Complete Test Bank Ch.8 Asian Americans Model Minorities? - Complete Test Bank Diversity and Society 6e with Answers by Joseph F. Healey. DOCX document preview.
Chapter 8: Asian Americ
Learning Objective: 8-1: Students will learn that Asian Americans and Pacific Islanders are diverse and have brought many different cultural and linguistic traditions to the United States. These groups are growing rapidly but are still only a tiny fraction of the total population.
Cognitive Domain: Knowledge
Answer Location: Origins and Cultures
Difficulty Level: Easy
2. The internal “city government” of various Chinatowns was called the ______.
A. Huiguan
B. Tongs
C. Clans
D. Chinese Consolidated Benevolent Association
E. Chinese Community Development Association
Learning Objective: 8-3: Students will learn that Chinese immigrants were the victims of a massive campaign of discrimination and exclusion and responded by constructing enclaves. Chinatowns became highly organized communities. The second generation faced many barriers to employment in the dominant society, although opportunities increased after World War II.
Cognitive Domain: Knowledge
Answer Location: The Ethnic Enclave
Difficulty Level: Easy
3. By 1910, which of the following Asian groups outnumbered the Chinese in the United States?
A. Filipinos
B. Japanese
C. Koreans
D. Vietnamese
E. Laotians
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Knowledge
Answer Location: Japanese Americans
Difficulty Level: Easy
4. The generation of immigrants born in Japan was called ______.
A. Nisei
B. Yosei
C. Issei
D. Sansei
E. Kibei
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Knowledge
Answer Location: The Ethnic Enclave
Difficulty Level: Easy
5. In 1907, the “gentlemen's agreement” was signed between the United States and ______, limiting the number of laborers allowed to emigrate.
A. China
B. the Philippines
C. Japan
D. Korea
E. Vietnam
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Knowledge
Answer Location: The Anti-Japanese Campaign
Difficulty Level: Easy
6. According to the chapter text, in 1910, between 30% and 40% of all Japanese immigrants living in ______ were engaged in agriculture.
A. Washington
B. Oregon
C. California
D. Iowa
E. Montana
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Knowledge
Answer Location: The Anti-Japanese Campaign
Difficulty Level: Easy
7. By 1960, ______ had an occupational profile very similar to that of Whites, except for the fact that they were overrepresented among professionals.
A. Chinese Americans
B. Japanese Americans
C. Korean Americans
D. Filipino Americans
E. Native Hawaiians
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Comprehension
Answer Location: Japanese Americans After World War II
Difficulty Level: Medium
8. The grandchildren of second-generation Japanese Americans were called ______.
A. Sansei
B. Kibei
C. Nisei
D. Issei
E. Yonsei
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Knowledge
Answer Location: Japanese Americans After World War II
Difficulty Level: Easy
9. Which of the following statements is true?
A. Asian Americans are concentrated on the East Coast of the United States.
B. Asian Americans remain a largely rural population.
C. Asian Americans are more residentially segregated in comparison to other minority groups.
D. Asian Americans have levels of educational attainment similar to those of other minority groups.
E. Asian Americans are moving away from their traditional neighborhoods and enclaves.
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Comprehension
Answer Location: The Second Generation
Difficulty Level: Medium
10. Secret societies called ______ contested the control and leadership of the merchant-led huiguan as well as clan associations present in Chinatown.
A. Yonsei
B. Issei
C. Hunan
D. tongs
E. Huiguan
Learning Objective: 8-6: Students will learn that Asian immigrants have entered the United States through the primary labor market, the secondary labor market, and the enclave economies.
Cognitive Domain: Knowledge
Answer Location: The Ethnic Enclave
Difficulty Level: Easy
11. When comparing Asian and European immigrants, which of the following statements is true?
A. Chinese and Japanese immigrants arrived in a different time frame than immigrants from Southern and Eastern Europe.
B. Only European immigrants encountered massive discrimination and rejection.
C. While Chinese and Japanese immigrants faced restrictive legislation, Southern and Eastern European immigrants did not.
