Test Bank Chapter 4 Industrialization & Minority Relations - Complete Test Bank Diversity and Society 6e with Answers by Joseph F. Healey. DOCX document preview.
Chapter 4: Industrialization and Dominant–Minority Relations: From Slavery to Segregation and the Coming of Postindustrial Society
Test Bank
Multiple Choice
1. The ______ Amendment to the Constitution, passed in 1870, stated that the right to vote cannot be denied on the grounds of “race, color, or previous condition of servitude.”
A. 16th
B. 15th
C. 14th
D. 13th
E. 19th
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: Reconstruction (1865 to the 1880s)
Difficulty Level: Easy
2. By 1930, 90% of employed Black women were still in which of the following two occupational categories?
A. agricultural and factory work
B. domestic and agricultural work
C. factory and domestic work
D. clerical and personal service work
E. agricultural and clerical work
Learning Objective: 4-6: Students will understand the effect of gender on creating different forms of vulnerability for African American women.
Cognitive Domain: Knowledge
Answer Location: Gender and Race
Difficulty Level: Easy
3. Which of the following occurs in fluid competitive systems?
A. In fluid competitive systems, the division of labor is simple and does not vary greatly within groups.
B. Both geographic and social mobility are lessened in fluid competitive systems.
C. Fluid competitive systems are more closed, and the position of the minority group is more fixed.
D. In fluid competitive systems, fear of competition from minority groups diminishes.
E. In fluid competitive systems, intergroup conflict increases.
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Knowledge
Answer Location: Postindustrial Society and the Shift from Rigid to Fluid Competitive Relationships
Difficulty Level: Easy
4. Because they stress ______, bureaucracies can counteract the more blatant forms of discrimination and increase the opportunities available to minority group members.
A. rationality and objectivity
B. racial equity
C. the importance of ability
D. equality of opportunity
E. addressing past racial harms
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Knowledge
Answer Location: Bureaucracy and Rationality
Difficulty Level: Easy
5. Assembly line jobs that transform various materials into finished automobiles are an example of jobs in the ______ sector.
A. primary
B. secondary
C. structural
D. production
E. proletariat
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Knowledge
Answer Location: Manufacturing (or Secondary) Occupations
Difficulty Level: Easy
6. As societies industrialize, dominant–minority relations move from ______.
A. paternalistic to competitive
B. peaceful to conflict-oriented
C. equal to unequal
D. segregation to slavery
E. agrarian to paternalistic
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Knowledge
Answer Location: Industrialization and the Shift from Paternalistic to Rigid Competitive Group Relations
Difficulty Level: Easy
7. Which would you expect to find in a rigid competitive system of group relations?
A. minority groups competing with dominant groups for jobs and other valued commodities
B. decreased residential segregation
C. handicapping of the majority group by the minority in order to preserve their advantage
D. decreased hostility as competition increases
E. dominant groups seeking to improve the minority group’s job benefits
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Knowledge
Answer Location: Industrialization and the Shift from Paternalistic to Rigid Competitive Group Relations
Difficulty Level: Easy
8. The period of Reconstruction that followed the Civil War was a time of ______.
A. opportunity for Black southerners
B. bitter conflict and struggle between Blacks and European immigrants in the South
C. great repression and racism in the South
D. rapid movement of Black southerners to the urban North
E. opportunity for White southerners
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Comprehension
Answer Location: Reconstruction (1865 to the 1880s)
Difficulty Level: Medium
9. Which of the following is true about the period of Reconstruction?
A. African Americans in the South could not vote or hold political office.
B. Black Southerners did not take advantage of the 15th Amendment to the Constitution.
C. African Americans in the South opened many small businesses and schools, could vote, and held political office.
D. African Americans in the South could not purchase land or houses or start businesses.
E. The Freedman’s Bureau was used to halt racial freedom in the defeated Confederacy.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Comprehension
Answer Location: Reconstruction (1865 to the 1880s)
