. Black immigrants do about the same as other immigrant groups

Answer 35

b

Question 36

Q8 Which two criteria did the Spanish and other Europeans use to judge Native Americans?
A. Language and race
B. Ethnicity and laws
C. Christianity and civilization

Answer 36

c

Question 37

Q8 How was description by deficiency used to characterize Native American culture?
A. It specifically left out certain elements of Native American culture from the description
B. It described Native American culture in terms of its lack of White ways rather than within its own framework
C. It described Native American culture within its own specific framework without comparison of any kind

Answer 37

b

Question 38

Q8 The timeless nature of the “Indian” construct means that
A. The image of a “real Indians” is one before contact or during the early stages of contact
B. The terms used to describe “Indians” stayed consistent throughout the years
C. Native American viewed their own culture as stagnant and unchanging

Answer 38

a

Question 39

Q8 What was one of the consequences of the “Indian” construct?
A. It spread knowledge of Native Americans outside of North America
B. It condense down a variety of Native American cultures and societies into a single category
C. It allowed white settlers to compare the different Native American cultures to each other

Answer 39

b

Question 40

Q8 In what instance were the “good” and “bad” constructions of “Indian” used simultaneously?
A. When white settlers were trying to explain why they wanted to convert Native Americans and also why they would be able to be converted
B. When white settlers adopted Native American farming and fishing practices
C. When white settlers were trying to explain why they traded with Native Americans for furs and other goods

Answer 40

a

Question 41

Q9 What is the difference between the way blood has been historically used to classify Native Americans and the way it has been used to classify African Americans?
A. One drop of blood was enough to make a person Native American, while African Americans needed to prove they had enough blood
B. One drop of blood was enough to make a person African American, while Native Americans needed to prove they had enough blood
C. Both African Americans and Native Americans needed to prove they had enough blood

Answer 41

b

Question 42

Q9 How did the federal government facilitate the implementation of blood quantum?
A. Passed legislation which let federal agents allot blood quantum amounts to tribes
B. Implemented mandatory DNA tests to check amount of blood quantum
C. Allowed tribal leaders to determine blood quantum amounts needed for their members

Answer 42

a

Question 43

Q9 According to Rodriguez-Lonebear, under which criteria were native nations/tribes more likely to use blood quantum?
A. If tribal lands were located near urban centers
B. If they had low levels of native language proficiency
C. If they had tribal gaming operations

Answer 43

c

Question 44

Q9 Settler-colonial projects can be defined as
A. Networks of structures and narratives that promote the ascendency of settler ontologies
B. Acts of moving and settling into a new land permanently
C. Acts of settlers and indigenous peoples working together to create new narratives that feature them equally

Answer 44

a

Question 45

Q9 In addition to blood quantum, what are the other two criteria used to determine tribal membership?
A. Cultural adoption and language proficiency
B. Language proficiency and reservation residency
C. Reservation residency and lineal descent

Answer 45

c

Question 46

Q10 According to Gomez, what is the defining race-making origin story for Latinos?
A. Self-determination and self-governance
B. A sense of language and culture shared by diverse groups of people
C. American colonialism and empire in Latin America

Answer 46

c

Question 47

Q10 How did the Bracero Program facilitate Mexican migration to the US?
A. Caused a mass deportation of Mexican nationals from the US
B. Established a labor agreement to bring in Mexican men as agricultural workers
C. Created a training program to educate highly skilled workers who would then go back to Mexico

Answer 47

b

Question 48

Q10 US intervention in Central American can broadly be characterized by what quality
A. A policy of neutrality and non-intervention
B. Military exercises supporting and reinforcing corporate capitalism
C. Provision of monetary aid to democratically elected governments

Answer 48

b

Question 49

Q10 The concept that the natives of Puerto Rico were unfit to government themselves, thus making it necessary for the US to rule was called
A. Tutelary colonialism
B. Custodial colonialism
C. Racial colonialism

