Chapter 7 Test Bank Docx Hispanic Americans & Enclaves - Complete Test Bank Diversity and Society 6e with Answers by Joseph F. Healey. DOCX document preview.
Chapter 7: Hispanic Americ
Learning Objective: 7-5: Students will understand that a Mexican American protest movement has been continuously seeking to improve the status of the group. In the 1960s, a more intense and militant movement emerged, guided by the ideology of Chicanismo.
Cognitive Domain: Knowledge
Answer Location: Chicanismo
Difficulty Level: Easy
2. ______’s best known tactic was the organization of a grape pickers’ strike and a national grape boycott that began in 1965.
A. César Chávez
B. José Angel Gutiérrez
C. Reis López Tijerina
D. Rodolfo Gonzalez
E. Linda Alvarez
Learning Objective: 7-5: Students will understand that a Mexican American protest movement has been continuously seeking to improve the status of the group. In the 1960s, a more intense and militant movement emerged, guided by the ideology of Chicanismo.
Cognitive Domain: Knowledge
Answer Location: Organizations and Leaders of the Chicano Movement
Difficulty Level: Easy
3. The racial background of Mexican Americans is mainly ______.
A. Native American and African
B. African and European
C. Native American and European
D. Asian and European
E. Native American only
Learning Objective: 7-1: Students will understand that Hispanic Americans are a diverse and growing part of U.S. society comprised of many distinct groups. The three largest groups are Mexican Americans, Puerto Ricans, and Cuban Americans. Hispanic groups do not think of themselves as a single entity.
Cognitive Domain: Knowledge
Answer Location: Mexican Americans
Difficulty Level: Easy
4. The term Hispanic American ______.
A. is often used in a discriminatory context
B. recognizes the diversity among groups from Latin America
C. acknowledges the connections that some groups have to African and Native American civilizations
D. is a label that was invented and applied by the dominant group
E. is often used as a self-identifying label among Hispanic groups
Learning Objective: 7-1: Students will understand that Hispanic Americans are a diverse and growing part of U.S. society comprised of many distinct groups. The three largest groups are Mexican Americans, Puerto Ricans, and Cuban Americans. Hispanic groups do not think of themselves as a single entity.
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy
5. At the beginning of the 20th century, Mexican Americans were a small group and both culturally and linguistically separate from the dominant group. In this way, they resembled ______.
A. Irish Americans
B. African Americans
C. German Americans
D. Native Americans
E. Jewish Americans
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Comprehension
Answer Location: Mexican Americans
Difficulty Level: Medium
6. At the beginning of the 20th century, Mexican Americans were a low-paid workforce in the rural sector of their regional economy. In this regard, they resembled ______.
A. African Americans
B. Native Americans
C. Irish Americans
D. German Americans
E. Jewish Americans
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Comprehension
Answer Location: Mexican Americans
Difficulty Level: Medium
7. During the 20th century, immigration from Mexico to the United States ______.
A. remained low and inconsistent
B. fluctuated according to the demand for unskilled labor in the United States
C. generally declined; there are actually fewer immigrants today than in the 1930s
D. fluctuated according to the demand for workers in the primary sector of the U.S. economy
E. declined, as the children of former immigrants are now replacing their parents
Learning Objective: 7-4: Students will understand that Mexican Americans remained a colonized minority group despite the large numbers of immigrants in the group and have been systematically excluded from opportunities for upward mobility by institutional discrimination and segregation.
Cognitive Domain: Comprehension
Answer Location: Mexican Americans
Difficulty Level: Medium
8. Federal policy toward immigration from Mexico ______.
A. has been consistently pro-immigration
B. has been consistently anti-immigration
C. has fluctuated between being pro- and anti-immigration
D. is irrelevant because immigration is not a concern of the federal government
E. has generally discouraged immigration but encouraged immigration during the depression of the 1930s
Learning Objective: 7-8: Students will understand that immigration from Latin America and the Caribbean, especially Mexico, has been considerable since 1965 and has generated considerable controversy, especially regarding competition for jobs, the primacy of the English language, and whether immigrants are a tax and welfare burden.
Cognitive Domain: Comprehension
Answer Location: Immigration
Difficulty Level: Medium
9. Which of the following permitted immigration from Mexico?
A. repatriation
B. Operation Wetback
C. termination
D. the Bracero Program
E. the quota system
Learning Objective: 7-8: Students will understand that immigration from Latin America and the Caribbean, especially Mexico, has been considerable since 1965 and has generated considerable controversy, especially regarding competition for jobs, the primacy of the English language, and whether immigrants are a tax and welfare burden.
