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Race Final
| Question | Answer |
|---|---|
| Enslaved men could not provide for their families & masters beat & raped their children. Women were taken from families and used for breeding, beaten, and SA. Enslaved women’s reproductive bodies belonged to their _______ _________. | White masters |
| Throughout the twentieth century, Black, Latina, and Native American women faced forced _______. | sterilization |
| T/F: Attempts to control poor women’s reproduction, especially poor women of color, continue to this day. | True |
| T/F: Interracial relationships were common during the colonial period. | True |
| When slavery emerged, _____ laws outlawed interracial unions. | antimiscegenation |
| What court case legalized interracial marriage, and in what year? | Loving v. Virginia; 1967 |
| Opposite-sex interracial or interethnic marriages grew by 28 percent between 2000 and 2010. Today, such marriages constitute ___percent of American households. | 9.5 |
| _____ _____ marriages have the highest rate of interracial marriage. | Same-sex |
| Today, _____ women are least likely to marry, compared to other groups. At the opposite end of the spectrum are ______ _____women, who have the highest marriage rates. | Black, Asian American |
| What reasons explain the difference in rates of marriage among races? | In poor Black communities, Black women outnumber Black men by sizable margins, many Black men don't have jobs and are deemed "unmarriageable" & many are in prison Some Black men prefer to marry nonblack women, especially White women. |
| broadening your intercultural competence. This will help any interracial relationship | cultural labor |
| Why do immigrants experience high levels of divorce? | They must deal with constant change and adjustment. The family must bend to U.S. law and custom. During the immigration process, 85 percent of youth are separated from one or both parents. Spousal ties become frayed |
| African American marriages are ____ as likely to end in divorce as those of Mexican American or White marriages. Why? | twice; because African Americans: Are disproportionately incarcerated Are disproportionately impoverished Exhibit greater spousal dissimilarity Experience the psychological strain of racism |
| What explains the high rates of single Black motherhood? | high rates of imprisonment & poverty; 1/3 of Black fathers have children w/2+ women. Special value is placed on motherhood in the Black community bc it's a symbol of womanhood. Some poor women refuse to marry unless certain the marriage will last. |
| What are the consequences of single motherhood? | Poor single mothers must choose b/t staying home w/children & living on welfare or working in a low-paying job. Children of single mothers are 5x more likely to live below the poverty line than those raised by married parents. |
| where we try to make an impression on others | front stage |
| where we can relax and don’t have to impress others | back stage |
| T/F: The distinction between stages tends to be much wider for people of color than for White people. | true |
| T/F: Because White people belong to the dominant racial category, they need not be reflexive to get ahead. | true |
| involves feeling out members of other racial or ethnic groups to evaluate their level of racial tolerance | testing |
| homophobia is higher among African American and Hispanic people than among White people. | double rejection |
| Why is homosexuality considered “un-black”? | Historical records show Europeans created a myth that homosexuality did not exist in Africa. |
| Race is ______through America’s racial taxonomy, which seeks to divide the nation into distinct categories (race imposes itself on you). | marked |
| Race is ____ through hundreds and thousands of practices: gestures, sayings, tastes, ways of walking, religious convictions, opinions, and so forth (you perform race). | made |
| ______ ________ seeks to define the essence of “Mexicanness” or “Arabness” or “Whiteness” by including or excluding certain behaviors; can also be tied directly to one’s history through nationalism, ethnic fraud, and strict cultural guidelines. | Racial Authenticity |
| Which of the following played a major role in remaking the gendered family structure in the United States in the twentieth century? the Great Depression World War I the abolition of slavery the court case Loving v. Virginia | the Great Depression |
| Which of the following groups is least likely to be in an interracial marriage? White people Asian Americans Black Americans Latinos | White people |
| In _______, the Supreme Court ruled antimiscegenation laws unconstitutional in Loving v. Virginia, marking a significant civil rights victory. 1958 1967 1875 1890 | 1967 |
| The % of Americans favoring interracial marriage has: consistently increased, increased & decreased depending on racial climate at the time, stayed stable over time, become polarized, w/liberals in favor and conservatives disapproving. | consistently increased |
| _______ women are the least likely to get married and _______ women are the most likely to get married. Asian American; Black White; Latina Black; Asian American Black; White | Black, Asian American |
