Complete Test Bank Race And Ethnicity Ch.16

Test Bank

Chapter 16: Race and Ethnicity

Multiple Choice

1. The belief that white people are genetically more intelligent than those of other races is an example of a/an ______ belief.

a. essentialist

b. scientific

c. ethnic

d. relativistic

Learning Objective: 16.1: Discuss how ancient societies classified people into different races.

Cognitive Domain: Application

Answer Location: Race, Racism, and Culture

Difficulty Level: Medium

2. Carolus Linnaeus’ work on racial categories is an example of the role of ______ in the formation of Western racist beliefs.

a. Africans

b. religion

c. objectivity

d. science

Learning Objective: 16.2: Discuss how racism developed in Western thought.

Cognitive Domain: Application

Answer Location: Modern Racism in Western Thought

Difficulty Level: Medium

3. Samuel Morton’s assertion that “Caucasoids” were the most intelligent race was based on which of the following?

a. Biblical descriptions of the sons of Noah

b. skull measurements

c. genetic studies

d. cultural fieldwork

Learning Objective: 16.2: Discuss how racism developed in Western thought.

Cognitive Domain: Comprehension

Answer Location: Modern Racism in Western Thought

Difficulty Level: Medium

4. The work of Franz Boas refuted the “scientific” racist ideas of ______.

a. Morton

b. Blumenbach

c. Linnaeus

d. Gobineau

Learning Objective: 16.3: Discuss the basic criticisms of scientific racism.

Cognitive Domain: Application

Answer Location: Critiques of Scientific Racism

Difficulty Level: Medium

5. Why is it challenging to measure intelligence reliably?

a. Some individuals’ intelligence is higher than that of the people who write the tests.

b. Test administrators often bias the results.

c. Only the most intelligent people can understand the test questions.

d. Intelligence tests reflect the values of the people who write them.

Learning Objective: 16.3: Discuss the basic criticisms of scientific racism.

Cognitive Domain: Comprehension

Answer Location: Race and Intelligence

Difficulty Level: Medium

6. Racial differences among IQ scores are likely due to ______.

a. their varying intelligence

b. genetic factors

c. socioeconomic factors

d. intellectual superiority of some races

Learning Objective: 16.3: Discuss the basic criticisms of scientific racism.

Cognitive Domain: Comprehension

Answer Location: Race and Intelligence

Difficulty Level: Medium

7. IQ scores have ______ over time.

a. stayed the same

b. risen dramatically

c. increased slightly

d. decreased

Learning Objective: 16.3: Discuss the basic criticisms of scientific racism.

Cognitive Domain: Knowledge

Answer Location: Race and Intelligence

Difficulty Level: Easy

8. The “one-drop” rule for determining blackness in the United States is an example of the ______ concept of race.

a. scientific

b. Biblical

c. hypodescent

d. mestizo

Learning Objective: 16.4: Discuss how race is understood in different societies.

Cognitive Domain: Comprehension

Answer Location: The Cultural and Social Significance of Race

Difficulty Level: Medium

9. The fact that a person’s race can change when they travel from the United States to Brazil illustrates that race is ______.

a. not meaningful

b. genetic

c. scientific

d. cultural

Learning Objective: 16.4: Discuss how race is understood in different societies.

Cognitive Domain: Application

Answer Location: The Cultural and Social Significance of Race

Difficulty Level: Medium

10. The ______ model of ethnicity encompasses the deep emotional attachments people have to their culture.

a. circumstantialist

b. instrumentalist

c. scientific

d. primordialist

Learning Objective: 16.6: Compare the primordialist and circumstantial perspectives on ethnicity.

Cognitive Domain: Comprehension

Answer Location: The Primordialist Model

Difficulty Level: Medium

11. According to Geertz’s model of ethnicity, ______ is an example of a primordial aspect of society.

a. kinship

b. capitalism

c. state organization

d. biomedicine

Learning Objective: 16.6: Compare the primordialist and circumstantial perspectives on ethnicity.

Cognitive Domain: Application

Answer Location: The Primordialist Model

Difficulty Level: Medium

12. The ______ model emphasizes how people adjust their ethnicity strategically in different situations.

a. primordial

b. circumstantialist

c. bioarchaeological

d. racial

Learning Objective: 16.6: Compare the primordialist and circumstantial perspectives on ethnicity.