D. Barriers for upward mobility for European immigrants fell away more slowly than the barriers for Asian immigrants.
E. Asian immigrants are described as model minorities.
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Comprehension
Answer Location: Asian Americans and White Ethnics
Difficulty Level: Medium
12. Which of the following statements about Chinese and Japanese immigrants is true?
A. Many of the occupational advances made by Chinese and Japanese Americans have been due to the high levels of education achieved by second-generation Asian Americans.
B. Chinese and Japanese Americans rank far below other racial minority groups on all commonly used measures of secondary structural integration.
C. Chinese and Japanese Americans entered the industrializing East Coast and Midwest economies.
D. Chinese and Japanese immigrants arrived in America at about the same time as immigrants from Northern and Western Europe.
E. Chinese and Japanese immigrants achieved economic growth through urban ethnic enclaves.
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Comprehension
Answer Location: Asian Americans and Colonized Racial Minority Groups
Difficulty Level: Medium
13. Like ______ Americans, Chinese and Japanese Americans have used their traditional cultures and patterns of social life to create and build their own subcommunities, from which they have launched the next generation.
A. Cuban
B. Mexican
C. African
D. Vietnamese
E. Filipino
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Knowledge
Answer Location: Asian Americans and Colonized Racial Minority Groups
Difficulty Level: Easy
14. Asian cultures, unlike Western cultures, tend not to stress ______.
A. excessive individualism
B. excessive shame
C. excessive obedience
D. their sensitivity toward the opinions of others
E. excessive offensiveness toward others
Learning Objective: 8-1: Students will learn that Asian Americans and Pacific Islanders are diverse and have brought many different cultural and linguistic traditions to the United States. These groups are growing rapidly but are still only a tiny fraction of the total population.
Cognitive Domain: Comprehension
Answer Location: Origins and Cultures
Difficulty Level: Medium
15. The Chinese who immigrated to the United States in the 19th century were mostly ______.
A. older men
B. older women
C. younger men
D. younger women
E. families
Learning Objective: 8-3: Students will learn that Chinese immigrants were the victims of a massive campaign of discrimination and exclusion and responded by constructing enclaves. Chinatowns became highly organized communities. The second generation faced many barriers to employment in the dominant society, although opportunities increased after World War II.
Cognitive Domain: Knowledge
Answer Location: Population Trends and the “Delayed” Second Generation
Difficulty Level: Easy
16. Which group established an ethnic enclave similar to that of Cubans?
A. Japanese
B. Chinese
C. Vietnamese
D. Filipinos
E. Indians
Learning Objective: 8-6: Students will learn that Asian immigrants have entered the United States through the primary labor market, the secondary labor market, and the enclave economies.
Cognitive Domain: Knowledge
Answer Location: The Ethnic Enclave
Difficulty Level: Easy
17. Chinese immigrants’ ability to find economic opportunity in areas with low competition with the dominant group allowed them to ______.
A. build coalitions with other minority groups
B. acculturate with little interference
C. enter the primary sector
D. develop ethnic enclaves based on agriculture
E. remain an “invisible” minority
Learning Objective: 8-6: Students will learn that Asian immigrants have entered the United States through the primary labor market, the secondary labor market, and the enclave economies.
Cognitive Domain: Analysis
Answer Location: Survival and Development
Difficulty Level: Medium
18. An important component of the Japanese ethnic enclave in the 1920s and 1930s was ______.
A. farming
B. college teaching positions
C. health care
D. control of unions representing farm
E. urban small businesses
Learning Objective: 8-6: Students will learn that Asian immigrants have entered the United States through the primary labor market, the secondary labor market, and the enclave economies.
