Ch5 Testbank Identity Race, Ethnicity, Gender, And Test Bank

Human Geography: People, Place, and Culture, 12^th Edition

Chapter 05 Testbank: Identity: Race, Ethnicity, Gender, and Sexuality

Multiple Choice

1. A culture’s assumptions about the differences between men and women, their character, roles and divisions of labor are referred to as

a) sex.

b) prejudice.

c) stereotype.

d) gender.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Define identity and explain how identities are constructed.

2. A cultures’ assumption about the differences between men and women is defined as:

a) Gender

b) Sexuality

c) Feminism

d) Chauvinism

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Define identity and explain how identities are constructed.

3. According to Gillian Rose, “identity” is

a) information contained in government issued passports.

b) identical to gender.

d) how we make sense of ourselves.

e) genetically determined.

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Define identity and explain how identities are constructed.

4. The regional variation in the appearance of humans in clustered populations probably results

a) from a long history of adaptation to different environments.

b) development of populations on different continents.

c) wars kept populations separated.

d) territoriality kept people from mixing and intermarrying.

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Define identity and explain how identities are constructed.

5. What society typically calls a “race” is in fact

a) biologically based.

b) a combination of physical attributes

c) composed of three major skin color groups.

d) the same as culture.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Define identity and explain how identities are constructed.

6. Skin color is a matter of pigmentation, a protective element against strong radiation from the sun. The pigment is called

a) dextrose.

b) melanin.

c) epithelial.

d) carotene.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Define identity and explain how identities are constructed.

7. The same ultraviolet radiation intercepted by darkly pigmented skin also stimulates the body’s production of vitamin

a) A.

b) D.

c) C.

d) E.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Define identity and explain how identities are constructed.

8. According to the U.S. Census Bureau, the most residentially segregated metropolitan area for African Americans is

a) Atlanta, Georgia.

b) Birmingham, Alabama.

c) Seattle, Washington.

d) Milwaukee, Wisconsin.

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Define identity and explain how identities are constructed.

9. Residential segregation in the United States today is

a) the result of restrictive state and local laws.

b) increasing.

c) decreasing.

d) a phenomena which has virtually disappeared.

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Define identity and explain how identities are constructed.

10. In 2010, ________ of Americans categorized themselves as “two or more races.”

a) 1%

b) 2.9%

c) 18.5%

d) 47.3%

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Define identity and explain how identities are constructed.

11. By 2050, approximately ________ of Americans will consider themselves “White alone, Hispanic.”

a) 10%

b) 27%

c) 45%

d) 63%

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Define identity and explain how identities are constructed.

12. Most African Americans in Milwaukee live:

a) east of Lake Michigan.

b) in the southern part of the city.

c) in the western part of the city.

d) in the northern part of the city.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Determine how place affects identity and how we can see identities in places.

13. The majority of Hispanic New Yorkers are

a) Ecuadorian.

b) immigrants from Spain.

c) Puerto Rican, Dominican or Mexican.

d) Colombian.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Determine how place affects identity and how we can see identities in places.

14. In New York, Puerto Ricans moved into the Jewish neighborhood of East Harlem and assumed a dominant presence in the neighborhood. This process is best described as:

a) succession.

b) residential segregation.

c) racism.

d) immigration.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Determine how place affects identity and how we can see identities in places.

15. Ethnicity is a dynamic phenomena and ethnic identity (e.g. Swiss-American ethnicity) is greatly affected by

a) racial genetics.

b) scale and place.

c) religion and language.

d) attitude and prejudice.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Determine how place affects identity and how we can see identities in places.

16. In 1925, Mexicali’s Chinatown:

a) consisted of businesses on one block.

b) consisted of diverse businesses spread across many blocks.

c) consisted of laundry businesses near the army headquarters.

d) consisted of Cabaret Dance Halls & Beer Gardens near the Bull Ring.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Determine how places affects identity and how we can see identities in places.

17. We think of the border region between the United States and Mexico as being an Anglo-Hispanic meeting point, but one of the largest groups of _____________ in Mexico can be found just outside the city of Mexicali.

a) German

b) Japanese

c) Chinese

d) Indians

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Determine how places affects identity and how we can see identities in places.

18. The highest concentrations of same-sex households in New York City are located in

__________

a) the Bronx and Staten Island.

b) Manhattan and Brooklyn.

c) Queens and Brooklyn.

d) Manhattan and Queens.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities.

19. The capitol of Baja California, with over 500 Chinese run commercial or service establishments is,

a) Guadalajara.

b) El Paso.

c) Mexicali.

d) El Centro.

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Determine how place affects identity and how we can see identities in places.

20. When places are “designed” either for women or men they are said to be

a) gendered.

b) restricted areas.

c) social spaces.

d) sex zones.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities..

21. Many geographers, such as Elder, Knopp, and Nast, refer to theories that explain or inform our understanding of sexuality and space as

a) queer theory.

b) heteronormative theory.

c) gender studies.

d) spatial theory.

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

22. Groups in Northern Ireland and gangs in major U.S. cities create “exclusive” areas by

a) government programs.

b) street names.

c) Jim Crow laws.

d) murals and graffiti demarcating territories.

Difficulty: Easy

Blooms: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities.

23. Prior to the Fourteenth Amendment to the U.S. Constitution, a black person counted ______ a white person for representation to the House of Representatives.

a) as much as

b) three-fifths as much as

c) one-quarter as much as

d) for naught in comparison to

Difficulty: Medium

Blooms: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities..