Answer 49

a

Question 50

Q10 Compared to Cuba and countries in Central America, how did the US approach migrants from the Dominican Republic?
A. Created a jobs program to bring Dominican migrants to the US as workers
B. Welcomed in migrants fleeing a socialist regime
C. Worked closely with the Dominican government to limit migration to the US

Answer 50

c

Question 51

Q11 Racial acculturation can be defined as
A. The process of creating a new racial system using culture as the basis of each racial group
B. Adopting certain conceptions of race in a new society and structuring behavior according to relations between groups
C. Learning how society is organized and how to behave within it according to those rules

Answer 51

b

Question 52

Q11 What does Roth call the racial schema that treats Latinos as a race?
A. Hispanicized US schema
B. Nationality racial schema
C. Ethnicized US schema

Answer 52

a

Question 53

Q11 Adoption of the primary relationship within the dominant group by entering their social institutions is called
A. Cultural assimilation
B. Structural assimilation
C. Relational assimilation

Answer 53

b

Question 54

Q11 What kind of boundary policing do lighter skinned Latinos encounter when they move to the US?
A. The boundaries are the same as they were in the countries of origin
B. The boundaries of whiteness are expanded to include them
C. They learn that they are not considered “white” by American standards

Answer 54

c

Question 55

Q11 According to Roth, what are racial schemas?
A. Bundles of racial categories and the set of rules for what they mean, how they are ordered, and how to apply them to oneself and others
B. A plan for how to change to dominant systems of racial inequality in a given place
C. The sequence of genes that make up racial markers

Answer 55

a

Question 56

Q12 How is social illegality created?
A. Characteristics associated with illegality become embedded in narratives of threat that intersect with racism
B. A person who is undocumented reveals their status to the people in their social world
C. Governments assign the status of “illegal” to migrants who have not come into the country with the proper documentation

Answer 56

a

Question 57

Q12 What does the idea of racialized legal status help us understand?
A. The reasons why certain races are more likely to commit certain crimes
B. How seemingly race-neutral classifications disproportionally impact racial/ethnic minorities
C. The different numbers of immigrants at differing stages of the legalization process

Answer 57

b

Question 58

Q12 What are the factors that shape the perception of illegality?
A. Religion, job status, and education
B. Race, skin color, and language
C. National origin, social class, and criminal background

Answer 58

c

Question 59

Q12 How does skin color and ethnicity impact experiences of racialized illegality for Latinos?
A. All Latinos are racialized as illegal in the same way
B. Lighter skinned Latinos have some protections that darker skinned or indigenous-looking Latinos do not
C. Latinos from Mexico are less likely to be racialized as illegal than those from Guatemala

Answer 59

b

Question 60

Q12 What is one way that the racialization of illegality onto Latinos impacts other groups?
A. Undocumented Asians are less likely to seek out social services for fear of outing their status
B. Undocumented Asian and black immigrants work together with Latinos to build coalitions
C. Undocumented black immigrants are likely to be paid more than undocumented Latinos

Answer 60

a

Question 61

Q13 How did the Thind and Ozawa cases shape citizenship laws?
A. Lead the courts to expand citizenship to any person who was born on US soil.
B. Lead the courts to expand citizenship rights to Japanese and Indian immigrants and their descendants.
C. Lead the courts to exclude citizenship from those who were not white men from Europe and their descendants.

Answer 61

c

Question 62

Q13 What was the purpose of the white labor organizations formed after the Chinese Exclusion Act?
A. Organize for the removal of the Chinese Exclusion Act
B. Organize and lobby for the exclusion of all Asian workers.
C. Organize and form coalition with Asian labor organizations

Answer 62

b

Question 63

Q13 What tools did employers use to keep Asian workers from organizing across ethnic lines?
A. Divisive work conditions and differing wages.
B. Only employed Asians from the same ethnic group or country
C. Placed Asian workers in charge of each other

Answer 63

a

Question 64

Q13 Why were Filipino immigrants not excluded from the US like other Asian immigrant groups?
A. They came in with high skilled visas compared to other Asian immigrant groups.
B. They were US citizens and could not be excluded.
C. They were US nationals and could not be excluded.