Cognitive Domain: Knowledge
Answer Location: Table 7.2 Significant Dates in Mexican Immigration
Difficulty Level: Easy
10. The 1980s legislation that allowed illegal immigrants to legalize their status as immigrants was ______.
A. the Immigration Reform and Control Act (IRCA)
B. the Quota Act
C. the Repatriation Program
D. the Bracero Program
E. Operation Wetback
Learning Objective: 7-8: Students will understand that immigration from Latin America and the Caribbean, especially Mexico, has been considerable since 1965 and has generated considerable controversy, especially regarding competition for jobs, the primacy of the English language, and whether immigrants are a tax and welfare burden.
Cognitive Domain: Knowledge
Answer Location: Immigration
Difficulty Level: Easy
11. Which of the following might explain why the U.S. policy on immigration from Mexico has fluctuated so often?
A. the emphasis of the Noel hypothesis on competition and power
B. the traditional model of assimilation’s emphasis on acculturation and integration
C. the culture of poverty theory’s analysis of unproductive values and cultural traditions
D. human capital theory’s analysis of the importance of education
E. a Marxist analysis of class conflict
Learning Objective: 7-8: Students will understand that immigration from Latin America and the Caribbean, especially Mexico, has been considerable since 1965 and has generated considerable controversy, especially regarding competition for jobs, the primacy of the English language, and whether immigrants are a tax and welfare burden.
Cognitive Domain: Analysis
Answer Location: Conditions in Mexico, Fluctuating Demand for Labor, and Federal Immigration Policy
Difficulty Level: Medium
12. Puerto Rico became a U.S. territory as a result of ______.
A. World War I
B. the American Civil War
C. the Spanish–American War
D. a border dispute between Mexico and Cuba
E. World War II
Learning Objective: 7-6: Students will understand that Puerto Ricans began to move to the U.S. mainland in large numbers only in recent decades. The group is concentrated in the urban Northeast, in the low-wage sector of the job market.
Cognitive Domain: Knowledge
Answer Location: Puerto Ricans
Difficulty Level: Easy
13. In the late 1940s, ______ was a major center of settlement for Puerto Ricans.
A. San Francisco
B. Washington, D.C.
C. Los Angeles
D. New York
E. Anchorage
Learning Objective: 7-6: Students will understand that Puerto Ricans began to move to the U.S. mainland in large numbers only in recent decades. The group is concentrated in the urban Northeast, in the low-wage sector of the job market.
Cognitive Domain: Knowledge
Answer Location: Migration (Push and Pull) and Employment
Difficulty Level: Easy
14. Due to differences between conceptions of race in Puerto Rico and the United States, many Puerto Ricans ______.
A. strongly identify with the Hispanic American label
B. have begun to adopt U.S. racial frameworks
C. see race as more important than one’s social class
D. understand race as indicator of social class
E. feel they have no clear place in the United States
Learning Objective: 7-6: Students will understand that Puerto Ricans began to move to the U.S. mainland in large numbers only in recent decades. The group is concentrated in the urban Northeast, in the low-wage sector of the job market.
Cognitive Domain: Comprehension
Answer Location: Transitions
Difficulty Level: Medium
15. Which of the following statements about Hispanics is true?
A. Rates of intermarriage are lower for Latinos than for African Americans.
B. In comparison to the households of all other minority groups, fewer Hispanic households are headed by women.
C. The percentage of Hispanics who voted in the 2008 presidential election represents a small decrease from the percentage that voted in the 2004 election.
D. Colombian Americans have the highest level of educational attainment among all Hispanic subgroups.
E. Cuban Americans are highly acculturated.
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Comprehension
Answer Location: Education
Difficulty Level: Medium
16. Based on the information presented in the chapter text, which of the following individuals would probably have the highest income?
A. a Cuban American man who is self-employed within the enclave
B. a Cuban American man who works for a firm owned by another Cuban American
C. a Mexican American man who works for a firm owned by a non-Hispanic White
D. a Puerto Rican man who works for a firm owned by a non-Hispanic White
E. a Cuban American woman who does domestic work
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Application
Answer Location: The Ethnic Enclave
Difficulty Level: Hard
17. Contrary to what is traditionally considered successful assimilation, success for Cuban Americans is associated with ______.
A. higher levels of acculturation and integration
B. lower levels of acculturation and integration
C. residence outside of southern Florida
D. willingness to become fluent in English
E. two-wage-earner families
Learning Objective: 7-7: Students will understand that Cubans began immigrating after Castro’s revolution in the late 1950s. They settled primarily in southern Florida, where they created an ethnic enclave.
Cognitive Domain: Comprehension
Answer Location: The Ethnic Enclave
Difficulty Level: Medium
18. Among Hispanics Americans, English fluency ______.
A. increases by generation and is greatest for people who have been in the United States the longest
B. is very low and decreases with length of residence
C. is very high; most Latino immigrants arrive with a good knowledge of English
D. is extremely low for those who speak Spanish at home
E. does not correlate with economic success for all Latinos
Learning Objective: 7-10: Students will understand that levels of acculturation are highly variable from group to group and generation to generation and that acculturation increases with length of residence.