Difficulty Level: Medium
10. Following Reconstruction, the South was characterized by ______.
A. African Americans becoming the dominant class
B. a rigid caste system due to the Jim Crow laws
C. an end to the plantation system and urbanization
D. an end to the White class system
E. increasing opportunity for African Americans
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Comprehension
Answer Location: De Jure Segregation
Difficulty Level: Medium
11. By 1910, Black labor in the United States was most characterized by ______.
A. agricultural work and domestic work
B. factory work
C. sales and business work
D. skilled craftsmen or artisans
E. small business proprietors
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: Control of Black Labor
Difficulty Level: Easy
12. As de jure segregation formed and solidified in the South, ______.
A. levels of residential separation between the races decreased
B. levels of prejudice and racism increased
C. lynchings virtually ceased to occur
D. African Americans began moving from the North back to the South
E. levels of education and economic opportunity increased for African Americans
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Comprehension
Answer Location: De Jure Segregation
Difficulty Level: Medium
13. In ______, the Supreme Court established the “separate but equal” doctrine.
A. Dred Scott v. Sanford
B. Roe v. Wade
C. Plessy v. Ferguson
D. Marvin v. Mitchell
E. Amistad v. Virginia
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: Political and Civil Rights Under Jim Crow
Difficulty Level: Easy
14. Whites created restrictive voting measures for African Americans under Jim Crow because ______.
A. they were attempting to curtail voter fraud
B. Black Americans had yet to obtain the right to vote
C. they were hoping to create a more informed electorate
D. Black people did not understand how to participate in the system
E. they were threatened by Black political power during Reconstruction
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Comprehension
Answer Location: Political and Civil Rights Under Jim Crow
Difficulty Level: Medium
15. Urbanization created the potential for ______.
A. minority groups to mobilize and organize large numbers of people
B. de facto segregation to decrease
C. the dissemination of populations
D. the empowerment of the dominant group
E. the creation of new systems of paternalism
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Comprehension
Answer Location: Urbanization
Difficulty Level: Medium
16. ______ founded the Tuskegee Institute and advised African Americans in the South to take a nonconfrontational stance toward Jim Crow and focus on education and job skills.
A. George Washington Carver
B. Booker T. Washington
C. W. E. B. Du Bois
D. Marcus Garvey
E. Stanley Lieberson
Learning Objective: 4-5: Students will understand that a black middle class as well as a black protest movement developed out of continued segregation.
Cognitive Domain: Knowledge
Answer Location: The Origins of Black Protest
Difficulty Level: Easy
17. ______ was a primary opponent of Booker T. Washington and is argued by many to be the father of American sociology.
A. Stanley Lieberson
B. George Washington Carver
C. W. E. B. Du Bois
D. Marcus Garvey
E. A. Philip Randolph
Learning Objective: 4-5: Students will understand that a black middle class as well as a black protest movement developed out of continued segregation.
Cognitive Domain: Knowledge
Answer Location: The Origins of Black Protest
Difficulty Level: Easy
18. ______ was born in Jamaica and advocated the return of Black Americans to Africa.
A. George Washington Carver
B. Booker T. Washington
C. W. E. B. Du Bois
D. Marcus Garvey
E. A. Philip Randolph
Learning Objective: 4-5: Students will understand that a black middle class as well as a black protest movement developed out of continued segregation.
Cognitive Domain: Knowledge
Answer Location: The Origins of Black Protest
Difficulty Level: Easy
19. The shift to ______ has weakened formal racial and gender barriers.
A. fixed competitive group relations
B. primary economic relations
C. secondary economic relations
D. fluid competitive group relations
E. pluralistic group relations
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Knowledge
Answer Location: Postindustrial Society and the Shift from Rigid to Fluid Competitive Relationships
Difficulty Level: Easy
20. How did the Great Migration of Blacks to the North affect White immigrants?
A. It improved the status of White immigrants by providing a comparison that made them seem more desirable.
B. It created a sociable environment between immigrant groups and newly arriving Blacks.
C. It created a multicultural community of immigrant Whites and newly arriving Blacks who struggled together against the dominant group.
D. It weakened the status of White immigrants by providing a comparison that made them seem less desirable.
E. White immigrants faced discrimination in the urban North.
Learning Objective: 4-3: Students will understand that many black southerners moved north in response to segregation. Although the northern black population had greater freedom and developed some economic and political resources, many African Americans experienced powerlessness and were concentrated in ghettos.
Cognitive Domain: Comprehension
Answer Location: Competition With White Ethnic Groups
Difficulty Level: Medium
21. During the Jim Crow era, Whites and Blacks were extremely segregated. While the free Black electorate threatened the political and economic dominance of elite White society, Whites still wanted--and needed--Black labor. Which theory best explains segregation under these conditions?