Answer 64

c

Question 65

Q13 How did WW2 reshape the experiences of Asian Americans?
A. Expanded citizenship and immigration rights for Chinese and other Asians while interning Japanese Americans
B. Expanded citizenship rights for all Asians as long as they participated in the war effort.
C. Interned all Asians for fear they would collaborate with the enemy.

Answer 65

a

Question 66

Q14 According to Kim, which two processes need to occur for racial triangulation?
A. Differential racialization and spatial assimilation
B. Relative valorization and civic ostracism
C. Cultural elision and apoliticization

Answer 66

b

Question 67

Q14 What is one outcome of the relative valorization of Asians in the US?
A. Places Asians completely outside of the US racial order
B. Places Asians on par with Whites in the racial hierarchy
C. Creates a dichotomy between the “good” versus “bad” minority groups, with Asians as the “good minority”

Answer 67

c

Question 68

Q14 What implications does the model minority myth have for assimilation?
A. It attributes Asian success to ongoing cultural distinctiveness
B. It suggests that Asians have been fully assimilated into American society
C. It suggests that Asians prosper in the US because they have been involved in politics

Answer 68

a

Question 69

Q14 How does civic ostracism affect Asian Americans in positions of leadership?
A. It maintains that Asians would make ideal civic leaders
B. Their perceived foreignness is used to say they are unfit for their positions
C. It prevents Asians from participating in civic membership

Answer 69

b

Question 70

Q14 How does the valorization of Asians as a model minority distract from white privilege?
A. It conflates Asian achievement and white privilege together
B. It turns the focus to Asian achievement rather than white privilege
C. It displaces white/non-white conflict over resources onto a proxy skirmish between non-whites

Answer 70

c

Question 71

Q15 How does the model minority myth impact diversity among Asian Americans?
A. Helps Asians come together with other non-white groups
B. Hides different economic, social, and educational situations-among various
Asian ethnic groups
C. Allows Asians to be eligible for diversity visas and other such efforts

Answer 71

b

Question 72

Q15 What assumption underlies the perpetual foreigner stereotype?
A. Asians can only really be considered America if they become citizens
B. The majority of the Asian population in the US is foreign-born
C. Equates being American with whiteness

Answer 72

c

Question 73

Q15 How does the perpetual foreigner stereotype affect intra-Asian relationships
A. Leads American-born Asians to reject their foreign-born peers
B. Leads foreign-born Asians to be regarded as “more authentic”
C. Leads to conflict among various Asian ethnic groups

Answer 73

a

Question 74

Q15 What happens to Asian Americans who feel like they fall short of the model minority myth?
A. They reject the model minority myth in favor of more “American” values
B. They work harder until they can meet the model minority image
C. They are less likely to seek help and more likely to develop psychological

Answer 74

c

Question 75

Q15 According to Lee and colleagues, why did the model minority myth first appear in the
1960s?
A. It was used to challenge concerns of civil rights activists
B. Large flows of Asian migration to the US began in the 1960s
C. Prominent Asian public figures began to emerge during that time

Answer 75

a

Question 76

Q16 How do Selod and Embrick expand the definition of racialization?
A. They argue it should exclusively be viewed as the process in which new racial categories are created
B. They argue that it should be used to understand how groups are rejected from whiteness and how racism changes based on context
C. They argue that should also include genetics and ancestry as a basis for racialization

Answer 76

b

Question 77

Q16 What elements does the concept of ethnoracism add as a basis for racism?
A. Cultural markers such as clothing, language, and beliefs
B. National markers such as country of origin, ethnicity, citizenship status
C. Biological markers such as ancestry, genetics, and family history

