Ch3 Historical And Contemporary Test Questions & Answers

Chapter 3: Historical and Contemporary Family Diversity

3.1 Quick Quiz

1. __________ were the most prevalent family form in the first English-speaking settlements in the United States.
2. Extended families
3. Communes
4. Single-parent families
5. Nuclear families

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Which of the following is an example of one of the cardinal virtues that upper class women were expected to have as a part of the cult of domesticity?
   1. submission
   2. honesty
   3. determination
   4. friendliness

Learning Objective: 3.2 Describe the impact of industrialization and urbanization on immigrant and native-born families.

Topic: Family Life in the 1800s and Early 1900s

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Why were American women encouraged to work outside the home during World War II?
2. The second wave of the feminist movement led to women finally being seen as capable workers.
3. There was a scarcity of workers as a lot of men had been drafted to fight in the war.
4. Women were perceived to be good workers after they were employed during World War I.
5. Women preferred to work as volunteers rather than as paid workers.

Learning Objective: 3.3 Describe how the Great Depression and World War II shaped the modern family.

Topic: The Early Modern Family

Difficulty Level: Moderate

Skill Level: Analyze It

1. Which of the following is characteristic of middle-class families in the golden fifties?
2. They included two earning members.
3. They were more focused on running businesses than families.
4. They consisted of working husbands and homemaker wives.
5. They expected men to share domestic chores.

Learning Objective: 3.4 Explain how American families changed during the 1950s and 1960s.

Topic: The Golden Fifties and Transformative Sixties

Difficulty Level: Moderate

Skill Level: Understand the Concepts

1. Which of the following groups is composed of people who identify with a particular national origin or cultural heritage?
2. a focus group
3. a social class
4. a racial group
5. an ethnic group

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Sociologists view race as a(n) __________.
2. genetically-determined fact
3. social construction
4. biological trait
5. evolutionary phenomenon

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Which of these is a martial strength among Navajo couples?
2. having realistic expectations of marriage
3. traditional gender roles
4. fewer children in the home
5. high-earning male heads of household

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Which of the following is a strength of African American families?
2. African American families have very specific gender roles.
3. African American families have high rates of machismo.
4. African American families have strong kinship bonds.
5. African American families have high average incomes.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Understand the Concepts

1. Economically, how do Middle Eastern Americans compare with other U.S. ethnic groups?
2. Middle Eastern Americans tend to be better educated and wealthier than other Americans.
3. Middle Eastern Americans tend to be better educated but poorer than other Americans.
4. Middle Eastern Americans tend to be less educated but wealthier than other Americans.
5. Middle Eastern Americans tend to be less educated and poorer than other Americans.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Analyze It

1. __________ is the practice of marriage and/or sexual relations between a man and a woman of different races.
2. Miscegenation
3. Endogamy
4. Polygamy
5. Monogenation

Learning Objective: 3.7 Explain how and why interracial and interethnic relationships are changing American marriages and families.

Topic: Interracial and Interethnic Families

Difficulty Level: Easy

Skill Level: Remember the Facts

3.2 Test Questions

1. Which of the following is the most accurate statement about premarital sex during colonial times?
   1. It was prevalent during casual dates.
   2. It was very rare; nearly everyone waited until marriage.
   3. It was common among engaged couples.
   4. It was encouraged and not considered as taboo.

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Which of the following is true as a difference between contemporary children and Puritan children of Colonial America?
2. Unlike contemporary children, Puritan children were not believed to be born with original sin.
3. Unlike contemporary children, Puritan children were expected to be extraordinarily well behaved and docile.
4. Unlike contemporary children, Puritan children were encouraged to question the government’s authority and scripture.
5. Unlike contemporary children, Puritan children were not allowed to attend school until they reached puberty.

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Jane and Collin were married during the Colonial period, and their relationship was very characteristic of this era. Which of the following is likely to be true of their relationship?
2. Jane and Collin would have had an egalitarian relationship.
3. Collin could have used incompatibility as grounds for divorce.
4. Jane would have to obey Collin.
5. Collin would’ve had to accept Jane’s authority as law.

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Which of the following groups of people were made to come to America involuntarily?
2. American Indians
3. Irish Americans
4. Asian Americans
5. African Americans

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Which of the following is a consequence of Europeans invading the early American settlements?
2. The American Indian tribes prospered through industrialization.
3. European missionaries were responsible for some of the cultural destruction.
4. The Europeans helped most tribes survive epidemics through medical support.
5. European invaders prevented the tribes from killing each other in war.