A. the Blauner hypothesis
B. the Noel hypothesis
C. the culture of poverty theory
D. intersectionality theory
E. Marxist theory
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Analysis
Answer Location: De Jure Segregation
Difficulty Level: Medium
22. Which of the following best exemplifies de jure segregation?
A. the different living conditions between Whites and Blacks under the plantation system
B. Whites and Blacks choosing to live in different neighborhoods
C. customs suggesting that Blacks should act differently than Whites
D. laws requiring Blacks to use different water fountains than Whites
E. Whites and Blacks choosing to attend different schools
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Analysis
Answer Location: Reinforcing the System
Difficulty Level: Medium
23. According to the chapter text, the Great Migration of Blacks to the North had which of the following effects on African Americans?
A. an increase in Black political power
B. encounters with de jure segregation
C. an inability for African American culture to flourish
D. less housing-related discrimination against African Americans
E. less discrimination toward African Americans in the job market
Learning Objective: 4-3: Students will understand that many black southerners moved north in response to segregation. Although the northern black population had greater freedom and developed some economic and political resources, many African Americans experienced powerlessness and were concentrated in ghettos.
Cognitive Domain: Comprehension
Answer Location: Life in the North
Difficulty Level: Medium
24. What are the parallels between Jim Crow segregation and South African apartheid?
A. Both were deliberately constructed by the dominant group to control the minority group.
B. Blacks benefited from a cheap labor supply in agriculture.
C. Protests by minority groups were encouraged and allowed under both systems.
D. Both systems encouraged minority groups to fully participate in public and civic activities.
E. Jim Crow segregation and the South African apartheid were legally banished in the 1960s.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Comprehension
Answer Location: Comparative Focus: Jim Crow Segregation and South African Apartheid
Difficulty Level: Medium
25. Which of the following best describes the practice of sharecropping?
A. a system of farming where Blacks and Whites established elaborate rituals of crop exchange, similar to the etiquette rituals of the antebellum South
B. a system of farming, primarily in the North, where Blacks and Whites farmed the land equally after Reconstruction in an effort to heal after the war
C. a system of farming where Whites and Blacks shared labor on common plots of land
D. a system of farming where a tenant works on land in exchange for a share of profits, a place to live, food, and clothing, all supplied by the owner
E. a system of farming in which free Blacks had the autonomy to grow and disperse their own crops
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Comprehension
Answer Location: Control of Black Labor
Difficulty Level: Medium
26. During the 19th century, an anti-elitist movement attempted to unite poor Whites and Blacks in the rural South against the traditional elite classes. This movement was called ______.
A. the coalition movement
B. populism (or the populist movement)
C. paternalism (or the paternalistic movement)
D. the poor people’s movement
E. the civil rights movement
Learning Objective: 4-5: Students will understand that a black middle class as well as a black protest movement developed out of continued segregation.
Cognitive Domain: Knowledge
Answer Location: De Jure Segregation
Difficulty Level: Easy
27. Following the end of slavery in the South, Black women most often worked ______.
A. within the home
B. under their own sharecropping contracts
C. doing agricultural labor
D. more than Black men or White women
E. less than Black men
Learning Objective: 4-6: Students will understand the effect of gender on creating different forms of vulnerability for African American women.
Cognitive Domain: Comprehension
Answer Location: Gender and Race
Difficulty Level: Medium
28. During the Great Migration, Black women often worked in domestic servant positions, replacing European immigrant women who move up in the job structure. This is similar to what phenomenon?
A. ethnic succession
B. White flight
C. upward mobility
D. intersectionality
E. gender inequality
Learning Objective: 4-6: Students will understand the effect of gender on creating different forms of vulnerability for African American women.
Cognitive Domain: Analysis
Answer Location: Gender and Race
Difficulty Level: Medium
29. African Americans’ creation of separate institutions and cultural practices due to their exclusion from the mainstream supports which of the following critiques of the traditional model of assimilation?
A. The dominant group does not desire for all groups to assimilate.
B. Assimilation is a linear process that takes a long time to conclude.
C. Minority groups must undergo acculturation before structural integration.
D. All minority groups do not desire to assimilate.
E. The assimilation process may be segmented for immigrant groups.
Learning Objective: 4-4: Students will understand that in response to segregation, African American communities developed a separate institutional life centered on family, church, and community.
