Quiz 6

A  They elevate their social status by proving they are not racist.

B  They lose some racial privilege through their relationships with their husbands.

C  They are less likely to divorce because of deeper intimacies with their husbands.

D  They are less likely to become mothers, because of their fears for their children.

A  Canada

B  Norway

C  Sweden

D  Denmark

A  cultural assimilation

B  population transfer

C  racial passing

D  racial assimilation

A  It lets corporations gather large amounts of data about individual consumers.

B  It will help train poor people to use technology.

C  It will make the economy more efficient, thus generating more wealth for all.

D  In online interactions, there is no way to see what other people look like.

A  passing.

B  discrimination.

C  pluralism.

D  prejudice.

A  Race can have an effect on health.

B  The employment structure of inner cities has collapsed.

C  Even the structure of families is dependent on race.

D  Race is an interactional accomplishment.

A  They feel that the men they encounter are less likely to offer the advantages that make marriage worth the risk.

B  They are officially discouraged from doing so by the government.

C  They come from a culture of poverty that does not value marriage.

D  They are less likely to be in love.

A  whites are often the victims of reverse discrimination.

B  blacks are given equal treatment by the U.S. justice system.

C  the criminal justice system has a racial bias.

D  African Americans commit more murders than other racial or ethnic groups.

A  internal colonialism.

B  colonialism.

C  genocide.

D  population transfer.

A  situational ethnicity

B  passing

C  symbolic ethnicity

D  the disparities in racial consequences

A  Race is not a side effect of class; rather, it permeates every aspect of daily life.

B  Both race and class are created by biological factors inherent in being human.

C  Class is an unintended consequence of racial hierarchies.

D  Race is a secondary phenomenon that results from the class system.

A  a group whose members suffer from unequal treatment

B  a group that is smaller than the dominant group

C  a group that makes up less than 20 percent of the total population

D  a group that makes up less than 50 percent of the total population

A  greatly increased levels of law enforcement violence directed at certain racial groups

B  disparities in access to health care

C  genetic differences resulting in predispositions to various diseases

D  biological differences, as different races have radically different hormones

A  a group with a shared cultural heritage

B  the same way they define ethnicity

C  a social category based on real or perceived biological differences

D  the difference between Mongoloid, Negroid, and Caucasoid people

A  a fondue pot

B  a salad bowl

C  a melting pot

D  a reservation

A  the assumption that differences between groups are innate, or biologically based

B  the need to generate finance capital

C  a negative view of a group’s cultural characteristics

D  the linguistic barriers that prevent communication

A  the social construction of race

B  an enactment of symbolic ethnicity

C  racial pluralism

D  racial passing

A  postmodern

B  pluralistic

C  minority

D  majority-minority

A  the death of 6 million Jews in Europe during World War II

B  attacks on ethnic minorities in the Darfur region of Sudan

C  the slaughter of the Tutsis in Rwanda

D  the massacre of 1.5 million Armenians by the Turkish government after World War I

A  Prejudice and discrimination are established on an international level.

B  Prejudice and discrimination help to increase group cohesion.

C  Prejudice and discrimination are the result of a struggle for scarce resources.

D  Prejudice and discrimination are perpetuated by economic, not racial, factors.

A  listen to the right kind of music

B  It is almost impossible, as no one trusts anything he or she encounters on the Internet.

C  set his or her avatar or picture to look like a cartoon

D  be able to include racially relevant content and language in interactions

A  internal colonialism.

B  racial assimilation.

C  population transfer.

D  ethnic conflict.

A  the same way they define race

B  people who share a common physical characteristic

C  people with the same skin color

D  a group with a shared ancestry or shared cultural heritage

A  race consciousness.

B  racial assimilation.

C  cultural appropriation.

D  miscegenation.

A  It leads to overt discriminatory lending in home mortgages, resulting in unequal accumulation of wealth by racial minorities.

B  It encourages moderate prejudice and discrimination in the system of education.

C  It perpetuates racial inequalities by making subtle forms of racism difficult to recognize and therefore difficult to address.

D  It serves to maintain high levels of acceptable discriminatory practices in the workplace.

A  disembodied identities.

B  symbolic ethnicity.

C  posing.

D  situational ethnicity.

A  believing Asians are good at math

B  believing that the Irish drink too much

C  refusing to sell someone a house in a particular neighborhood because of his or her race

D  thinking that African Americans are better dancers than white people

A  symbolic ethnicity

B  racial passing

C  the social construction of race

D  situational ethnicity

A  individual discrimination

B  passing

C  reverse discrimination

D  hegemony

A  People are, by nature, hostile and look to blame their problems on others.

B  Nineteenth-century science was not very well developed, so no authority figures could debunk racist beliefs.

C  People knew much less about world history then, so it seemed more plausible.

D  Such beliefs justify social arrangements between dominant and minority groups that benefit those who accept them.