| What percentage of Americans under the age of eighteen identify as multiracial? 1 percent 5 percent 10 percent 20 percent | 5% |
| Compared to similar nations, the United States has a relatively low divorce rate. true false | false |
| Which of the following states has the highest percentage of multiracial citizens? California Alaska New York Hawaii | Hawaii |
| What are some of the reasons why such a large proportion of African Americans today never marry? | In poor Black communities, Black women outnumber Black men by sizable margins, many Black men don't have jobs and are deemed "unmarriageable" & many are in prison Some Black men prefer to marry nonblack women, especially White women. |
| What does it mean to say that interracial relationships require “doing the (racial) work”? | To have successful interracial relationships, you must be willing to do the work. You must be willing to engage in cultural labor, broadening your intercultural competence. |
| What are the explanations offered for why the rate of children born to unmarried mothers has increased so drastically? | high rates of imprisonment & poverty; 1/3 of Black fathers have children w/2+ women. Special value is placed on motherhood in the Black community bc it's a symbol of womanhood. Some poor women refuse to marry unless certain the marriage will last. |
| It envisions a world in which race no longer serves as the basis for social stigmatization, discrimination, inequality, or injustice. | color-blind thinking |
| T/F: Color-blindness provides a protective cover for some White people, justifying their privilege while not making them seem racist. | true |
| T/F: Color-blindness does not take entrenched structural racism into account. | true |
| aspires to a world in which all peoples’ inherent dignity as human beings is recognized; envisions a society in which racial diversity is fully taken into account and valued for its own sake. | multiculturalism |
| What are two examples of how racial injustice is rampant? | housing and education |
| What are some ways to make changes at the individual level regarding racial justice? | Change the settings they inhabit with intent of putting themselves in contexts that are more conducive to growth & enriched experience. Engage in deliberate reflection |
| How can you make changes at the interactional level/hold people accountable for racist beliefs? | 1. Take their prejudices seriously, 2. ask people questions, 3. do your homework, 4. don’t turn the conversation into a debate you intend to “win.” |
| How can change be made at the institutional level? | The economy (or workplace), The state (including courts, policing, and prisons), Institutions of cultural production (media and artistic institutions), Civil society (education, religion, and the family), Antidiscrimination laws, Affirmative action |
| How does change take place at the collective level? | Bold reform and transformative social change are brought about (perhaps most consequentially) through public protest. Strikes Sustained boycotts Public demonstrations Civil disobedience Racial uprisings |
| An advocate of which of the following racial ideals would disapprove of affirmative action policies for racial minorities? color-blindness multiculturalism and cosmopolitanism racial democracy the racist aesthetic | color-blindness |
| The goals of the racial democracy ideal are in opposition to the goals of color-blindness and multiculturalism. true false | false |
| An advocate of which of the following racial ideals would focus attention on the lasting racial injustices in housing? color-blindness multiculturalism and cosmopolitanism racial democracy racial justice | racial democracy |
| Advocates of which of the following racial ideals would most likely to find value in experiencing other cultures and broadening their horizons? color-blindness multiculturalism and cosmopolitanism racial democracy change at the interactional level | multiculturalism/cosmopolitanism |
| Which of the following racial ideals do the authors advocate? color-blindness multiculturalism and cosmopolitanism racial democracy collective action | racial democracy |
| Which author wrote about a double consciousness? Herman Melville William Julius Wilson W. E. B. Du Bois Frederick Douglass | WEB duBois |
| Which is an example of how change can be enacted on the institutional level? recognizing & examining your own racist beliefs enacting affirmative action policies diversity training engaging in respectful debate w/person who expressed racist views | enacting affirmative action policies |
| What are the differences between the American ideals of assimilation, hyphenation, and multiculturalism? | assimilation - give up own culture and become like new culture hyphenation - strong ties to original culture and new culture (Irish-American, ex) multiculturalism - all humans' dignity is recognized and racial diversity is valued |
| What are the major weaknesses of both the color-blindness and the multiculturalism agendas? | they both fail to recognize that people are treated unfairly |