Cognitive Domain: Analysis
Answer Location: Acculturation and Integration
Difficulty Level: Medium
30. The stimulation of occupational specialization due to industrialization ______.
A. made rigid competitive relations more difficult to overcome
B. decreased job opportunities for minority groups
C. made the division of labor more simplified
D. made it more difficult to maintain caste-like divisions between groups
E. occurred most frequently in the South
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Comprehension
Answer Location: Occupational Specialization
Difficulty Level: Medium
31. The differential distribution of ______, in the past and in the present, effectively protects workers in the primary sector from competition from minority groups.
A. educational opportunities
B. wealth
C. land
D. upward mobility
E. political power
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Knowledge
Answer Location: A Dual Labor Market
Difficulty Level: Easy
32. White ethnic groups in the North saw incoming Black migrants as a threat and thus ______.
A. excluded them from labor unions and political systems
B. established a new Jim Crow
C. attempted to decrease racial tension through residential integration
D. established enclave economies
E. borrowed paternalistic resistance methods from the South
Learning Objective: 4-3: Students will understand that many black southerners moved north in response to segregation. Although the northern black population had greater freedom and developed some economic and political resources, many African Americans experienced powerlessness and were concentrated in ghettos.
Cognitive Domain: Comprehension
Answer Location: Competition With White Ethnic Groups
Difficulty Level: Medium
33. Despite shifts to fluid competitive relations, African Americans will continue to remain at a disadvantage as they pursue opportunities and resources. This observation would most likely be made by which social theorist?
A. Weber
B. Noel
C. Lenski
D. Blauner
E. Marx
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Analysis
Answer Location: Postindustrial Society and the Shift from Rigid to Fluid Competitive Relationships
Difficulty Level: Medium
34. African Americans face exclusion from better jobs in the primary sector, which concentrates them in positions that offer little opportunity for 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: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Analysis
Answer Location: A Dual Labor Market
Difficulty Level: Medium
35. The shift from rigid to fluid competitive group relations is due to deindustrialization. This observation would most likely be made by which social theorist?
A. Weber
B. Noel
C. Lenski
D. Blauner
E. Marx
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Analysis
Answer Location: Postindustrial Society and the Shift from Rigid to Fluid Competitive Relationships
Difficulty Level: Medium
36. ______ excluded generations of Black families from the opportunity to develop wealth.
A. Past-in-present discrimination
B. Housing discrimination
C. Slavery
D. Jim Crow
E. Rigid competitive relations
Learning Objective: 4-3: Students will understand that many black southerners moved north in response to segregation. Although the northern black population had greater freedom and developed some economic and political resources, many African Americans experienced powerlessness and were concentrated in ghettos.
Cognitive Domain: Knowledge
Answer Location: The Continuing Power of the Past
Difficulty Level: Easy
37. The purpose of affirmative action policies is to ______.
A. give African Americans a step ahead of Whites
B. prevent future discrimination
C. create barriers to upward mobility for poor Whites
D. replace White people in positions of power
E. reduce the effects of past discrimination
Learning Objective: 4-8: Students will understand key concepts related to industrialization and dominant–minority relations and modern institutional discrimination, including but not limited to the following: industrial revolution, capital intensive, labor intensive, deindustrialization, rigid competitive group relations, reconstruction, de jure segregation, sharecropping, populism, grandfather clauses, Plessy v. Ferguson, extractive (or primary) occupations, manufacturing (or secondary) occupations, service (or tertiary) occupations, primary and secondary labor market, past-in-present institutional discrimination, and affirmative action.
Cognitive Domain: Comprehension
Answer Location: Affirmative Action
Difficulty Level: Medium
38. Since segregation began, African American women have had consistently higher unemployment rates and lower incomes than African American men and White women. Which theory best explains these conditions?
A. the Blauner hypothesis
B. the Noel hypothesis
C. the culture of poverty theory
D. intersectionality theory
E. Marxist theory
Learning Objective: 4-6: Students will understand the effect of gender on creating different forms of vulnerability for African American women.
Cognitive Domain: Analysis
Answer Location: Gender and Race
Difficulty Level: Medium
39. White students may assume that a minority student was accepted to a university due to ______ and not the student’s own abilities.
A. reparations
B. racism
C. affirmative action
D. discrimination
E. favoritism
Learning Objective: 4-8: Students will understand key concepts related to industrialization and dominant–minority relations and modern institutional discrimination, including but not limited to the following: industrial revolution, capital intensive, labor intensive, deindustrialization, rigid competitive group relations, reconstruction, de jure segregation, sharecropping, populism, grandfather clauses, Plessy v. Ferguson, extractive (or primary) occupations, manufacturing (or secondary) occupations, service (or tertiary) occupations, primary and secondary labor market, past-in-present institutional discrimination, and affirmative action.