Cognitive Domain: Knowledge
Answer Location: The Anti-Japanese Campaign
Difficulty Level: Easy
19. Which groups were sent to relocation camps during WWII?
A. Japanese Americans living in the western United States
B. all Japanese Americans, regardless of residence
C. only Japanese immigrants who were not U.S. citizens
D. all Asian Americans living on the West Coast
E. immigrants from all countries the United States was at war with, including Japanese, Italian, and German immigrants
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Comprehension
Answer Location: Relocation Camps
Difficulty Level: Medium
20. Which statement about Japanese Americans after WWII is true?
A. They did not rebuild their ethnic enclaves.
B. They moved into Chinatowns with other Asian Americans.
C. They rebuilt their economic enclaves through farming and gardening.
D. Most returned to Japan.
E. They returned to the predominantly rural areas they preferred.
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Comprehension
Answer Location: Japanese Americans After World War II
Difficulty Level: Medium
21. The most acculturated Asian American group is ______.
A. Indian Americans
B. Chinese Americans
C. Korean Americans
D. Vietnamese Americans
E. Japanese Americans
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Knowledge
Answer Location: Acculturation
Difficulty Level: Easy
22. The Burakumin were created centuries ago, when Japanese society was organized into a caste system based on ______.
A. religion
B. skin color
C. occupation
D. birthplace
E. educational attainment
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Knowledge
Answer Location: Comparative Focus: Japan’s “Invisible” Minority
Difficulty Level: Easy
23. Research shows that native-born Asian Americans were ______ likely to marry outside their groups than foreign-born Asian Americans.
A. much less
B. slightly less
C. no more or no less
D. slightly more
E. much more
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Knowledge
Answer Location: Primary Structural Assimilation
Difficulty Level: Easy
24. ______ are most likely to participate in interracial marriage.
A. Chinese Americans
B. Japanese Americans
C. Indian Americans
D. Korean Americans
E. Vietnamese Americans
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Knowledge
Answer Location: Primary Structural Assimilation
Difficulty Level: Easy
25. The notion that Asian Americans are a model minority ______.
A. has negative consequences
B. is benign
C. is true only for post-1965 immigrants
D. applies more to women than men
E. has a positive impact on race relations
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Comprehension
Answer Location: Focus on Contemporary Issues: How Successful Are Asian Americans? At What Price?
Difficulty Level: Medium
26. The proverb “the nail that sticks up must be hammered down” comes from ______.
A. China
B. India
C. Japan
D. Korea
E. the Philippines
Learning Objective: 8-1: Students will learn that Asian Americans and Pacific Islanders are diverse and have brought many different cultural and linguistic traditions to the United States. These groups are growing rapidly but are still only a tiny fraction of the total population.
Cognitive Domain: Knowledge
Answer Location: Origins and Cultures
Difficulty Level: Easy
27. Ozawa v. U.S. was a 1922 Supreme Court decision that declared that ______.
A. Asians Americans must move to relocation camps
B. Asians were racially White
C. Asians were to be deported immediately
D. Asians were ineligible for U.S. citizenship
E. Asians were eligible for U.S. citizenship
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Comprehension
Answer Location: Introduction
Difficulty Level: Medium
28. Vietnam is a former colony of which European nation?
A. Denmark
B. France
C. the Netherlands
D. Spain
E. Turkey
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Knowledge
Answer Location: Origins and Cultures
Difficulty Level: Easy
29. An immigrant from Vietnam or Laos would likely be migrating to the United States ______.
A. to pursue economic opportunities
B. with substantial levels of social capital
C. as a political prisoner
D. for advanced education
E. as a refugee escaping war
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Comprehension
Answer Location: Contemporary Immigration from Asia
Difficulty Level: Medium
30. ______ data is important for getting a better understanding of the variations in structural integration within the larger Asian American group.