Cognitive Domain: Comprehension

Answer Location: The Circumstantialist Model

Difficulty Level: Medium

13. Assimilation results in which of the following?

a. A more heterogeneous society.

b. The loss of political power.

c. Increased homogeneity.

d. Ethnic cleansing.

Learning Objective: 16.7: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Comprehension

Answer Location: Assimilation

Difficulty Level: Medium

14. Requiring an ethnic group to adopt the language, religion, and manner of dressing of the dominant ethnic group is an example of ______.

a. forced cultural assimilation

b. enculturation

c. biological assimilation

d. ethnic boundary markers

Learning Objective: 16.7: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Application

Answer Location: Assimilation

Difficulty Level: Medium

15. Biological assimilation among European Americans has resulted in which of the following?

a. Apartheid

b. racial superiority

c. ethnocide

d. the creation of a white American ethnic group

Learning Objective: 16.7: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Comprehension

Answer Location: Assimilation

Difficulty Level: Medium

16. Jim Crow laws in the United States enforced policies of ______.

a. assimilation

b. segregation

c. ethnic cleansing

d. ethnogenesis

Learning Objective: 16.7: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Comprehension

Answer Location: Ethnic Violence

Difficulty Level: Medium

17. ______ was/is an example of genocide.

a. Jim Crow laws

b. Apartheid

c. The reservation system

d. The Holocaust

Learning Objective: 16.7: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Comprehension

Answer Location: Ethnic Violence

Difficulty Level: Medium

18. Which of the following statements is true about countries that are more ethnically homogeneous?

a. They have no ethnic stratification.

b. They can have ethnic conflict.

c. They have no ethnic boundary markers.

d. They have no concept of race.

Learning Objective: 16.7: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Application

Answer Location: Racial and Ethnic Stratification

Difficulty Level: Medium

19. Which of the following statements is true about the lower status of conquered indigenous people?

a. They are readily accepted by the conquered group.

b. They are embedded into their cultural history.

c. They are due to their inferiority.

d. They are ascribed by the conquerors.

Learning Objective: 16.7: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Knowledge

Answer Location: Racial and Ethnic Stratification

Difficulty Level: Easy

20. The predominance of WASP ethnicity in the United States reflects the fact that 4 out of 5 early colonizers were ______.

a. British Protestants

b. Spanish conquistadors

c. French Catholics

d. Welsh merchants

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge

Answer Location: WASP Dominance

Difficulty Level: Easy

21. What was the most significant element of WASP culture that led to seizing land from Native Americans, slavery, and the Industrial Revolution?

a. The English language

b. the protestant religion

c. capitalism

d. white skin

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension

Answer Location: WASP Dominance

Difficulty Level: Medium

22. Which of the following statements about is true about German immigrants to the United States?

a. They assimilated rapidly.

b. They tried to preserve their ways of life.

c. They faced discrimination based on their religion.

d. They came via the padrone system.

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension

Answer Location: German and Irish Americans

Difficulty Level: Medium

23. Know-Nothing political activities were ______.

a. racist toward descendants of African slaves

b. in favor of women’s suffrage

c. xenophobic toward the Irish

d. attempts to force the assimilation of Polish immigrants

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension

Answer Location: German and Irish Americans

Difficulty Level: Medium

24. The padrone system helped immigrants from ______ migrate to the United States and find work.

a. Italy

b. Mexico

c. Poland

d. Germany

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge

Answer Location: Italian and Polish Americans

Difficulty Level: Easy

25. What was one push factor that led to Polish immigration to the United States?

a. religious oppression

b. family ties

c. economic opportunities

d. forced resettlement

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application

Answer Location: Italian and Polish Americans

Difficulty Level: Medium

26. Other than white Americans, what is the largest ethnic group in the United States?

a. African Americans

b. Asian Americans

c. Arab Americans

d. Hispanic and Latino Americans

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension

Answer Location: Hispanic/Latino Americans

Difficulty Level: Medium

27. Historically, support for Mexicans migrating to the United States has increased when ______.

a. the immigrants were highly skilled and educated

b. political relations between the United States and Mexico were tense

c. there were labor shortages in the United States

d. assimilation was rapid and complete

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application

Answer Location: Hispanic/Latino Americans

Difficulty Level: Medium

28. Cuban Americans who came to the United States as part of the first wave of political refugees from Castro have been ______ in American society.