Answer 77

a

Question 78

Q16 According to the analysis of the Detroit Area Arab study, what is an important factor in determining if Arabs self-identify as white?
A. English proficiency
B. National origin
C. Religion

Answer 78

c

Question 79

Q16 How does the racialization of Muslim men vary from that of Muslim women?
A. Women are viewed as a cultural threat, while men are seen as a national threat
B. Women are viewed as a national threat, while men are seen as a cultural threat
C. Women are viewed as non-threatening, while men are seen as a national threat

Answer 79

a

Question 80

Q16 How does cultural racism incorporate religion into its framework?
A. Uses religion as the sole basis for racism and excludes all other factors
B. Shows that religious markers are less commonly used as a basis for racism when compared to phenotype
C. Uses religious differences as a way to differentiate individuals into deserving and undeserving groups

Answer 80

c

Question 81

Q17 Why does Brodkin Sacks refer to the Gl Bill as affirmative action?
A. It was aimed at and disproportionately helped male-Euro GIs
B. It was aimed at and disproportionately helped African American GIs
C. It helped all GIs advance their social standing, regardless of race

Answer 81

a

Question 82

Q17 Pre-WWII, how does Jewish immigrant social mobility compare to non-immigrant whites?
A. Jewish immigrants experienced similar pre-war social mobility level as non-immigrant whites
B. Jewish immigrants experienced more social mobility pre- war than non-immigrant whites
C. Jewish immigrants experienced some social mobility pre-war, but it was less than non-immigrant whites

Answer 82

c

Question 83

Q17 How did post war policies promote jewish and Euroethnic mobility into the middle class?
A. Gave them a fixed income and provided them with healthcare
B. Allowed them to become homeowners and helped them get a college education
C. Helped boost their social status and allowed them to move into cities

Answer 83

b

Question 84

Q17 What did the social boundary of whiteness look like in the early 20th century?
A. Only immigrants from northwestern Europe and their descendants were considered to be white
B. Only immigrants Europe and their descendants were considered to be white
C. Only light skinned people were considered to be white

Answer 84

a

Question 85

Q17 Why were women and black veterans unable to take advantage of the GI Bill?
A. Women went back to being homemakers, and black soldiers did not want to use government services
B. Both groups had separate policies that were set out for their own use, so they did not need the GI bill
C. Women’s units were not considered to be part of the military, and black soldiers were disproportionately given dishonorable discharges

Answer 85

c

Question 86

Q18 Why does Brodkin Sacks refer to the GI Bill as affirmative action?
A. It was aimed at and disproportionately helped male-Euro GIs
B. It was aimed at and disproportionately helped African American GIs
C. It helped all GIs advance their social standing, regardless of race

Answer 86

a

Question 87

Q18 Pre-WWII, how does Jewish immigrant social mobility compare to non-immigrant whites?
A. Jewish immigrants experienced similar pre-war social mobility level as non-immigrant whites
B. Jewish immigrants experienced more social mobility pre-war than non-immigrant whites
C. Jewish immigrants experienced some social mobility pre-war, but it was less than non-immigrant whites

Answer 87

c

Question 88

Q18 How did post war policies promote Jewish and Euroethnic mobility into the middle class?
A. Gave them a fixed income and provided them with healthcare
B. Allowed them to become homeowners and helped them get a college education
C. Helped boost their social status and allowed them to move into cities

Answer 88

b

Question 89

Q18 What did the social boundary of whiteness look like in the early 20th century?
A. Only immigrants from northwestern Europe and their descendants were considered to be white
B. Only immigrants from Europe and their descendants were considered to be white
C. Only light skinned people were considered to be white

Answer 89

a

Question 90

Q18 Why were women and black veterans unable to take advantage of the GI Bill?
A. Women went back to being homemakers, and black soldiers did not want to use government services
B. Both groups had separate policies that were set out for their own use, so they did not need the GI bill
C. Women’s units were not considered to be part of the military, and black soldiers were disproportionately given dishonorable discharges

Answer 90

c