Cognitive Domain: Comprehension
Answer Location: Higher Education and Affirmative Action
Difficulty Level: Medium
40. Which of the following is an example of past-in-present discrimination?
A. Three Black men were denied the opportunity to purchase a home in a White neighborhood.
B. African Americans’ lack of wealth due to housing discrimination makes the middle class a precarious position.
C. White Americans deny the significance of slavery in shaping current inequalities.
D. The police were called on a Black man due to assumptions that he was trespassing.
E. White Americans often blame African Americans for their own subordination.
Learning Objective: 4-8: Students will understand key concepts related to industrialization and dominant–minority relations and modern institutional discrimination, including but not limited to the following: industrial revolution, capital intensive, labor intensive, deindustrialization, rigid competitive group relations, reconstruction, de jure segregation, sharecropping, populism, grandfather clauses, Plessy v. Ferguson, extractive (or primary) occupations, manufacturing (or secondary) occupations, service (or tertiary) occupations, primary and secondary labor market, past-in-present institutional discrimination, and affirmative action.
Cognitive Domain: Analysis
Answer Location: The Continuing Power of the Past
Difficulty Level: Medium
True/False
1. The primary labor market is sometimes called the competitive market.
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Knowledge
Answer Location: A Dual Labor Market
Difficulty Level: Easy
2. Under de jure segregation, separation of African Americans and European Americans in virtually all aspects of social life was required by law.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: De Jure Segregation
Difficulty Level: Easy
3. Industrialization made the systems of paternalistic control that worked in agrarian economies irrelevant.
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Knowledge
Answer Location: Control of Black Labor
Difficulty Level: Easy
4. After Reconstruction, sharecropping replaced slavery as the main way for the South to support an agrarian economy.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: Control of Black Labor
Difficulty Level: Easy
5. Excluded from the mainstream but freed from the limitations of slavery, African Americans constructed a separate subsociety and subculture.
Learning Objective: 4-4: Students will understand that in response to segregation, African American communities developed a separate institutional life centered on family, church, and community.
Cognitive Domain: Knowledge
Answer Location: Acculturation and Integration
Difficulty Level: Easy
6. Due to the changes wrought by industrialization and the population movement to the North, African American men were forced to take primary responsibility for their homes and children.
Learning Objective: 4-3: Students will understand that many black southerners moved north in response to segregation. Although the northern black population had greater freedom and developed some economic and political resources, many African Americans experienced powerlessness and were concentrated in ghettos.
Cognitive Domain: Comprehension
Answer Location: Gender and Race
Difficulty Level: Medium
7. Under Jim Crow, lynchings were imposed to enforce segregation. From 1884 to 1900, there was an average of one lynching every other day.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: Reinforcing the System
Difficulty Level: Easy
8. The statement that African Americans voted against Southern segregation “with their feet” refers to dancing and the blues music that developed during this time period.
Learning Objective: 4-3: Students will understand that many black southerners moved north in response to segregation. Although the northern black population had greater freedom and developed some economic and political resources, many African Americans experienced powerlessness and were concentrated in ghettos.
Cognitive Domain: Knowledge
Answer Location: The Great Migration (Early 1900s to 1970s)
Difficulty Level: Easy
9. In fluid competitive relations, formal or legal barriers to competition continue to exist.
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Knowledge
Answer Location: Postindustrial Society and the Shift from Rigid to Fluid Competitive Relationships
Difficulty Level: Easy
10. The primary labor market includes low-paid, unskilled, insecure jobs, while the secondary labor market includes high-paid, high-benefit positions in large, bureaucratic organizations.
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Knowledge
Answer Location: A Dual Labor Market
Difficulty Level: Easy
11. Institutional discrimination is tied to unequal opportunity due to discrimination, personal prejudice, and group competition.
Learning Objective: 4-8: Students will understand key concepts related to industrialization and dominant–minority relations and modern institutional discrimination, including but not limited to the following: industrial revolution, capital intensive, labor intensive, deindustrialization, rigid competitive group relations, reconstruction, de jure segregation, sharecropping, populism, grandfather clauses, Plessy v. Ferguson, extractive (or primary) occupations, manufacturing (or secondary) occupations, service (or tertiary) occupations, primary and secondary labor market, past-in-present institutional discrimination, and affirmative action.