Cognitive Domain: Comprehension
Answer Location: Mexican Americans
Difficulty Level: Medium
19. Which Hispanic group has the highest level of income and the lowest level of poverty and unemployment?
A. Mexican Americans
B. Puerto Ricans
C. Cuban Americans
D. Caribbean Hispanics
E. All groups are equal in income, poverty, and unemployment.
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Comprehension
Answer Location: The Ethnic Enclave
Difficulty Level: Medium
20. Which of the following people are most closely associated with the Chicano movement?
A. Reies López Tijerina, José Angel Gutiérrez,, and César Chávez
B. Reies López Tijerina, Romeo Gonzalez, and José Angel Gutiérrez
C. César Chávez, Romeo Gonzalez, and José Angel Gutiérrez
D. José Angel Gutiérrez, Cesar Romeo, and Romeo Gonzalez
E. José Angel Gutiérrez, Cesar Romeo, and Reies López Tijerina
Learning Objective: 7-5: Students will understand that a Mexican American protest movement has been continuously seeking to improve the status of the group. In the 1960s, a more intense and militant movement emerged, guided by the ideology of Chicanismo.
Cognitive Domain: Knowledge
Answer Location: Gender and the Chicano Protest Movement
Difficulty Level: Easy
21. Which of the following is the most prominent difference between Mexican Americans and Anglo-Americans?
A. Mexican Americans don’t emphasize family relations as much as Anglo-Americans do, in part because of the nature of seasonal labor, which often requires staying away from home for a long period of time.
B. Mexican Americans tend to be more active in religious life (e.g., church attendance).
C. No matter how similar their social class, educational background, or length of residence in the United States is to other Americans, Mexican Americans still tend to have different systems of value.
D. The dominant society (i.e., Anglo-American society) is largely Protestant, while most Mexican Americans are Catholic.
E. Mexican Americans tend to support “machismo,” while Anglo-Americans do not.
Learning Objective: 7-2: Students will understand that Hispanic Americans have some characteristics of colonized groups and some of immigrant groups. They will also understand that these groups are racial minorities in some ways and ethnic minorities in others.
Cognitive Domain: Analysis
Answer Location: Cultural Patterns
Difficulty Level: Medium
22. Which of the following most closely resembles the goals of Operation Wetback?
A. a 1942 program to bring in contract laborers from Mexico
B. a 1950s government program to deport illegal immigrants from Mexico
C. a 1965 program to give priority to Mexican immigrants who had family and kin with U.S. citizenship
D. a 1986 program to allow illegal immigrants who had been in the country since 1982 to legalize their status
E. a 1994 proposition in California that barred illegal immigrants from receiving any taxpayer-funded benefits, such as publicly funded health care or education
Learning Objective: 7-8: Students will understand that immigration from Latin America and the Caribbean, especially Mexico, has been considerable since 1965 and has generated considerable controversy, especially regarding competition for jobs, the primacy of the English language, and whether immigrants are a tax and welfare burden.
Cognitive Domain: Knowledge
Answer Location: Conditions in Mexico, Fluctuating Demand for Labor, and Federal Immigration Policy
Difficulty Level: Easy
23. Hispanic Americans’ primary structural assimilation with the dominant group has been ______ the assimilation of African Americans and ______ the assimilation of Native Americans.
A. greater than; less than
B. greater than; greater than
C. less than; greater than
D. less than; less than
E. about the same as; about the same as
Learning Objective: 7-13: Students will understand that primary structural assimilation with the dominant group for Hispanic Americans is greater than for African Americans and Native Americans.
Cognitive Domain: Analysis
Answer Location: Conditions in Mexico, Fluctuating Demand for Labor, and Federal Immigration Policy
Difficulty Level: Medium
24. The ______ thesis argues that Whites will gradually lose their dominant status as Latino and Asian American groups grow in numbers.
A. nativist
B. Whitening
C. coloring
D. browning
E. symbolic
Learning Objective: 7-11: Students will understand that the vitality of Latino cultures has been sustained by recent immigration. The Latino label stresses the common origins of these groups in Latin America and the fact that each culture is a unique blend of diverse traditions.
Cognitive Domain: Knowledge
Answer Location: Focus on Contemporary Issues: Hispanic Americans and the Evolution of the American Racial Order
Difficulty Level: Easy
25. Which of the following statements regarding Latino acculturation to the United States is true?
A. Latino groups are highly variable with regard to the extent at which they acculturate but are often “quicker” to change than other immigrants (e.g., by learning English, by adopting Anglo customs).
