Chapter 8: Sexuality, Schools, and the Workplace

Test Bank

Multiple Choice

1. Schools attempt to control sexuality by ______.

A. teaching inclusive sex education

B. enforcing gendered dress codes

C. diligently addressing homophobic language

D. mandating teacher trainings

Learning Objective: 8-1: Provide evidence of schools as agents of social control, particularly pertaining to sexuality.

Cognitive Domain: Comprehension

Answer Location: Schools, Sexuality, and Social Control

Difficulty Level: Medium

2. LGBTQ youth who face family rejection are more likely to ______.

A. experience depression and attempt suicide

B. seek enrollment in a gay school

C. join gay-student alliance groups

D. experience harassment at work

Learning Objective: 8-1: Provide evidence of schools as agents of social control, particularly pertaining to sexuality.

Cognitive Domain: Comprehension

Answer Location: LGBTQ Students’ Experiences of Harassment in Schools

Difficulty Level: Medium

3. Transgender youth have the option of ______ to “pause” the onset of puberty.

A. social transitioning

B. hormone blockers

C. sex change surgery

D. covering

Learning Objective: 8-1: Provide evidence of schools as agents of social control, particularly pertaining to sexuality.

Cognitive Domain: Comprehension

Answer Location: Transgender Students’ Experiences of Harassment in Schools

Difficulty Level: Medium

4. Data on harassment and bullying support which of the following patterns?

A. LGB and transgender students are bullied less frequently than in the past.

B. LGB and transgender students continue to face high levels of harassment.

C. Anti-transgender bullying improved over time, while anti-LGB bullying worsened.

D. Anti-LGB bullying improved over time, while bullying of transgender students worsened.

Learning Objective: 8-1: Provide evidence of schools as agents of social control, particularly pertaining to sexuality.

Cognitive Domain: Analysis

Answer Location: LGBTQ Students’ Experiences of Harassment in Schools

Difficulty Level: Hard

5. Which of the following helps to create a safe space in schools?

A. allowing support organizations such as the Gay–Straight Alliance

B. creating curriculum that addresses neither heterosexuality nor homosexuality

C. teaching abstinence-only sex education

D. passing no promo homo laws

Learning Objective: 8-2: Identify the various approaches to creating safe schools for LGBTQ youth.

Cognitive Domain: Comprehension

Answer Location: Creating Safe Schools

Difficult Level: Medium

6. According to the authors, why can establishing a separate gay school be problematic?

A. This approach fails to address the problem of homophobia and bullying in schools.

B. These schools discriminate against heterosexual students.

C. Such schools struggle to hire teachers.

D. These schools are only possible in the north and the west.

Learning Objective: 8-2: Identify the various approaches to creating safe schools for LGBTQ youth.

Cognitive Domain: Comprehension

Answer Location: Creating Safe Schools

Difficult Level: Medium

7. According to the authors, why is it hard to implement more inclusive LGBTQ policies in schools?

A. Very few people come out at a young age.

B. There is little support for inclusive sex education.

C. Teachers are not interested in updating their curricula.

D. As a social institution, schools are conservative.

Learning Objective: 8-2: Identify the various approaches to creating safe schools for LGBTQ youth.

Cognitive Domain: Comprehension

Answer Location: Schools, Sexuality, and Social Control

Difficult Level: Medium

8. Heterosexuality is reinforced in schools through policies and practices, also known as ______.

A. informal sexuality curriculum

B. formal sexuality curriculum

C. no promo homo policies

D. campus climate

Learning Objective: 8-1: Provide evidence of schools as agents of social control, particularly pertaining to sexuality.

Cognitive Domain: Comprehension

Answer Location: Queering the Curriculum

Difficulty Level: Medium

9. The two broad approaches to teaching sex education are abstinence only and ______.

A. abstinence plus

B. reproductive health only

C. comprehensive

D. heterosexual focused

Learning Objective: 8-3: Describe the shifts in sex education in the United States over the last 50 years.

Cognitive Domain: Knowledge

Answer Location: Sex Education

Difficulty Level: Easy

10. Comprehensive sex education is grounded in which belief?

A. Sexual morality is a pillar of society.

B. Knowledge is power.

C. Adolescent sexuality is dangerous.

D. Teenage pregnancy is a problem.

Learning Objective: 8-3: Describe the shifts in sex education in the United States over the last 50 years.

Cognitive Domain: Knowledge

Answer Location: Sex Education

Difficulty Level: Medium

11. Workplace cultures differ from school cultures in that work cultures are more likely to be ______.

A. sexualized

B. hypersexualized

C. heteronormative

D. sexually biased

Learning Objective: 8-5: Discuss the types of discrimination LGBTQ employees face.

Cognitive Domain: Comprehension

Answer Location: Sexuality and the Workplace

Difficulty Level: Medium

12. ______ refers to the heightened visibility of LGBTQ employees, which can result in negative employment experiences.

A. Tokenism

B. Minority-related depression

C. Coming out

D. Employment blocking

Learning Objective: 8-5: Discuss the types of discrimination LGBTQ employees face.

Cognitive Domain: Comprehension

Answer Location: LGBTQ Employment Experiences

Difficulty Level: Medium

13. Barriers that sexual minority employees encounter when seeking promotions in corporations are examples of ______.

A. the pink ceiling

B. the glass ceiling

C. employment blocking

D. tokenism

Learning Objective: 8-5: Discuss the types of discrimination LGBTQ employees face.

Cognitive Domain: Comprehension

Answer Location: Homophobia in the Workplace

Difficulty Level: Easy

14. An LGBTQ employee feels uncomfortable bringing their same-gender partner to a work holiday party. This is most likely due to ______.