A. Theorizing about
B. Disaggregating
C. Collecting
D. Analyzing
E. Combining
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Analysis
Answer Location: Education
Difficulty Level: Medium
31. Asian Americans, unlike other racial minority groups, have a ______ distribution within income categories.
A. concentrated
B. widespread
C. even
D. bipolar
E. unequal
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Knowledge
Answer Location: Jobs and Income
Difficulty Level: Easy
32. The relative success of Chinese Americans and Japanese Americans is often used as a device for ______.
A. understanding the effect of institutional discrimination
B. creating policies to support other minority groups
C. promoting assimilation
D. critiquing American values
E. erasing institutional racism
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Comprehension
Answer Location: Asian Americans and Colonized Racial Minority Groups
Difficulty Level: Medium
33. Immigrants from India are ______.
A. at the “immigrant” end of Blauner’s continuum
B. less likely to follow the traditional model of assimilation
C. overrepresented in the primary sector
D. at the “colonized” end of Blauner’s continuum
E. more likely to have a “bipolar” experience of integration like the Chinese
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Comprehension
Answer Location: Contemporary Immigration from Asia
Difficulty Level: Medium
34. Explanations that attribute Asian Americans’ success to their having better values and working harder than colonized groups are informed by ______.
A. intersectionality
B. human capital theory
C. the segmented assimilation perspective
D. the traditional model of assimilation
E. the culture of poverty theory
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Analysis
Answer Location: Comparing Minority Groups: Explaining Asian American Success
Difficulty Level: Medium
35. The socioeconomic profile of immigrants from Vietnam, Cambodia, and Laos is ______.
A. more consistent with America’s colonized minority groups
B. on par with the profile of Asian Americans as a whole
C. similar to that of an enclave minority group
D. an example of the model minority stereotype
E. similar to the profile of an immigrant minority group
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Analysis
Answer Location: Contemporary Immigration from Asia
Difficulty Level: Medium
36. Unlike the situation of African Americans in the 1600s and Mexican Americans in the 1800s, the dominant group had no desire to control the labor of Chinese and Japanese immigrants. This observation would most likely be made by which social theorist?
A. Weber
B. Noel
C. Lenski
D. Blauner
E. Marx
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Analysis
Answer Location: Comparing Minority Groups
Difficulty Level: Medium
37. Which theory can be used to best explain the success of contemporary immigrants from India?
A. Gordon’s model of assimilation
B. intersectionality
C. Marxism
D. the Blauner hypothesis
E. the Noel hypothesis
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Application
Answer Location: Contemporary Immigration from Asia
Difficulty Level: Hard
38. Model minority myths can ______ for Asian Americans who do not perform as well.
A. be a source of motivation
B. discourage help-seeking
C. erase institutional barriers
D. encourage teachers to develop support systems
E. decrease the likelihood of experiencing discrimination
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Comprehension
Answer Location: Prejudice and Discrimination
Difficulty Level: Medium
39. The sending nations of contemporary Asian immigrants are considerably less ______ than the United States.
A. equitable
B. diverse
C. hospitable
D. developed
E. safe
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Knowledge
Answer Location: Contemporary Immigration from Asia
Difficulty Level: Easy
40. Which of the following statements regarding the educational achievements of Asian Americans is true?
A. Asian Americans compare favorably with the society-wide standards for educational achievement and are above those standards on many measures.
B. The education achievements of Asian American groups vary; the men of most groups exceed national norms, but not as many women follow suit.
C. Only Asian American women exceed national norms; the men are much less educated.
D. Only Chinese, Vietnamese, and Japanese Americans exceed national norms.
E. Asian American groups do not succeed as much as other immigrant groups in education.
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Comprehension
Answer Location: Education
Difficulty Level: Medium
True/False
1. More than 50% of Chinese Americans hold college and graduate degrees.
Learning Objective: 8-3: Students will learn that Chinese immigrants were the victims of a massive campaign of discrimination and exclusion and responded by constructing enclaves. Chinatowns became highly organized communities. The second generation faced many barriers to employment in the dominant society, although opportunities increased after World War II.
Cognitive Domain: Knowledge
Answer Location: Asian Americans and Colonized Racial Minority Groups
Difficulty Level: Easy
2. It is helpful to consider Asian Americans as one group because they are similar in culture and language.
Learning Objective: 8-1: Students will learn that Asian Americans and Pacific Islanders are diverse and have brought many different cultural and linguistic traditions to the United States. These groups are growing rapidly but are still only a tiny fraction of the total population.