B. Hispanics follow many of the same patterns of assimilation as European groups.
C. Rates of acculturation decrease with length of residence and are lower for native-born Latinos.
D. As acculturation continues, Hispanic culture and the Spanish language are revitalized by immigration.
E. What is perceived to be slow acculturation for Latino groups is mostly the result of slow and sporadic immigration.
Learning Objective: 7-10: Students will understand that levels of acculturation are highly variable from group to group and generation to generation and that acculturation increases with length of residence.
Cognitive Domain: Comprehension
Answer Location: Acculturation
Difficulty Level: Hard
26. Arizona’s Support Our Law Enforcement and Safe Neighborhoods Act (Arizona SB 1070), in part, allowed ______.
A. police to check anyone for proof of citizenship
B. private citizens the right to sue police
C. illegal immigrants to stay in Arizona
D. new accommodations to make immigrants feel safe in Arizona
E. new measures to improve immigrants’ civil rights in Arizona
Learning Objective: 7-8: Students will understand that immigration from Latin America and the Caribbean, especially Mexico, has been considerable since 1965 and has generated considerable controversy, especially regarding competition for jobs, the primacy of the English language, and whether immigrants are a tax and welfare burden.
Cognitive Domain: Knowledge
Answer Location: Assimilation and Pluralism
Difficulty Level: Easy
27. Latinos are concentrated in which geographic region?
A. the Northwest
B. the Southwest
C. the Midwest
D. the Southeast
E. New England
Learning Objective: 7-1: Students will understand that Hispanic Americans are a diverse and growing part of U.S. society comprised of many distinct groups. The three largest groups are Mexican Americans, Puerto Ricans, and Cuban Americans. Hispanic groups do not think of themselves as a single entity.
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy
28. By the dawn of the 20th century, the situation of Mexican Americans resembled that of ______ in some ways.
A. Anglo Americans
B. Italian Americans
C. Native Americans
D. Dutch Americans
E. Asian Americans
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Knowledge
Answer Location: Mexican Americans
Difficulty Level: Easy
29. The Chicanismo movement questioned the value of ______.
A. assimilation
B. apartheid
C. activism
D. pluralism
E. socialism
Learning Objective: 7-5: Students will understand that a Mexican American protest movement has been continuously seeking to improve the status of the group. In the 1960s, a more intense and militant movement emerged, guided by the ideology of Chicanismo.
Cognitive Domain: Comprehension
Answer Location: Chicanismo
Difficulty Level: Medium
30. Unlike ______, Chicanos were not cut off from their homeland and native culture.
A. Native Americans
B. African Americans
C. Anglo-Saxons
D. Cuban Americans
E. Puerto Ricans
Learning Objective: 7-10: Students will understand that levels of acculturation are highly variable from group to group and generation to generation and that acculturation increases with length of residence.
Cognitive Domain: Comprehension
Answer Location: Mexican Americans and Other Minority Groups
Difficulty Level: Medium
31. The ______ thesis hypothesizes that Latinos and Asian Americans are not Black and hypothesizes that they eventually will be accepted as White.
A. integration
B. equal opportunity
C. racial inclusivity
D. Whitening
E. one-drop
Learning Objective: 7-13: Students will understand that primary structural assimilation with the dominant group for Hispanic Americans is greater than for African Americans and Native Americans.
Cognitive Domain: Knowledge
Answer Location: Whitening
Difficulty Level: Easy
32. Cultural differences between Mexican Americans and the dominant society have ______.
A. contributed to the melting pot that is the United States
B. provided a basis for group solidarity among Mexican Americans
C. decreased over time with continued immigration
D. led to the prioritization of acculturation within Chicanismo
E. served as the basis for including Mexican Americans within society
Learning Objective: 7-4: Students will understand that Mexican Americans remained a colonized minority group despite the large numbers of immigrants in the group and have been systematically excluded from opportunities for upward mobility by institutional discrimination and segregation.
Cognitive Domain: Comprehension
Answer Location: Cultural Patterns
Difficulty Level: Medium
33. ______ between Mexico and the United States has made immigration to the United States attractive.
A. A diplomatic relationship
B. An economic partnership
C. A lower set of travel costs
D. The continuing wage gap
E. Decreasing inequality
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Comprehension
Answer Location: Push and Pull
Difficulty Level: Medium
34. ______ has disrupted the social and economic life of many Mexicans by creating an influx of foreign goods and capital.
A. Globalization
B. Industrialization
C. Rigid competition
D. Fluid competition
E. Internationalism
Learning Objective: 7-8: Students will understand that immigration from Latin America and the Caribbean, especially Mexico, has been considerable since 1965 and has generated considerable controversy, especially regarding competition for jobs, the primacy of the English language, and whether immigrants are a tax and welfare burden.
Cognitive Domain: Comprehension
Answer Location: Recent Immigration from Mexico
Difficulty Level: Medium
35. The exclusion of Chicanos and Puerto Ricans from institutions and experiences that could have led to greater equality and higher rates of acculturation supports which conclusion about assimilation?