a. more successful politically and economically

b. struggling to adjust

c. fully assimilated

d. persecuted heavily

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge

Answer Location: Cuban Americans

Difficulty Level: Easy

29. “Hispanic/Latino” is a/an ______ category.

a. racial

b. ethnic

c. nationalistic

d. homogenous

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application

Answer Location: Hispanic/Latino Americans

Difficulty Level: Medium

30. “The Yellow Peril” led to the enactment of a law prohibiting ______.

a. border crossings by Mexicans

b. hiring people with Communist leanings

c. the purchase of land by people of Japanese descent

d. the immigration of Chinese laborers

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension

Answer Location: Asian and Arab Americans

Difficulty Level: Medium

31. Which of the following groups was forced into military internment camps in the United States during World War II?

a. suspected terrorists

b. Chinese laborers

c. Japanese people

d. German war criminals

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge

Answer Location: Asian and Arab Americans

Difficulty Level: Easy

32. Which of the following lists U.S. ethnic groups in order from largest to smallest?

a. White Americans, Hispanic and Latino Americans, African Americans, Asian Americans, Arab Americans

b. White Americans, African Americans, Hispanic and Latino Americans, Asian Americans, Arab Americans

c. White Americans, Asian Americans, Black Americans, Hispanic and Latino Americans, Arab Americans

d. African Americans, White Americans, Hispanic and Latino Americans, Asian Americans, Arab Americans

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application

Answer Location: Ethnic Relations in the United States

Difficulty Level: Medium

33. According to the text, what is the major struggle faced by Arab Americans?

a. Learning the English language.

b. The stereotype portraying them as terrorists.

c. forced assimilation

d. finding work

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension

Answer Location: Asian and Arab Americans

Difficulty Level: Medium

34. Replacing the “melting pot” analogy with the idea of the United States as a “stir-fry” reflected calls for a(n) ______.

a. plural society

b. assimilated society

c. homogenous America

d. egalitarian society

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application

Answer Location: Cultural Pluralism

Difficulty Level: Medium

35. Ethnonationalist movements develop as a result of which of the following?

a. Total assimilation by conquered indigenous populations.

b. Contact among societies with very different cultural practices.

c. Government policies promoting national identity and ideas of unity.

d. Fears about the disappearance of ethnic identity in the face of globalization.

Learning Objective: 16.9: Discuss why ethnonationalist movements have developed in relationship to globalization.

Cognitive Domain: Comprehension

Answer Location: Ethnonationalism

Difficulty Level: Medium

True/False

1. The ancient Egyptians did not classify people based on race.

Learning Objective: 16.1: Discuss how ancient societies classified people into different races.

Cognitive Domain: Knowledge

Answer Location: Ancient Classification Systems

Difficulty Level: Easy

2. Ethnicity and race are terms that can be used interchangeably.

Learning Objective: 16.5: Discuss the basis of ethnicity as understood by contemporary anthropologists.

Cognitive Domain: Knowledge

Answer Location: Ethnicity

Difficulty Level: Easy

3. Pluralism always results in ethnic conflict.

Learning Objective: 16.7: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Application

Answer Location: Pluralism

Difficulty Level: Medium

4. People in both the Northern and Southern United States used slave labor.

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge

Answer Location: African Americans

Difficulty Level: Easy

5. Puerto Ricans are U.S. citizens.

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge

Answer Location: Puerto Rican Americans

Difficulty Level: Easy

Essay

1. Discuss what contemporary scientists believe about race.

Learning Objective: 16.3: Discuss the basic criticisms of scientific racism.

Cognitive Domain: Analysis

Answer Location: Critiques of Scientific Racism

Difficulty Level: Hard

2. How did “races” like Irish, Italian, and Polish become homogenized under the white American ethnicity?

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Analysis

Answer Location: Ethnic Challenges for U.S. Society

Difficulty Level: Hard

3. Compare and contrast racism against Irish, Italian, and Polish immigrants and African Americans in the United States.

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Analysis

Answer Location: African Americans

Difficulty Level: Hard

4. Discuss how the idea of the “melting pot” is problematic.

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Analysis

Answer Location: The Melting Pot: Assimilation or Pluralism?

Difficulty Level: Hard

5. Discuss the limitations of the 13th, 14th, and 15th amendments to the United States Constitution in reducing racial inequality.

Learning Objective: 16.8: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Analysis

Answer Location: Postslavery and Segregation

Difficulty Level: Hard