Cognitive Domain: Knowledge
Answer Location: Origins and Cultures
Difficulty Level: Easy
3. World War II was important for Chinese Americans because they were forced out of their homes and jobs and moved to relocation centers.
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Comprehension
Answer Location: Relocation Camps
Difficulty Level: Medium
4. The Chinese Americans of today find no barriers on their way to the highest, most lucrative positions due to their high level of education.
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Comprehension
Answer Location: Focus on Contemporary Issues: How Successful Are Asian Americans? At What Price?
Difficulty Level: Medium
5. Because the Japanese, like other Asians, were not allowed to obtain U.S. citizenship, their land ownership was threatened by the Alien Land Act.
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Comprehension
Answer Location: The Anti-Japanese Campaign
Difficulty Level: Medium
6. In the same way that Chinese immigrants formed Chinatowns, Japanese immigrants settled primarily in urban enclaves.
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Comprehension
Answer Location: Japanese Americans
Difficulty Level: Medium
7. During World War II, the United States placed all citizens from enemy countries (Germans, Italians, and Japanese) into relocation camps.
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Knowledge
Answer Location: Relocation Camps
Difficulty Level: Easy
8. Some Japanese men left relocation camps by volunteering for military service and served in two of the most decorated units in American military history, while their families remained trapped behind barbed wire.
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Knowledge
Answer Location: Relocation Camps
Difficulty Level: Easy
9. According to the chapter text, all six major Asian groups have a higher percentage of high school graduates than non-Hispanic Whites.
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Comprehension
Answer Location: Education
Difficulty Level: Medium
10. In relocation camps, first-generation Japanese immigrants regained their power of family decision-making.
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Comprehension
Answer Location: Relocation Camps
Difficulty Level: Medium
11. The Chinese Exclusion Act of 1882, one of the nation’s first restrictive immigration laws, banned virtually all immigration from China for many years.
Learning Objective: 8-3: Students will learn that Chinese immigrants were the victims of a massive campaign of discrimination and exclusion and responded by constructing enclaves. Chinatowns became highly organized communities. The second generation faced many barriers to employment in the dominant society, although opportunities increased after World War II.
Cognitive Domain: Knowledge
Answer Location: Prejudice and Discrimination
Difficulty Level: Easy
12. The most recent immigrants to arrive in large numbers to the United States are Japanese and are seeking a less depressed economy.
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Comprehension
Answer Location: Contemporary Immigration from Asia
Difficulty Level: Medium
13. In the early 20th century, Chinese men outnumbered women by a ratio of 25 to 1 due to the Chinese Exclusion Act.
Learning Objective: 8-8: Students will learn that overall levels of overt anti-Asian prejudice and discrimination have declined in recent years but remain widespread. Levels of acculturation and secondary structural assimilation are highly variable for these groups.
Cognitive Domain: Knowledge
Answer Location: Prejudice and Discrimination
Difficulty Level: Easy
14. For Asian American women, the desire to comply with the physical acculturation of beauty may result in cosmetic surgery.
Learning Objective: 8-8: Students will learn that overall levels of overt anti-Asian prejudice and discrimination have declined in recent years but remain widespread. Levels of acculturation and secondary structural assimilation are highly variable for these groups.
Cognitive Domain: Knowledge
Answer Location: Gender and Physical Acculturation: The Anglo Ideal
Difficulty Level: Easy
15. Confucianism, which was the dominant ethical and moral system in traditional Japan, had a powerful influence on many other Asian cultures.
Learning Objective: 8-1: Students will learn that Asian Americans and Pacific Islanders are diverse and have brought many different cultural and linguistic traditions to the United States. These groups are growing rapidly but are still only a tiny fraction of the total population.
Cognitive Domain: Comprehension
Answer Location: Origins and Cultures
Difficulty Level: Medium
16. Chinese immigrants began to arrive to the United States in the early 1900s.
Learning Objective: 8-3: Students will learn that Chinese immigrants were the victims of a massive campaign of discrimination and exclusion and responded by constructing enclaves. Chinatowns became highly organized communities. The second generation faced many barriers to employment in the dominant society, although opportunities increased after World War II.