A. Assimilation is inevitable and possible for all groups.
B. Assimilation is a linear process that takes a long time to conclude.
C. Minority groups must undergo acculturation before structural integration.
D. Assimilation can be segmented for different groups.
E. Assimilation and pluralism can occur simultaneously.
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Analysis
Answer Location: Acculturation
Difficulty Level: Medium
36. In recent years, anti-Latino prejudice has increased ______.
A. despite a shift toward rigid competitive group relations
B. due to an increase in Chicanismo protests
C. despite an increase in the acceptance of Hispanic culture in the United States
D. due to increased competition with undocumented immigrants
E. despite decreasing immigration rates
Learning Objective: 7-9: Students will understand that the overall levels of anti-Hispanic prejudice and discrimination seem to have declined, along with the general decline in explicit, overt racism in American society. However, recent high levels of immigration seem to have increased anti-Hispanic prejudice and discrimination, especially in areas with large numbers of immigrants.
Cognitive Domain: Comprehension
Answer Location: Prejudice and Discrimination
Difficulty Level: Medium
37. Support for Mexican immigration decreases when competition for jobs increases. This observation would most likely be made by which social theorist?
A. Weber
B. Noel
C. Lenski
D. Blauner
E. Hill Collins
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Analysis
Answer Location: Conditions in Mexico, Fluctuating Demand for Labor, and Federal Immigration Policy
Difficulty Level: Medium
38. Some Mexican Americans and Puerto Ricans have been successful, yet both groups continue to be barred from accessing significant upward mobility. This statement supports which theoretical perspective?
A. the Noel hypothesis
B. the importance of the contact situation
C. Blauner’s hypothesis
D. Myrdal’s vicious cycle
E. the segmented assimilation perspective
Learning Objective: 7-2: Students will understand that Hispanic Americans have some characteristics of colonized groups and some of immigrant groups. They will also understand that these groups are racial minorities in some ways and ethnic minorities in others.
Cognitive Domain: Analysis
Answer Location: Assimilation and Hispanic Americans
Difficulty Level: Medium
39. The first Cuban immigrants were affluent, powerful, and White, and they left Cuba ______.
A. because they lost political and economic power during the revolution
B. to flee an oppressive government
C. because socialism decimated the Cuban economy
D. to achieve their desires of creating an enclave economy
E. because Castro was anti-American
Learning Objective: 7-7: Students will understand that Cubans began immigrating after Castro’s revolution in the late 1950s. They settled primarily in southern Florida, where they created an ethnic enclave.
Cognitive Domain: Analysis
Answer Location: Immigration (Push and Pull)
Difficulty Level: Medium
40. Puerto Ricans’ movement to the mainland is voluntary in some ways, but in others, it is strongly motivated by the transformations in the island economy that resulted from modernization and U.S. domination. Which theory can be used to best explain their process of entering the United States?
A. Gordon’s model of assimilation
B. intersectionality
C. Marxism
D. the Blauner hypothesis
E. the Noel hypothesis
Learning Objective: 7-6: Students will understand that Puerto Ricans began to move to the U.S. mainland in large numbers only in recent decades. The group is concentrated in the urban Northeast, in the low-wage sector of the job market.
Cognitive Domain: Analysis
Answer Location: Puerto Ricans and Other Minority Groups
Difficulty Level: Medium
True/False
1. According to the chapter text, Puerto Ricans and Cubans are clustered along the West Coast, particularly in Los Angeles and San Diego.
Learning Objective: 7-6: Students will understand that Puerto Ricans began to move to the U.S. mainland in large numbers only in recent decades. The group is concentrated in the urban Northeast, in the low-wage sector of the job market.
Cognitive Domain: Knowledge
Answer Location: Secondary Structural Assimilation
Difficulty Level: Easy
2. A 2002 survey found that most Latinos who predominantly spoke English were members of the second generation of Latino immigrants.
Learning Objective: 7-10: Students will understand that levels of acculturation are highly variable from group to group and generation to generation and that acculturation increases with length of residence.
Cognitive Domain: Knowledge
Answer Location: Acculturation
Difficulty Level: Easy
3. Hispanic Americans are the second largest minority group in the United States and will probably be the largest group early in the next century.
Learning Objective: 7-11: Students will understand that the vitality of Latino cultures has been sustained by recent immigration. The Latino label stresses the common origins of these groups in Latin America and the fact that each culture is a unique blend of diverse traditions.
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy
4. Today, most social analysts see Mexican Americans in terms of the social theory of the culture of poverty and claim that their low social status is a result of an unhealthy value system.
Learning Objective: 7-4: Students will understand that Mexican Americans remained a colonized minority group despite the large numbers of immigrants in the group and have been systematically excluded from opportunities for upward mobility by institutional discrimination and segregation.