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Difficult

Skill Level: Analyze It

1. Which of the following is a reason for the small size of most American Indian families in early America?
2. Children were seen as burdens.
3. A primitive form of contraception was in use.
4. Infant and child death rates were high.
5. Infertility was common among them.

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Moderate

Skill Level: Understand the Concepts

1. Which of the following was a trend among African American families after emancipation?
2. Many mothers set out to find children from whom they had been separated many years earlier.
3. Couples didn’t bother to legitimize their marriages as the fee was equal to two weeks’ pay.
4. Kinship ties between family members quickly weakened and a majority of families broke up.
5. Communication between single black men who migrated to the North and their families in the South stopped completely.

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Easy

Skill Level: Understand the Concepts

1. Approximately 25 percent of North American Indian tribes were __________, which means that children traced their family descent through their mother’s line rather than through that of the father.
2. patrilineal
3. matrilineal
4. gynarchies
5. androcracies

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Maggie, was an African American slave who worked at a plantation. Her typical day included a full day of domestic chores plus a full day of work outside the home. She also acted as “mammy” or caretaker to the plantation owner’s children, apart from raising her own children. Maggie was experiencing a situation referred to as __________.
2. a paradigm shift
3. the placebo effect
4. the Hawthorne effect
5. a double day

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. In southern colonies, it was difficult for a slave to find a spouse because __________.
2. most slaves did not want to marry another slave
3. a very small number of slaves lived on each plantation
4. many slaves preferred to live together rather than get legally married
5. most slaves lived away from their masters

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Moderate

Skill Level: Analyze It

1. Valentina was a Mexican immigrant in nineteenth century America. She lived in a nuclear family that had a very close relationship with Maria and Carlos, two other immigrants, who acted as godparents to Valentina. Maria and Carlos were always very warm and affectionate toward Valentina, who in turn, respected and loved them. Valentina’s family is an example of a family that practiced __________.
2. misogyny
3. misandry
4. compadrazgo
5. androcide

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Early Mexican society was characterized by __________.
2. familism
3. existentialism
4. consumerism
5. individualism

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Easy

Skill Level: Understand the Concepts

1. Thalia is raised in a typical Mexican American family. Thalia’s family maintains the tradition of close ties between family members, in which family relationships take precedence over individual well-being, that is often referred to as __________.
2. verstehen
3. familism
4. bundling
5. cloistering

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Which of the following is true of the family structures of early American Indian societies?
2. No groups practiced monogamy.
3. Most marriages were polygynous.
4. The majority of tribes were matrilineal.
5. Marriages and customs differed from tribe to tribe.

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Easy

Skill Level: Understand the Concepts

1. During the 1800s, Hungarian men typically worked as __________.
2. garment manufacturers
3. live-in-house servants
4. canning and packing laborers
5. miners

Learning Objective: 3.2 Describe the impact of industrialization and urbanization on immigrant and native-born families.

Topic: Family Life in the 1800s and Early 1900s

Difficulty Level: Easy

Skill Level: Remember the Facts

1. A woman who believes in the cult of domesticity is also likely to believe that __________.
2. a wife’s employment is essential to a family’s economic advancement
3. the responsibility of a family’s financial survival solely rests on the husband
4. children born out of nonmarital relations should be allowed to stay with the mother
5. a woman should be given a divorce if she falls out of love with her husband

Learning Objective: 3.2 Describe the impact of industrialization and urbanization on immigrant and native-born families.

Topic: Family Life in the 1800s and Early 1900s

Difficulty Level: Difficult

Skill Level: Analyze It

1. Sarah grew up in the first set of companionate families that emerged at the turn of the twentieth century. Compared to her grandparents, her parents were likely to be __________.
2. more focused on the importance of mutual affection
3. less focused on sexual attraction between partners
4. less focused on communication between parents and children
5. more focused on physical punishments as a way of discipline

Learning Objective: 3.3 Describe how the Great Depression and World War II shaped the modern

family.