Cognitive Domain: Knowledge
Answer Location: Chinese Americans
Difficulty Level: Easy
17. Asian Americans in general are highly urbanized.
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Knowledge
Answer Location: Residence
Difficulty Level: Easy
18. Like their parents, second-generation Chinese Americans remained strictly loyal to their clans and regional associations.
Learning Objective: 8-3: Students will learn that Chinese immigrants were the victims of a massive campaign of discrimination and exclusion and responded by constructing enclaves. Chinatowns became highly organized communities. The second generation faced many barriers to employment in the dominant society, although opportunities increased after World War II.
Cognitive Domain: Comprehension
Answer Location: The Second Generation
Difficulty Level: Medium
19. It was not until 1954 that the U.S. Supreme Court ruled that detention (i.e., of Japanese Americans) was unconstitutional.
Learning Objective: 8-4: Students will learn that Japanese immigration began in the 1890s and stimulated a campaign that attempted to oust the group from agriculture and curtail immigration from Japan. The Issei formed an enclave, but during World War II, Japanese Americans were forced into detention centers, and this experience devastated the group economically and psychologically.
Cognitive Domain: Knowledge
Answer Location: Relocation Camps
Difficulty Level: Easy
20. Compared to African Americans, Asian Americans are highly residentially segregated.
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Analysis
Answer Location: Residence
Difficulty Level: Medium
21. Most Vietnamese Americans do not fit into one of Blauner’s categories of “conquered or colonized.” They have, however, had to adapt to American society with few resources and contacts.
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Analysis
Answer Location: Prejudice and Discrimination
Difficulty Level: Medium
22. The percentage of all Asian Americans present in the highest income brackets is higher than the percentage of the total population present.
Learning Objective: 8-6: Students will learn that Asian immigrants have entered the United States through the primary labor market, the secondary labor market, and the enclave economies.
Cognitive Domain: Comprehension
Answer Location: Jobs and Income
Difficulty Level: Medium
23. Because the “model minority” stereotype is benign and positive, it does not have any serious negative consequences.
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Analysis
Answer Location: Jobs and Income
Difficulty Level: Medium
24. The political power of Asian Americans and Pacific Islanders is limited due to the high percentage of foreign-born members.
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Analysis
Answer Location: Political Power
Difficulty Level: Medium
25. Many of the less educated Chinese Americans are recent immigrants (many undocumented) and are part of the unskilled labor force.
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Comprehension
Answer Location: Education
Difficulty Level: Medium
26. Japanese Americans, Filipino Americans, and Asian Indian Americans have poverty levels comparable to those of colonized racial minority groups.
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Analysis
Answer Location: Jobs and Income
Difficulty Level: Medium
27. Asian Americans, like Hispanic Americans, are moving away from their “traditional” places of residence into new regions.
Learning Objective: 8-6: Students will learn that Asian immigrants have entered the United States through the primary labor market, the secondary labor market, and the enclave economies.
Cognitive Domain: Comprehension
Answer Location: Residence
Difficulty Level: Medium
28. Immigrants from India are at the “immigrant” end of Blauner’s continuum.
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Comprehension
Answer Location: Contemporary Immigration from Asia
Difficulty Level: Medium
29. The structural explanation for Asian American “success” argues that Chinese and Japanese Americans had the opportunity to build their economies, while colonized groups were still trapped in paternalistic systems.
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Comprehension
Answer Location: Asian Americans and Colonized Racial Minority Groups
Difficulty Level: Medium
30. Income per capita is lower than the national average for Asian Americans.
Learning Objective: 8-6: Students will learn that Asian immigrants have entered the United States through the primary labor market, the secondary labor market, and the enclave economies.
Cognitive Domain: Knowledge
Answer Location: Jobs and Income
Difficulty Level: Easy
Essay
1. Compare and contrast the early (pre–World War II) experiences of Japanese and Chinese Americans. How did the contact situations of these groups affect the development of their relations with the larger society?