Cognitive Domain: Knowledge
Answer Location: Cultural Patterns
Difficulty Level: Easy
5. If we look at patterns of immigration dating back to the 1900s, it can be argued that Mexicans have served as a reserve labor pool for the benefit of U.S. businesses, agricultural interests, and other groups.
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Knowledge
Answer Location: Conditions in Mexico, Fluctuating Demand for Labor, and Federal Immigration Policy
Difficulty Level: Easy
6. During the repatriation campaign, many legal immigrants and native-born Mexican Americans were forced to move to Mexico.
Learning Objective: 7-9: Students will understand that the overall levels of anti-Hispanic prejudice and discrimination seem to have declined, along with the general decline in explicit, overt racism in American society. However, recent high levels of immigration seem to have increased anti-Hispanic prejudice and discrimination, especially in areas with large numbers of immigrants.
Cognitive Domain: Knowledge
Answer Location: Conditions in Mexico, Fluctuating Demand for Labor, and Federal Immigration Policy
Difficulty Level: Easy
7. The Bracero Program, which continued for several decades, did not significantly affect agricultural labor.
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Knowledge
Answer Location: Conditions in Mexico, Fluctuating Demand for Labor, and Federal Immigration Policy
Difficulty Level: Easy
8. During Operation Wetback, raids on homes and places of business often resulted in the violation of civil and legal rights of U.S. citizens of Mexican descent.
Learning Objective: 7-8: Students will understand that immigration from Latin America and the Caribbean, especially Mexico, has been considerable since 1965 and has generated considerable controversy, especially regarding competition for jobs, the primacy of the English language, and whether immigrants are a tax and welfare burden.
Cognitive Domain: Knowledge
Answer Location: Conditions in Mexico, Fluctuating Demand for Labor, and Federal Immigration Policy
Difficulty Level: Easy
9. Mexican immigrants, both undocumented and legal, exist at the same level of poverty they would have experienced if they lived in Mexico.
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Comprehension
Answer Location: Conditions in Mexico, Fluctuating Demand for Labor, and Federal Immigration Policy
Difficulty Level: Medium
10. Mexican Americans often played important leadership roles in the labor movement, particularly in agriculture and mining.
Learning Objective: 7-5: Students will understand that a Mexican American protest movement has been continuously seeking to improve the status of the group. In the 1960s, a more intense and militant movement emerged, guided by the ideology of Chicanismo.
Cognitive Domain: Knowledge
Answer Location: Organizations and Leaders of the Chicano Movement
Difficulty Level: Easy
11. The term Chicano was originally used by the dominant culture in a derogatory manner.
Learning Objective: 7-5: Students will understand that a Mexican American protest movement has been continuously seeking to improve the status of the group. In the 1960s, a more intense and militant movement emerged, guided by the ideology of Chicanismo.
Cognitive Domain: Knowledge
Answer Location: Chicanismo
Difficulty Level: Easy
12. Puerto Rican migration was unlike Mexican migration because Puerto Ricans had already been established as U.S. citizens in 1917.
Learning Objective: 7-6: Students will understand that Puerto Ricans began to move to the U.S. mainland in large numbers only in recent decades. The group is concentrated in the urban Northeast, in the low-wage sector of the job market.
Cognitive Domain: Knowledge
Answer Location: Transitions
Difficulty Level: Easy
13. In Puerto Rico, distinctions of race are much more important than distinctions of class.
Learning Objective: 7-6: Students will understand that Puerto Ricans began to move to the U.S. mainland in large numbers only in recent decades. The group is concentrated in the urban Northeast, in the low-wage sector of the job market.
Cognitive Domain: Comprehension
Answer Location: Transitions
Difficulty Level: Medium
14. The marielitos were all undesirables, convicted criminals, and outcasts.
Learning Objective: 7-9: Students will understand that the overall levels of anti-Hispanic prejudice and discrimination seem to have declined, along with the general decline in explicit, overt racism in American society. However, recent high levels of immigration seem to have increased anti-Hispanic prejudice and discrimination, especially in areas with large numbers of immigrants.
Cognitive Domain: Comprehension
Answer Location: Immigration (Push and Pull)
Difficulty Level: Medium
15. Ethnic enclaves can develop only when businesses, financial expertise, and capital are combined with a disciplined labor force.
Learning Objective: 7-7: Students will understand that Cubans began immigrating after Castro’s revolution in the late 1950s. They settled primarily in southern Florida, where they created an ethnic enclave.
Cognitive Domain: Comprehension
Answer Location: The Ethnic Enclave
Difficulty Level: Medium
16. The poverty rate for Cubans is much lower than the rate for Mexicans and Puerto Ricans.
Learning Objective: 7-7: Students will understand that Cubans began immigrating after Castro’s revolution in the late 1950s. They settled primarily in southern Florida, where they created an ethnic enclave.