Topic: The Early Modern Family

Difficulty Level: Moderate

Skill Level: Analyze It

1. Casilde, a young woman with a college degree, has frequent arguments with her aunt, Martha, who tries to advise her on womanhood. If Martha’s ideal of womanhood is strongly influenced by the cult of domesticity, which of the following is Martha most likely to do?
2. She is likely to encourage Casilde to pursue a career before she begins a family.
3. She is likely to discourage Casilde from getting married early and get more involved in public life.
4. She is likely to ask Casilde to balance her career goals with her family needs.
5. She is likely to persuade Casilde to give up her job and learn the art of managing a house.

Learning Objective: 3.2 Describe the impact of industrialization and urbanization on immigrant and native-born families.

Topic: Family Life in the 1800s and Early 1900s

Difficulty Level: Difficult

Skill Level: Analyze It

1. Which of the following is a consequence of extensive mechanization caused by the Industrial Revolution?
2. Mexican and Asian laborers prospered.
3. European immigrants felt severe pressure on family life.
4. White, Anglo-Saxon, Protestant (WASP) families suffered the most.
5. Large-scale factory production shifted to home manufacturing.

Learning Objective: 3.2 Describe the impact of industrialization and urbanization on immigrant and native-born families.

Topic: Family Life in the 1800s and Early 1900s

Difficulty Level: Difficult

Skill Level: Analyze It

1. Which of the following was a significant problem for immigrant families in the late 1800s?
2. lack of decent housing
3. women being unable to find jobs
4. men having high wages but no benefits
5. living in rural communities

Learning Objective: 3.2 Describe the impact of industrialization and urbanization on immigrant and native-born families.

Topic: Family Life in the 1800s and Early 1900s

Difficulty Level: Moderate

Skill Level: Understand the Concept

1. In the nineteenth century, childhood changed in that __________.
2. adults began to view and treat children as "miniature adults"
3. children became more involved in industrial jobs
4. children began to spend more time playing than working
5. the level of physical punishment increased

Learning Objective: 3.2 Describe the impact of industrialization and urbanization on immigrant and native-born families.

Topic: Family Life in the 1800s and Early 1900s

Difficulty Level: Moderate

Skill Level: Understand the Concept

1. The Great Depression had the most devastating effect on __________.
2. government employees
3. wealthy families
4. poor families
5. upper middle-class families

Learning Objective: 3.3 Describe how the Great Depression and World War II shaped the modern family.

Topic: The Early Modern Family

Difficulty Level: Easy

Skill Level: Remember the Facts

1. During the Great Depression, many men and women who had been raised on farms moved to the cities. What motivated this migration?
2. They wanted to find jobs and help their families by sending money home.
3. Rural young people were more adept at factory work than other groups.
4. There was a huge demand for people with agricultural knowledge in cities.
5. People from rural communities were perceived as more productive than urban dwellers.

Learning Objective: 3.3 Describe how the Great Depression and World War II shaped the modern family.

Topic: The Early Modern Family

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Which of these statements best describes the impact of the Great Depression on gender roles?
2. Men who were unable to provide for families lost social status.
3. Women were given higher status than men because employers were unwilling to fire them.
4. Traditional divisions of labor protected most poor families from harm.
5. Most families shifted to a matrilineal inheritance model.

Learning Objective: 3.3 Describe how the Great Depression and World War II shaped the modern family.

Topic: The Early Modern Family

Difficulty Level: Difficult

Skill Level: Analyze it

1. With regard to employment during World War II, black women __________.
2. took over the domestic work left by other women
3. made the least economic gains of all women
4. were not allowed to work in factories
5. were recruited into high-paying jobs

Learning Objective: 3.3 Describe how the Great Depression and World War II shaped the modern family.

Topic: The Early Modern Family

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. In what year was the executive order issued that imprisoned nearly 120,000 Japanese Americans in internment camps in the western U.S.?
2. 1929
3. 1935
4. 1942
5. 1945

Learning Objective: 3.3 Describe how the Great Depression and World War II shaped the modern family.

Topic: The Early Modern Family

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Which racial group experienced the most protections from job loss during the Great Depression?
2. African Americans
3. white Americans
4. American Indians
5. Asian Americans

Learning Objective: 3.3 Describe how the Great Depression and World War II shaped the modern family.

Topic: The Early Modern Family

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Stanley was born in 1990, his father was born in 1950, and his sister was born in 1978. Which of the following individuals in Stanley’s family would be considered part of the baby boomer generation?
2. Stanley’s father
3. Stanley’s sister
4. both Stanley and his sister
5. only Stanley

Learning Objective: 3.4 Explain how American families changed during the 1950s and 1960s.