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Analysis
Answer Location: Contact Situations and the Development of the Chinese American and Japanese American Communities
Difficulty Level: Medium
2. Characterize the contemporary situations of Asian Americans in terms of acculturation and integration. What caused the patterns you’ve identified? Apply the concepts of ethnic enclaves, the urban underclass, bipolar occupational structures, and the Blauner hypothesis.
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Analysis
Answer Location: Assimilation and Pluralism
Difficulty Level: Medium
3. Asian Americans are widely considered successful in U.S. society. How accurate is this portrait of “model minorities?” Compare and contrast the cultural and structural explanations of the contemporary situations of Chinese and Japanese Americans.
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Analysis
Answer Location: Comparing Minority Groups: Explaining Asian American Success
Difficulty Level: Medium
4. Does the history of Japanese and Chinese Americans provide any lessons for other minority groups? Have these groups found a “pathway to success” that could be followed by Native Americans, African Americans, or Hispanic Americans? Why or why not?
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Analysis
Answer Location: Comparing Minority Groups: Explaining Asian American Success
Difficulty Level: Medium
5. What are some explanations for the lack of political power held by Asian Americans? What are some indications that this lack of political power might change soon?
Learning Objective: 8-8: Students will learn that overall levels of overt anti-Asian prejudice and discrimination have declined in recent years but remain widespread. Levels of acculturation and secondary structural assimilation are highly variable for these groups.
Cognitive Domain: Analysis
Answer Location: Political Power
Difficulty Level: Medium
6. Explain how Asian Americans and their experiences are much more diverse than often thought.
Learning Objective: 8-7: Students will learn that levels of acculturation and secondary structural assimilation vary. Group members whose families have been in the U.S. longer tend to be highly acculturated and integrated. Recent immigrants from China, however, are “bipolar.” Many are highly educated and skilled, but a sizable number are “immigrant laborers” with modest educational credentials and high levels of poverty.
Cognitive Domain: Comprehension
Answer Location: Contemporary Immigration from Asia
Difficulty Level: Medium
7. Explain how gender plays a role in the experiences of Asian Americans.
Learning Objective: 8-5: Students will learn that recent Asian immigration is diverse in terms of national origins, contact situation, levels of human capital, and mode of incorporation in American society. Some immigrants are highly educated professionals, while others more closely resemble the “peasant laborers” from Mexico in recent decades and from Italy, Ireland, Poland, and many other nations in the past.
Cognitive Domain: Comprehension
Answer Location: Gender and Physical Acculturation: The Anglo Ideal
Difficulty Level: Medium
8. Explain how the “model minority” stereotype may be harmful for Asian Americans and other minority groups.
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Comprehension
Answer Location: Asian Americans and Colonized Racial Minority Groups
Difficulty Level: Medium
9. Chinese, Japanese, and Cuban Americans all first entered the American economy through developing ethnic enclaves. What processes within the contact situations for each of these groups led them to adopt this economic strategy? What differences exist between the enclaves, and how have they shaped the experiences of these groups over time?
Learning Objective: 8-6: Students will learn that Asian immigrants have entered the United States through the primary labor market, the secondary labor market, and the enclave economies.
Cognitive Domain: Analysis
Answer Location: Contact Situations and the Development of the Chinese American and Japanese American Communities
Difficulty Level: Medium
10. Examine the validity of the following statement: “The ‘model minority’ stereotype can prevent some Asian Americans from accessing the social, political, and economic support they need.”
Learning Objective: 8-2: Students will learn that notion that Asian Americans are a “model minority” is exaggerated and does not apply to all members of this diverse group. However, comparisons with European immigrants and colonized minority groups suggest some reasons for their relative “success.”
Cognitive Domain: Analysis
Answer Location: Prejudice and Discrimination
Difficulty Level: Medium
Document Information
Connected Book
Complete Test Bank Diversity and Society 6e with Answers
By Joseph F. Healey