Cognitive Domain: Knowledge
Answer Location: The Ethnic Enclave
Difficulty Level: Easy
17. According to the chapter text, colonized minority groups such as Chicanos and Puerto Ricans have not been encouraged to assimilate because they are valued primarily for their cheap labor and are considered less valuable in other respects.
Learning Objective: 7-2: Students will understand that Hispanic Americans have some characteristics of colonized groups and some of immigrant groups. They will also understand that these groups are racial minorities in some ways and ethnic minorities in others.
Cognitive Domain: Knowledge
Answer Location: Acculturation
Difficulty Level: Easy
18. Hispanics are much more likely to register and vote in national elections than non-Hispanics.
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Knowledge
Answer Location: Political Power
Difficulty Level: Easy
19. Among Hispanics, a split labor market exists where women are among the lowest paid and are exploited the most in the labor market.
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Knowledge
Answer Location: Gender and Inequality
Difficulty Level: Easy
20. Mexican Americans remain a colonized minority group and have been systematically excluded from opportunities for upward mobility by institutional discrimination and segregation.
Learning Objective: 7-4: Students will understand that Mexican Americans remained a colonized minority group despite the large numbers of immigrants in the group and have been systematically excluded from opportunities for upward mobility by institutional discrimination and segregation.
Cognitive Domain: Comprehension
Answer Location: Jobs and Income
Difficulty Level: Medium
21. One type of evidence that illustrates the effectiveness of the ethnic enclave as a pathway for adaptation is the difference in Mexican and Cuban incomes; Cubans tend to make much more money than Mexicans.
Learning Objective: 7-7: Students will understand that Cubans began immigrating after Castro’s revolution in the late 1950s. They settled primarily in southern Florida, where they created an ethnic enclave.
Cognitive Domain: Comprehension
Answer Location: Jobs and Income
Difficulty Level: Medium
22. Cuban Americans are one of the most spatially concentrated minority groups in the United States.
Learning Objective: 7-7: Students will understand that Cubans began immigrating after Castro’s revolution in the late 1950s. They settled primarily in southern Florida, where they created an ethnic enclave.
Cognitive Domain: Comprehension
Answer Location: Regional Concentrations
Difficulty Level: Medium
23. Puerto Ricans who live in the United States are mainly centered in Boston.
Learning Objective: 7-6: Students will understand that Puerto Ricans began to move to the U.S. mainland in large numbers only in recent decades. The group is concentrated in the urban Northeast, in the low-wage sector of the job market.
Cognitive Domain: Knowledge
Answer Location: Migration (Push and Pull) and Employment
Difficulty Level: Easy
24. According to the text, Dominican American households, in comparison to other Hispanic groups, are more likely to be headed by women.
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Knowledge
Answer Location: Gender and Inequality
Difficulty Level: Easy
25. According to the text, there is a higher percentage of Cuban Americans than Mexican Americans in the very lowest income category.
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Knowledge
Answer Location: The Ethnic Enclave
Difficulty Level: Easy
26. The largest Latino group in the United States is of Mexican ancestry.
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Knowledge
Answer Location: Immigration
Difficulty Level: Easy
27. All Hispanic American groups are recent immigrants to the United States.
Learning Objective: 7-1: Students will understand that Hispanic Americans are a diverse and growing part of U.S. society comprised of many distinct groups. The three largest groups are Mexican Americans, Puerto Ricans, and Cuban Americans. Hispanic groups do not think of themselves as a single entity.
Cognitive Domain: Comprehension
Answer Location: Immigration
Difficulty Level: Medium
28. Hispanic Americans are partly an ethnic minority group (i.e., identified by cultural characteristics, such as language) and partly a racial minority group (identified by their physical appearance).
Learning Objective: 7-2: Students will understand that Hispanic Americans have some characteristics of colonized groups and some of immigrant groups. They will also understand that these groups are racial minorities in some ways and ethnic minorities in others.
Cognitive Domain: Comprehension
Answer Location: Immigration
Difficulty Level: Medium
29. The contact period for Cuban Americans, as for Puerto Ricans, dates back to the Spanish–American War of 1898.
Learning Objective: 7-7: Students will understand that Cubans began immigrating after Castro’s revolution in the late 1950s. They settled primarily in southern Florida, where they created an ethnic enclave.
Cognitive Domain: Knowledge
Answer Location: Immigration (Push and Pull)
Difficulty Level: Easy
30. The first Cuban immigrants to the United States were White, Americanized elites.
Learning Objective: 7-7: Students will understand that Cubans began immigrating after Castro’s revolution in the late 1950s. They settled primarily in southern Florida, where they created an ethnic enclave.
Cognitive Domain: Knowledge
Answer Location: Cuban Americans
Difficulty Level: Easy
Essay
1. Explain the evolution of federal policy on Mexican immigration over the course of the 20th century. What were the major policies? When and why did they change?