Cognitive Domain: Comprehension
Answer Location: Modern Institutional Discrimination
Difficulty Level: Medium
12. Racial discrimination in real estate has been illegal since the passage of the Fair Housing Act of 1968.
Learning Objective: 4-3: Students will understand that many black southerners moved north in response to segregation. Although the northern black population had greater freedom and developed some economic and political resources, many African Americans experienced powerlessness and were concentrated in ghettos.
Cognitive Domain: Knowledge
Answer Location: The Continuing Power of the Past
Difficulty Level: Easy
13. Wars, conflicts, and other disputes in which the United States has been involved have had consequences for American minority groups.
Learning Objective: 4-9: Students will examine the issue of gender inequality in a globalizing, postindustrial world.
Cognitive Domain: Knowledge
Answer Location: Globalization
Difficulty Level: Easy
14. Sharecropping is a form of de jure segregation.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Comprehension
Answer Location: Control of Black Labor
Difficulty Level: Medium
15. Today, job growth in the United States is largely in manufacturing.
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Knowledge
Answer Location: Growth of White-Collar Jobs and the Service Sector
Difficulty Level: Easy
16. Industrial jobs are moved from the United States to other nations because wages in other nations are considerably lower.
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Comprehension
Answer Location: Growth of White-Collar Jobs and the Service Sector
Difficulty Level: Medium
17. In paternalistic systems, the dominant group seeks to preserve its advantage by handicapping the minority group’s ability to compete effectively.
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Knowledge
Answer Location: Industrialization and the Shift from Paternalistic to Rigid Competitive Group Relations
Difficulty Level: Easy
18. During the height of the Jim Crow era, it was against the law for Blacks and Whites to play each other in checkers and dominoes in Birmingham, Alabama.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: De Jure Segregation
Difficulty Level: Easy
19. The term de jure means that the system is sanctioned and reinforced by the legal code.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: De Jure Segregation
Difficulty Level: Easy
20. In South Africa, the structure of minority group control became stronger and more oppressive because the Whites in South Africa were a numerical minority.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Comprehension
Answer Location: Comparative Focus: Jim Crow Segregation and South African Apartheid
Difficulty Level: Medium
21. New Deal programs provided assistance to distressed Americans and were not racially discriminatory toward African Americans.
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Comprehension
Answer Location: The Continuing Power of the Past
Difficulty Level: Medium
22. During the Great Migration, Black women worked outside the home at higher rates than White women.
Learning Objective: 4-6: Students will understand the effect of gender on creating different forms of vulnerability for African American women.
Cognitive Domain: Comprehension
Answer Location: Gender and Race
Difficulty Level: Medium
23. Literacy tests were used to keep African Americans from voting.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: Political and Civil Rights Under Jim Crow
Difficulty Level: Easy
24. During the Great Migration, African Americans moved from rural areas in the South to new rural areas in the North.
Learning Objective: 4-3: Students will understand that many black southerners moved north in response to segregation. Although the northern black population had greater freedom and developed some economic and political resources, many African Americans experienced powerlessness and were concentrated in ghettos.
Cognitive Domain: Comprehension
Answer Location: Life in the North
Difficulty Level: Medium
25. The Plessy v. Ferguson decision legally mandated White privilege.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: Political and Civil Rights Under Jim Crow
Difficulty Level: Easy
26. Affirmative action policies were established to reduce the effects of future discrimination.
Learning Objective: 4-8: Students will understand key concepts related to industrialization and dominant–minority relations and modern institutional discrimination, including but not limited to the following: industrial revolution, capital intensive, labor intensive, deindustrialization, rigid competitive group relations, reconstruction, de jure segregation, sharecropping, populism, grandfather clauses, Plessy v. Ferguson, extractive (or primary) occupations, manufacturing (or secondary) occupations, service (or tertiary) occupations, primary and secondary labor market, past-in-present institutional discrimination, and affirmative action.
Cognitive Domain: Knowledge
Answer Location: Affirmative Action
Difficulty Level: Easy
27. Social change can be attributed to changes in subsistence technology, not Black activism.
Learning Objective: 4-5: Students will understand that a black middle class as well as a black protest movement developed out of continued segregation.
Cognitive Domain: Comprehension
Answer Location: Social Change and Minority Group Activism
Difficulty Level: Medium
28. African Americans worked to solve their own problems and meet their own needs, even as they pushed for greater equality within the larger society.