A. the pink ceiling

B. workplace heteronormativity

C. homophobic behaviors of fellow employees

D. prejudicial behaviors of fellow employees

Learning Objective: 8-5: Discuss the types of discrimination LGBTQ employees face.

Cognitive Domain: Comprehension

Answer Location: Homophobia in the Workplace

Difficulty Level: Easy

15. An LGBTQ employee who talks honestly about their life but who does not use LGBTQ labels could be characterized as ______.

A. passing

B. covering

C. implicitly out

D. explicitly out

Learning Objective: 8-5: Discuss the types of discrimination LGBTQ employees face.

Cognitive Domain: Comprehension

Answer Location: Coming Out at Work

Difficulty Level: Medium

16. One example of a problem that emerges in a gay-friendly workplace is ______.

A. discrimination in the hiring process

B. stereotyping LGBTQ employees as promiscuous

C. a hypersexual environment

D. reverse tokenism

Learning Objective: 8-5: Discuss the types of discrimination LGBTQ employees face.

Cognitive Domain: Comprehension

Answer Location: Challenges of a Gay-Friendly Workplace

Difficulty Level: Medium

True/False

1. Most public schools in the United States are hostile places for sexual minority students.

Learning Objective: 8-1: Provide evidence of schools as agents of social control, particularly pertaining to sexuality.

Cognitive Domain: Knowledge

Answer Location: LGBTQ Students’ Experiences of Harassment in Schools

Difficulty Level: Easy

2. Cyberbullying is decreasing with the advancement of technology.

Learning Objective: 8-1: Provide evidence of schools as agents of social control, particularly pertaining to sexuality.

Cognitive Domain: Comprehension

Answer Location: LGBTQ Students’ Experiences of Harassment in Schools

Difficulty Level: Medium

3. The federal government has passed a school improvement act that requires schools to prohibit bullying and harassment based on many identities, including sexual orientation and gender identity.

Learning Objective: 8-2: Identify the various approaches to creating safe schools for LGBTQ youth.

Cognitive Domain: Comprehension

Answer Location: Policies and Programs

Difficulty Level: Medium

4. Coming out is a process that has no clear ending.

Learning Objective: 8-5: Discuss the types of discrimination LGBTQ employees face.

Cognitive Domain: Comprehension

Answer Location: Coming Out at Work

Difficulty Level: Easy

5. The United States has always promoted abstinence-only sex education.

Learning Objective: 8-3: Describe the shifts in sex education in the United States over the last 50 years.

Cognitive Domain: Knowledge

Answer Location: Sex Education

Difficulty Level: Medium

Short Answer

1. Explain how schools shape sexuality.

Learning Objective: 8-1: Provide evidence of schools as agents of social control, particularly pertaining to sexuality.

Cognitive Domain: Analysis

Answer Location: Schools, Sexuality, and Social Control

Difficulty Level: Medium

2. What does it mean to queer the curriculum?

Learning Objective: 8-2: Identify the various approaches to creating safe schools for LGBTQ youth.

Cognitive Domain: Comprehension

Answer Location: Queering the Curriculum

Difficulty Level: Hard

3. How have college campuses become more inclusive of LGBTQ students, and how could they continue to improve?

Learning Objective: 8-2: Identify the various approaches to creating safe schools for LGBTQ youth.

Cognitive Domain: Analysis

Answer Location: College and University Campuses

Difficulty Level: Medium

4. Describe three challenges of a gay-friendly school.

Learning Objective: 8-2: Identify the various approaches to creating safe schools for LGBTQ youth.

Cognitive Domain: Analysis

Answer Location: Gay-Friendly Schools

Difficulty Level: Medium

5. Describe three challenges of a gay-friendly workplace.

Learning Objective: 8-5: Discuss the types of discrimination LGBTQ employees face.

Cognitive Domain: Analysis

Answer Location: Challenges of a Gay-Friendly Workplace

Difficulty Level: Medium

Essay

1. Explain what measures can be taken at the federal, state, and district level to protect LGBTQ students. Why do we need measures at all levels?

Learning Objective: 8-2: Identify the various approaches to creating safe schools for LGBTQ youth.

Cognitive Domain: Analysis

Answer Location: Policies and Programs

Difficulty Level: Hard

2. Compare the sex education you received to the types of sex education discussed in the text. Would you describe your sex education as “comprehensive?” Was anything missing?

Learning Objective: 8-3: Describe the shifts in sex education in the United States over the last 50 years.

Cognitive Domain: Application

Answer Location: Sex Education

Difficulty Level: Medium

3. Explain the various solutions to the inclusion of transgender students at women’s colleges. Which of these seem the most appropriate and why? Can you think of any other solution to the dilemma of inclusion these institutions are facing?

Learning Objective: 8-1: Provide evidence of schools as agents of social control, particularly pertaining to sexuality.

Cognitive Domain: Analysis

Answer Location: Inclusion of Transgender Women at Women’s Colleges

Difficulty Level: Medium

4. Compare and contrast how heteronormative and gay-friendly workplaces are sexualized environments. What types of discrimination occur in each?

Learning Objective: 8-4: Differentiate between the two types of sexual harassment and describe the extent of this in the workplace.

Cognitive Domain: Analysis

Answer Location: Homophobia in the Workplace

Difficulty Level: Hard

5. Identify some advantages and disadvantages an LGBTQ employee experiences by coming out at work. How is the coming-out process evidence of heterosexual privilege?

Learning Objective: 8-5: Discuss the types of discrimination LGBTQ employees face.

Cognitive Domain: Analysis

Answer Location: Coming Out at Work

Difficulty Level: Medium