Learning Objective: 7-8: Students will understand that immigration from Latin America and the Caribbean, especially Mexico, has been considerable since 1965 and has generated considerable controversy, especially regarding competition for jobs, the primacy of the English language, and whether immigrants are a tax and welfare burden.
Cognitive Domain: Comprehension
Answer Location: Mexican Americans
Difficulty Level: Medium
2. Compare and contrast the protest movements of Mexican Americans, Native Americans, and African Americans. What similarities and differences existed in Chicanismo, Red Power, and Black Power? How do the differences reflect the unique experiences of each group? What opportunities are there for collaboration between groups?
Learning Objective: 7-5: Students will understand that a Mexican American protest movement has been continuously seeking to improve the status of the group. In the 1960s, a more intense and militant movement emerged, guided by the ideology of Chicanismo.
Cognitive Domain: Analysis
Answer Location: El Movimento and Chicanismo
Difficulty Level: Medium
3. Analyze the differences in acculturation and integration between the different Hispanic American groups discussed in the chapter text. What factors contribute to these differences?
Learning Objective: 7-10: Students will understand that levels of acculturation are highly variable from group to group and generation to generation and that acculturation increases with length of residence.
Cognitive Domain: Analysis
Answer Location: Assimilation and Pluralism
Difficulty Level: Medium
4. Hispanic immigration is a highly contested topic in contemporary racial discourse. Analyze the trends in immigration from Mexico and the rest of Latin America, including the factors that create immigration patterns and processes of inclusion and exclusion for immigrants in the United States.
Learning Objective: 7-9: Students will understand that the overall levels of anti-Hispanic prejudice and discrimination seem to have declined, along with the general decline in explicit, overt racism in American society. However, recent high levels of immigration seem to have increased anti-Hispanic prejudice and discrimination, especially in areas with large numbers of immigrants.
Cognitive Domain: Analysis
Answer Location: Immigration
Difficulty Level: Medium
5. How did Puerto Ricans and Cuban Americans become minority groups? Describe the contact situation of each group. Explain how the contact situation shaped relations with the larger society. Compare these patterns with those of Mexican Americans.
Learning Objective:
7-2: Students will understand that Hispanic Americans have some characteristics of colonized groups and some of immigrant groups. They will also understand that these groups are racial minorities in some ways and ethnic minorities in others.
Cognitive Domain: Comprehension
Answer Location: Assimilation and Hispanic Americans
Difficulty Level: Medium
6. Apply Blauner’s hypothesis to the situation of Mexican Americans during the 20th century. Can the group be considered a colonized, immigrant, ethnic, or racial minority group? Explain by citing specific evidence.
Learning Objective: 7-3: Students will understand that since the beginning of the 20th century, Mexico has served as a reserve labor force for the development of the U.S. economy. Immigrants from Mexico entered a social system in which the colonized status of the group was already established.
Cognitive Domain: Application
Answer Location: Mexican Americans
Difficulty Level: Hard
7. Analyze the status of Mexican Americans, Puerto Ricans, and Cuban Americans in terms of acculturation, secondary structural integration, and primary structural integration. What important differences can you identify between these three Hispanic groups? How do you account for these differences? Apply Blauner’s hypothesis and the concepts of split labor markets, the urban underclass, institutionalized discrimination, and ethnic enclaves in your answer.
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Analysis
Answer Location: Assimilation and Pluralism
Difficulty Level: Medium
8. Compare and contrast the three largest Hispanic groups with Native Americans and African Americans. What differences and similarities can you identify? What concepts, ideas, and hypotheses help account for these patterns?
Learning Objective: 7-2: Students will understand that Hispanic Americans have some characteristics of colonized groups and some of immigrant groups. They will also understand that these groups are racial minorities in some ways and ethnic minorities in others.
Cognitive Domain: Analysis
Answer Location: Assimilation and Pluralism
Difficulty Level: Medium
9. In what ways does gender influence the experiences of Latina women in work, education, family life, and activism?
Learning Objective: 7-12: Students will understand that secondary structural assimilation varies from group to group. Poverty, unemployment, lower levels of educational attainment, and other forms of inequality continue to be major problems for Hispanic groups.
Cognitive Domain: Comprehension
Answer Location: Gender and Inequality
Difficulty Level: Medium
10. Explain what is meant when the chapter text says, “The label Hispanic American includes a number of groups that are diverse and distinct from one another.” What are some examples of this?
Learning Objective: 7-1: Students will understand that Hispanic Americans are a diverse and growing part of U.S. society comprised of many distinct groups. The three largest groups are Mexican Americans, Puerto Ricans, and Cuban Americans. Hispanic groups do not think of themselves as a single entity.
Cognitive Domain: Comprehension
Answer Location: Introduction
Difficulty Level: Medium
Document Information
Connected Book
Complete Test Bank Diversity and Society 6e with Answers
By Joseph F. Healey