Learning Objective: 4-4: Students will understand that in response to segregation, African American communities developed a separate institutional life centered on family, church, and community.
Cognitive Domain: Knowledge
Answer Location: Acculturation and Integration
Difficulty Level: Easy
29. Fluid competitive systems still present barriers to competition for minority groups through formal laws.
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Comprehension
Answer Location: Postindustrial Society and the Shift from Rigid to Fluid Competitive Relationships
Difficulty Level: Medium
30. Vagrancy laws functioned to criminalize Black people for not actively working.
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Knowledge
Answer Location: Control of Black Labor
Difficulty Level: Easy
Essay
1. According to the text, “dominant–minority relations change as the subsistence technology changes.” Explain and illustrate the impact of the Industrial Revolution on minority groups in the United States.
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Analysis
Answer Location: Industrialization and the Shift from Paternalistic to Rigid Competitive Group Relations
Difficulty Level: Medium
2. Distinguish between paternalistic and rigid competitive group relations. Which is associated with agrarian subsistence technology? Which is associated with industrialization? Why?
Learning Objective: 4-1: Students will understand that group relations change as the subsistence technology and the level of development of the larger society change. As nations industrialize and urbanize, dominant–minority relations change from paternalistic to rigid competitive forms.
Cognitive Domain: Analysis
Answer Location: Industrialization and the Shift from Paternalistic to Rigid Competitive Group Relations
Difficulty Level: Medium
3. What social, economic, and political forces caused de jure segregation in the South? How were African Americans controlled under this system? What factors encouraged their migration to the North?
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Analysis
Answer Location: The Impact of Industrialization on the Racial Stratification of African Americ
Learning Objective: 4-3: Students will understand that many black southerners moved north in response to segregation. Although the northern black population had greater freedom and developed some economic and political resources, many African Americans experienced powerlessness and were concentrated in ghettos.
Cognitive Domain: Comprehension
Answer Location: The Impact of Industrialization on the Racial Stratification of African Americ
Learning Objective: 4-6: Students will understand the effect of gender on creating different forms of vulnerability for African American women.
Cognitive Domain: Analysis
Answer Location: Gender and Race
Difficulty Level: Medium
6. As the United States industrialized and modernized, group relations evolved from paternalism during slavery to a looser, more rigid competitive form of relations during segregation. In South Africa, the structure of minority group control became stronger and more oppressive as the nation industrialized and modernized. What explains the difference in group relations in these two countries?
Learning Objective: 4-2: Students will understand that in the South, slavery was replaced by de jure segregation, a system that combined racial separation with great inequality. Coercion, racism, and prejudice reinforced the Jim Crow system that was motivated by a need to control labor.
Cognitive Domain: Analysis
Answer Location: Comparative Focus: Jim Crow Segregation and South African Apartheid
Difficulty Level: Medium
7. Black women have long argued that certain White feminist movements do not address the issues they face. What issues presented in the chapter text support this argument?
Learning Objective: 4-6: Students will understand the effect of gender on creating different forms of vulnerability for African American women.
Cognitive Domain: Analysis
Answer Location: Gender and Race
Difficulty Level: Medium
8. What changes sparked the emergence of Black protest movements and organizations? What perspectives and methods were dominant in this early area? Which dimensions of minority group status were early leaders trying to address?
Learning Objective: 4-5: Students will understand that a black middle class as well as a black protest movement developed out of continued segregation.
Cognitive Domain: Comprehension
Answer Location: The Origins of Black Protest
Difficulty Level: Medium
9. What is modern institutional discrimination? Provide examples from the chapter text. How does it differ from “traditional” institutional discrimination? What is its relationship with the shift to fluid competitive relations? What efforts have been made to address modern institutional discrimination?
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Comprehension
Answer Location: Modern Institutional Discrimination
Difficulty Level: Medium
10. Explain the transition from rigid competitive to fluid competitive relations and explain how this transition is related to the coming of postindustrial society. Explain the roles of urbanization, bureaucracy, the service sector of the job market, and education in this transition.
Learning Objective: 4-7: Students will understand that trends in urbanization, specialization, and bureaucratization--along with the growing importance of education and a changing occupational structure--have shaped dominant–minority relations.
Cognitive Domain: Comprehension
Answer Location: Postindustrial Society and the Shift from Rigid to Fluid Competitive Relationships
Difficulty Level: Medium
Document Information
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Complete Test Bank Diversity and Society 6e with Answers
By Joseph F. Healey
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