Topic: The Golden Fifties and Transformative Sixties

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Which of the following is true of the similarity between women in the 1950s and the women during rise of urbanization in early nineteenth century?
2. They were not allowed divorce because of their husbands’ bigamy.
3. They were motivated to go to colleges and earn degrees.
4. They were encouraged to devote their lives to being good wives and nurturing mothers.
5. They were expected to be responsible for the family’s economic survival.

Learning Objective: 3.4 Explain how American families changed during the 1950s and 1960s.

Topic: The Golden Fifties and Transformative Sixties

Difficulty Level: Difficult

Skill Level: Analyze It

1. Which of the following is true of how women were viewed during the golden fifties?
2. Women were welcomed in the workplace after their contribution during World War II.
3. Media encouraged women to work in the health sector.
4. Women were expected to strike a perfect work-life balance.
5. Women were encouraged to be full-time homemakers.

Learning Objective: 3.4 Explain how American families changed during the 1950s and 1960s.

Topic: The Golden Fifties and Transformative Sixties

Difficulty Level: Easy

Skill Level: Understand the Concepts

1. The Adams owned a home located in a part of the suburbs during the 1950s. Which of the following is likely to be a reason for the Adams to have bought a house in the suburbs in the 1950s?
2. The federal government underwrote the construction of homes in the suburbs.
3. Veterans were offered homes at the same rate as the general public in the suburbs.
4. There was a very small demand for housing during this period.
5. Low-income mortgages were not available to the public during this period.

Learning Objective: 3.4 Explain how American families changed during the 1950s and 1960s.

Topic: The Golden Fifties and Transformative Sixties

Difficulty Level: Difficult

Skill Level: Apply What You Know

1. What form of marriage grew during the 1960s?
2. individualized marriage
3. companionate marriage
4. polygamous marriage
5. traditional marriage

Learning Objective: 3.4 Explain how American families changed during the 1950s and 1960s.

Topic: The Golden Fifties and Transformative Sixties

Difficulty Level: Easy

Skill Level: Understand the Concepts

1. Evan, a social advocate, remarks that there has been a perceptible decrease in the unauthorized immigrant population since 2007. Which of the following could be a reason for this?
2. the rise in the number of job opportunities
3. the passage of laws that aim to protect undocumented immigrants
4. the inefficient border management
5. the increase of deportations

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Moderate

Skill Level: Understand the Concepts

1. Which of the following is true of immigration in the U.S.?
2. The unauthorized immigrant population has significantly increased in recent years.
3. The United States is the nation that admits the highest number of immigrants every year.
4. Most of the immigrants that have settled down in the U.S. in recent years have come from Europe.
5. Most of the immigrants who come to the U.S. are welcomed warmly and quickly assimilate.

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Moderate

Skill Level: Remember the Facts

1. Maria Gonzales is a 34-year-old Hispanic woman who lives in Dallas, Texas. She is often treated differently because of her distinct cultural lineage. Which of the following choices most likely applies to Maria?
2. Maria belongs to a minority group.
3. Maria has a relatively high social status.
4. Maria wields immense politic power.
5. Maria belongs to a dominant group.

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Which of the following is the best definition of a racial group?
2. It refers to any physically or culturally distinctive group that has the most economic and political power, the greatest privileges, and the highest social status.
3. It refers to a category of people who share physical characteristics, such as skin color, that members of a society consider socially important.
4. It refers to a group of people who may be treated differently or unequally because of their physical or cultural characteristics, such as gender, sexual orientation, religion, or skin color.
5. It refers to a category of people who identify with a common national origin or cultural heritage.

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Moderate

Skill Level: Understand the Concepts

1. __________ is an attitude that prejudges people, usually in a negative way, who are different from oneself in race, ethnicity, religion, or some other characteristic.
2. Culture shock
3. Cognitive dissonance
4. Prejudice
5. Dogma

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Sam believes that his new coworker, Drogo, is incompetent for the job. He has a preset notion that all the members of Drogo's ethnic group are lazy and unskilled workers. In spite of his views, Sam doesn't treat Drogo any differently from the rest of his coworkers because he is afraid of being fired. Which of the following terms best describes Sam's behavior?
2. sexism
3. zealotry
4. prejudice
5. discrimination

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Abdu belongs to a specific minority group. His boss, Mike, treats him unfairly and constantly slights him in public. Abdu is not invited to social events in the office and is assigned only insignificant tasks. Which of the following is illustrated in the example of Abdu’s treatment by his boss?
2. prejudice
3. discrimination
4. zealotry
5. sexism

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. People who may be treated differently because of their physical or cultural characteristics, such as gender, sexual orientation, religion, or skin color, belong to a(n) __________ group.
2. minority
3. dominant
4. racial
5. ethnic

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Which of the following is true of race?
2. Race is a social concept that describes cultural characteristics.
3. Race is determined biologically.
4. Race-determining genes equal the number of genes that make humans similar.
5. Race is a social concept that refers to physical characteristics.