24. Gross National Income does not include:

a) work done by rural women in less wealthy countries.

b) work done by women in maquiladoras.

c) work done by unmarried women.

d) work done by state-employed women.

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities..

25. Which African country was the first to have over 50% of its Parliament seats held by women?

a) South Africa

b) Uganda

c) Algeria

d) Rwanda

Difficulty: Easy

Blooms: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

26. Which economic activity is not counted in GNI calculations?

a) commercial farming

b) tending a home garden

c) teaching

d) auto repair

Difficulty: Medium

Blooms: Application

Learning Objective: Explain the role structures of power play in shaping identities.

27. Parts of South Africa and Zimbabwe have become demographically feminized due to

a) high rates of male AIDS deaths.

b) low number of male children born.

c) high female child birth rate.

d) migration of males to urban and mining jobs.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

28. It is estimated that ___ % of the Sub-Saharan realm’s food is produced by females.

a) 70

b) 50

c) 20

d) 10

Difficulty: Easy

Bloom: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities.

29. To stimulate tea production, the government of Kenya gave bonuses to

a) women who did all of the work.

b) migrant laborers.

c) civil servants.

d) men who owned title to the land.

Difficulty: Easy

Bloom: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities.

30. In the Sub-Saharan realm, ________ remains the rule rather than the exception.

a) male dominance

b) female dominance

c) no dominance by gender

d) dominance of older members of society

Difficulty: Easy

Bloom: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities..

31. In India the breaking of a dowry contract may lead to

a) lawsuits.

b) a beating or killing of the wife (dowry death).

c) a marriage annulment.

d) Dowries are illegal in India, so this is not an issue.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

32. In 2012, reports indicated that as many as _____ women may have been victims of dowry deaths.

a) 0

b) 8,233

c) 1,525

d) 7,000

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

33. In the 1910s, segregation of the Chinese in Oakland, California was

a) illegal.

b) carried out by vigilantes.

c) a matter of preference among the Chinese.

d) the result of “white only” zoning laws.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

34. Barrio is the Spanish term for

a) boundary.

b) a small donkey.

c) neighborhood.

d) socio-economic barriers to advancement.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

35. South Central Los Angeles in 1970 was 90% black. Now it is split almost evenly between black and

a) Chinese.

b) White.

c) Hispanic.

d) Korean.

Difficulty: Easy

Bloom: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities.

36. Many small business owners in South Central Los Angeles are

a) Korean.

b) White.

c) Hispanic.

d) Black.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

37. Geographers interested in race, equity, and gender are ultimately interested in

a) power relationships.

b) how place is structured by race and gender.

c) how assumptions about “the other” are formed.

d) all of these choices are correct.

Difficulty: Medium

Blooms: Application

Learning Objective: Explain the role structures of power play in shaping identities.

38. Most of the workers in maquiladoras are

a) immigrants.

b) young females.

c) young males.

d) unionized.

Difficulty: Easy

Bloom: Comprehension

Learning Objective 5.3: Explain the role structures of power play in shaping identities..

True/False

39. One way of identifying ourselves is to “identify against,” i.e. define the “other” and thus define ourselves as not the other.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Define identity and explain how identities are constructed.

40. Indigenous peoples of South India, New Guinea, and Australia are about as dark skinned as native Africans due to their close genetic relationship.

Difficulty: Easy

Bloom: Comprehension

Learning Objective: Define identity and explain how identities are constructed.

41. “Succession” is the term used to describe the process where new immigrants to a city often move into areas occupied by older immigrant groups.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Determine how place affects identity and how we can see identities in places.

42. Mexican migration to New York involves succession processes that can contribute to tensions between and among the local cultures.

Difficulty: Easy

Bloom: Comprehension

Learning Objective: Determine how place affects identity and how we can see identities in places.

43. Chinese living in Mexicali, Mexico are prohibited from owning commercial or service businesses.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Determine how place affects identity and how we can see identities in places.

44. GNI does not measure domestic work of women and assumes that men do not perform domestic work.

Difficulty: Easy

Bloom: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities.

45. Rural Africa is numerically male dominated.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

46. Banks in Sub-Saharan Africa often will not lend money to rural women.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

47. In India today, dowry deaths are virtually non-existent.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

48. In the early 2000s, dowry deaths received a great deal of press globally.

Difficulty: Easy

Bloom: Knowledge

Learning Objective: Explain the role structures of power play in shaping identities.

Essay

49. Identity is a complex and dynamic concept. Discuss ways in which identities are constructed. Highlight issues such as multiple identities, identifying against and the impact of place and scale in your discussion.

Difficulty: Medium

Bloom: Comprehension

Learning Objective: Define identity and explain how identities are constructed.

50. What difficulties arise when trying to use the concept of race to discuss the population of the United States? Discuss issues of the scientific status of the race concept, the number of races, and the changing notions of what constitutes a race.

Difficulty: Medium

Bloom: Comprehension

Learning Objective: Determine how place affects identity and how we can see identities in places.

51. Discuss the role of women in the economies of sub-Saharan Africa.

Difficulty: Easy

Bloom: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities.

52. Discuss the development of a Chinatown in Mexicali, Mexico. How has this Chinatown changed over time?

Difficulty: Easy

Bloom: Comprehension

Learning Objective: Determine how place affects identity and how we can see identities in places.

53. Discuss, from a geographical perspective, the social and spatial dynamics of the 1992 Los Angeles riots.

Difficulty: Medium

Bloom: Comprehension

Learning Objective: Explain the role structures of power play in shaping identities.

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