| What are the authors’ four main suggestions for confronting a person with racist views? | 1. Take their prejudices seriously, 2. ask people questions, 3. do your homework, 4. don’t turn the conversation into a debate you intend to “win.” |
| What are the major critiques of diversity training as a way to combat racism in the workplace? | focuses on individual attitudes instead of structural/institutional racism |
| Response to racial inequality: Goal: Envisions world where race is no longer a basis for injustice; favors strictly race-neutral approaches. Weakness: Fails to account for entrenched structural racism; can serve as a protective cover for privilege | color-blindness |
| Response to racial inequality: Goal: To recognize dignity of all people & values racial diversity for its own sake. Weakness: Can fail to appreciate people are treated unfairly; can further social divisions by only focusing on "identity", not injustice. | multiculturalism and cosmopolitanism |
| Response to racial inequality: Goal: Recognizes racial injustice is rampant (housing, education, etc.) and seeks a society where all people are recognized in their full humanity. Weakness: none; this is the response the authors advocate | racial democracy |
| The ultimate aim of racial democracy: where people of all racial groups draw returns on societal resources commensurate with the value they themselves have added to them. | racial justice |
| The Four Levels of Pursuing Racial Democracy: Focuses on personal development, self-critique, and changing the contexts you inhabit. ○ Example: Engaging in deliberate reflection to question your own racial assumptions | Individual Level |
| The Four Levels of Pursuing Racial Democracy: Focuses on engaging w/others to challenge racist beliefs and dynamics. ○ Example: Using questioning and rational discussion to confront a person with racist views (rather than seeking to "win" a debate). | Interactional Level |
| The Four Levels of Pursuing Racial Democracy: Focuses on enacting systemic change within major institutions (state, economy, education). ○ Example: Enacting affirmative action policies or strengthening antidiscrimination laws. | Institutional Level |
| The Four Levels of Pursuing Racial Democracy: Focuses on public, organized efforts to demand bold reform and transformative social change. | Collective Action Level |
| Know historical methods of racial domination that harmed nonwhite families, such as: | Separating parents from children (slavery, mass incarceration). ○ Forbidding marriages (antimiscegenation laws). ○ Limiting immigration of spouses/children. |
| Racial Gaps in Marriage Rate: Understand the major reasons cited for differences | Low Black Marriage Rate: diminished pool of "marriageable" Black men (bc of prison boom and disappearance of jobs) & the increased reluctance of Black women to marry if uncertain of success. |
| Reasons for Gaps in Divorce Rate: | ○ High Black Divorce Rate: Attributed to greater spousal dissimilarity, disproportionate impoverishment, & the psychological strain of racism. |
| Concept: Race is "Marked and Made | Marked: Race is imposed on you through America's rigid racial taxonomy; it is ascribed. Made: Race is achieved through practices, gestures, tastes, and opinions; it is performed. Forms the basis of racial identity and interaction. |
| Concept: Intersectional Identity | The idea that a person's identity is composed of multiple intersecting and mutually constitutive features (race, gender, class, sexuality, etc.). Helps move beyond viewing race in isolation. |
| Concept: Racial Authenticity*** | The attempt to define the "essence" of a racial identity by including or excluding certain behaviors or ties to national history. Can be problematic as it restricts the individual's "performance" of identity. |
| Concept: Cultural Labor | The emotional and intellectual work interracial couples or friends must do to broaden their intercultural competence and navigate misunderstandings. A necessary component of many cross-racial relationships. |
| Concept: Testing | The process of "feeling out" members of other racial groups to assess their level of racial tolerance or to reduce anxiety in an interaction. Often causes misunderstandings and frustration in cross-racial communication. |
| Concept: Front Stage/Back Stage | The widening difference between the Front Stage (where you must perform/impress others) and the Back Stage (where you can relax) due to constant racial dynamics. Describes the stress and labor required to navigate society as a marginalized person. |
| List 2 distinct historical disruptions and two distinct non-imprisonment reasons for high divorce/low marriage in nonwhite groups | historical disruptions: Separating parents from children (slavery, mass incarceration). ○ Forbidding marriages (antimiscegenation laws). high divorce/low marriage rate: impoverishment due to lack of jobs and strain of racism on marriage |
| Relate "testing" to "front stage/back stage" | When someone is testing, they are feeling out the level of racial tolerance others hold toward their race. During this process, they may be performing to impress people of other races, which is known as front stage. |
Created by:
aaswell