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Moderate

Skill Level: Understand the Concepts

1. Racism differs from discrimination in that it __________.
2. is a set of beliefs that one’s own racial group is inherently superior to others
3. is behavior that treats people unequally or unfairly
4. is only based on actions rather than on attitude
5. encompasses all sorts of actions, ranging from social slights to racially motivated hate crimes

Learning Objective: 3.5 Explain how and why racial-ethnic diversity is changing the U.S. population.

Topic: The Increasing Diversity of Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Which of these are common problems for AIAN families living on tribal lands?
2. economic and housing problems
3. large family sizes
4. living with extended families
5. uneven sex ratios between males and females

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Easy

Skill Level: Understand the Concepts

1. According to the text, which of these is an advantage for the 11 percent of American Indian and Alaskan Native families that live in extended families?
2. high employment rates
3. lack of family conflict
4. lower divorce rates
5. assistance with child care

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. What reason do American Indian tribal leaders give for the high alcoholism and suicide rates among their youth?
2. the gradual erosion of American Indian culture
3. the oppression imposed on the youth by native cultural practices
4. the remigration of youth back to rural areas
5. the poverty and poor access to services in the reservations

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Understand the Concepts

1. African American families often display a(n) __________.
2. matriarchal family pattern
3. egalitarian family pattern
4. patriarchal family pattern
5. authoritarian family pattern

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. Akello, an African American woman enrolls her 3-year-old son, Ababuo, at Redwood Learning Academy. Within the first few days of attending school, Ababuo begins to notice that he differs from his classmates both physically and culturally. Akello notices her son's confusion and decides to teach him to overcome race-related barriers and to be proud of his cultural heritage. In this scenario, Akello is actively engaging in the process of __________.
2. racial discrimination
3. segregation
4. racial socialization
5. acculturation

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Which of the following is true concerning the health and economic well-being of African American families?
2. Minorities, including African Americans, typically receive lower quality health care.
3. The median family income of African Americans is the highest of all minority groups.
4. Despite low incomes, most African Americans have other assets, such as stocks and bonds.
5. Most African Americans tend to have better health because of the support from extended family.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Easy

Skill Level: Understand the Concepts

1. Which of the following is true of the differences between African Americans and their white counterparts?
2. Black men and women are less likely to die of heart disease and stroke than their white counterparts.
3. Black women have lower maternal death rates than any other group, including white women.
4. Black families tend to have children cared for by a variety of family members, in comparison to white families.
5. Black families tend to inherit more wealth than white families do.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Analyze It

1. David, a sociologist remarks that "familism" helps pull families together. However, his colleague, Mark, argues that the results of familism are not always positive. Which of the following statements supports Mark's argument?
2. Familism tends to increase the likelihood of stressed parents treating their children in more negative ways.
3. Familism tends to increase stress and depression among Latino adolescents who are expected to care for their teenage sisters' infants.
4. Familism tends to increase parental conflict which, in turn, has a negative impact on the children’s performance in school.
5. Familism tends to have an oppressing effect on Latino adolescents, thereby making them more rebellious and self-centered.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Analyze It

1. How do Latin Americans differ from white Americans with regard to their health and economic well-being?
2. Latinos as a group have lower life expectancy rates than whites.
3. Latino families are less likely than white families to financially aid their kin.
4. Latino families are more likely to live in poverty.
5. Latinos are more likely than whites to engage in binge drinking and to die from illicit drugs and prescription drug abuse.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Analyze It

1. How do Asian Americans differ from the other minority groups in the U.S.?
2. Asian Americans are less likely than other racial-ethnic groups to be concentrated in highly skilled occupations.
3. Compared to other groups, Asian Americans have the lowest median household income.
4. Asian American parents tend to exercise less control over their children’s lives than do non-Asian American parents.
5. Compared to other groups, Asian Americans have the highest life expectancy rates.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Analyze It

1. Abdul is a traditional Middle-Eastern American who lives with his family in Texas. Which of the following beliefs is Abdul most likely to maintain himself?
2. Men and women are both expected to perform domestic chores.
3. Women are expected to scold their brothers if they misbehave.
4. Only men are expected to date only within their community.
5. Men are the highest authority in the family.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. Which of these statements best describes the population of multiracial Americans in the U.S.?
2. They tend to be younger than the general population.
3. They are more likely to be married than the general population.
4. They have more education than the general population.
5. The population of multiracial Americans is declining.

Learning Objective: 3.7 Explain how and why interracial and interethnic relationships are changing American marriages and families.

Topic: Interracial and Interethnic Families

Difficulty Level: Moderate

Skill Level: Analyze It

1. The U.S. Supreme Court’s Loving v. Virginia decision ended what practice in the U.S.?
2. laws allowing lynching
3. laws forbidding interracial marriage
4. laws allowing housing discrimination based on race
5. laws forbidding immigrants to marry native-born citizens

Learning Objective: 3.7 Explain how and why interracial and interethnic relationships are changing American marriages and families.

Topic: Interracial and Interethnic Families

Difficulty Level: Easy

Skill Level: Remember the Facts

1. How did matrilineal tribes differ from patrilineal tribes in early American Indian society?

The ideal answer should include:

1. Approximately 25 percent of North American Indian tribes were matrilineal.
2. In matrilineal tribes, children traced their family descent through their mother’s line rather than through that of the father (patrilineal).
3. The women owned the houses, the household furnishings, the fields and gardens, the work tools, and the livestock.
4. All property was passed on through their female heirs.

Learning Objective: 3.1 Compare the family experiences of early colonists, American Indians, African Americans, and Mexican Americans.

Topic: Early Roots: Colonial, American Indian, African American, and Mexican American Families

Difficulty Level: Difficult

Skill Level: Analyze It

1. Briefly describe the characteristics of "true womanhood" under the ideology of the cult of domesticity.

The ideal answer should include:

1. "True women" were expected to be sexually pure, gentle, passive, submissive, childlike, weak, dependent, and protected.
2. They did not work for money or ambition like men.
3. They were expected to stifle their own talents to support those of their husbands.
4. They were encouraged to create a cheerful home for the men of the family.

Learning Objective: 3.2 Describe the impact of industrialization and urbanization on immigrant and native-born families.

Topic: Family Life in the 1800s and Early 1900s

Difficulty Level: Moderate

Skill Level: Remember the Facts

1. Eva has to present a paper on her view of the 1950s. If Eva believed that the golden fifties was not an idyllic decade, what are the facts that she is likely to state in her paper?

The ideal answer should include:

• 1. Black and other ethnic families faced severe discrimination in employment, education, housing, and access to recreational activities.
  2. Domestic violence and child abuse, though widespread, were invisible.
  3. Many young people were forced into "shotgun marriages" because of premarital pregnancy, and young women were often pressured to give up their children for adoption.
  4. Many people, including housewives, tried to escape their unhappy lives through alcohol or drugs.

Learning Objective: 3.4 Explain how American families changed during the 1950s and 1960s.

Topic: The Golden Fifties and Transformative Sixties

Difficulty Level: Moderate

Skill Level: Apply What You Know

1. What are the strengths of the Latino American family system?

The ideal answer should include:

1. Many Latino families are resilient and adaptive.
2. Latinos believe in close family ties and often work together to meet challenges.
3. Latino families have low divorce rates compared to some other groups.
4. Many Latino families support their parents and other family members.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Moderate

Skill Level: Understand the Concepts

1. Write a note on the health and economic well-being of Asian Americans.

The ideal answer should include:

1. Asian Americans seem to be healthier than other racial-ethnic groups and whites.
2. They also have the highest life expectancy rates for females.
3. This group has the lowest (or one of the lowest) rates of obesity, heart disease and stroke deaths, vehicle-related deaths, suicides and homicides, drug-induced deaths, and deaths due to AIDS.
4. They have the highest median household income and the highest education levels of any group.

Learning Objective: 3.6 Describe family structure and relationships in contemporary American Indian, African American, Latino, Asian American, and Middle Eastern families.

Topic: Variations in Racial-Ethnic Families

Difficulty Level: Difficult

Skill Level: Understand the Concepts