Deck 6: Diversity and Equity: Schooling and African Americans

Question 1

Critically analyze W.E.B. Du Bois's criticism of Booker T. Washington's social and educational proposals for African Americans. Note that this question does not ask you to compare and contrast the educational visions of each of these men but rather to examine Washington's proposals through the lens of Du Bois's perspective.

Answer 1

No answer

Question 2

As evidenced in the text, during the Reconstruction period, Black communities were in many ways more successful at providing for public education than white communities. With this in mind, consider the notion that, if given the opportunity, "disadvantaged" populations may well be able to meet their own educational needs. Further, consider the idea that "advantaged" populations, acting in a liberal, paternalist model, may contribute negatively to the position of the "disadvantaged." What do you think? Can you identify any evidence that would support these ideas? What are the implications of these notions for education today?

Answer 2

No answer

Question 3

Discuss the development of education in the South during the Reconstruction era and the decade following its end.

Answer 3

No answer

Question 4

Describe and evaluate the educational ideals and practices at Tuskegee and Hampton institutes.

Question 5

The Reconstruction period

A) was perceived as an interruption in the working out of the place of free African Americans in the South.
B) saw the emergence of racially hostile southern "rifle clubs."
C) was a time of major economic depression in the South.
D) All of these answers are correct.

Question 6

During the "period of redemption," there was a significant decline in the status previously achieved by Blacks in the Reconstruction period. This was carried out through

A) state and federal legal decisions.
B) extra-legal movements.
C) the withdrawal of federal troops from the South.
D) All of these answers are correct.

Question 7

Which of the following acted as a deadly blow to the political participation of Blacks in Mississippi in the late 1800s?

A) The enforcement of the Fourteenth and Fifteenth Amendments
B) Northern military presence in Mississippi
C) The implementation of "convict lease" programs
D) Literacy and poll-tax requirements for voting

Question 8

Which of the following was a key factor that protected the continued development of education in Black communities during the end of Reconstruction?

A) The removal of poll-tax requirements for voting
B) The fact that township trustees were allowed to fund Black schools at a higher level than White schools
C) The transfer of public school funds to local White school authorities
D) The fact that Black people could still vote

Question 9

In the name of equality and justice, Alabama and other southern states sought to provide school funding that was

A) apportioned to Black schools and white schools according to the number of students enrolled.
B) apportioned in favor of white schools.
C) roughly equivalent for both types of schools.
D) All of these answers are correct.

Question 10

In the southern states during Reconstruction, advances in African Americans' access to formal schooling came largely from

A) church groups, missionaries, and humanitarian reformers who brought to the former slaves a desire for education.
B) efforts of the North to bring the South into compliance with the new U.S. educational policies.
C) an extension of the educational efforts Blacks themselves developed during slavery.
D) All of these answers are correct.

Question 11

The gains made in public schooling by southern Blacks during Reconstruction came as a direct result of

A) Blacks' active political participation.
B) federal troops' enforcement of Blacks' civil rights.
C) an increase in democratic sentiments in the South.
D) All of these answers are correct.

Question 12

Which of the following is true of Samuel Chapman Armstrong's views about race?

A) He likened the White races to children who must be trained before they can be educated.
B) He believed that the darker races were civilized and superior.
C) He sought to completely eliminate the division of the human race.
D) He believed that the darker races were incapable of political leadership.

Question 13

Although former slaves and other African Americans were given the right to vote by the Fifteenth Amendment, many of the educational gains they had achieved were eroded or lost in the period following Reconstruction. This can be traced to

A) an increase in Blacks' political participation.
B) decreasing Black interest in formal education.
C) a lowering of Blacks' power to exert political influence.
D) All of these answers are correct.

Question 14

Losing ground during the period of redemption, southern Blacks

A) continued their efforts to provide education for their children.
B) tended to give up their desire for equality.
C) focused primarily on economic gains.
D) All of these answers are correct.

Question 15

During the period of redemption, African American educational efforts largely stemmed from

A) a continuation of their traditional desire for education.
B) a new awareness that education was the key to economic success.
C) enlisting the cooperation of monied whites.
D) All of these answers are correct.

Question 16

Prior to the Civil War, there was little or no formal schooling provided for southern Blacks. This reflects

A) social Darwinist ideology.
B) economic imperatives of the South.
C) deprivation of Black people's civil rights.
D) All of these answers are correct.

Question 17

Booker T. Washington's "Atlanta Compromise" speech calling for the advancement of public education was made as

A) an argument aligned with the human capital theory.
B) an economic justification for the education of Blacks.
C) a call to bring Blacks into useful employment.
D) All of these answers are correct.

Question 18

A statue of Booker T. Washington is said to portray him as "lifting the veil of ignorance from the Negro race." This reflects

A) the historical consensus on Washington's contribution.
B) social Darwinism.
C) the power of myth in history.
D) All of these answers are correct.

Question 19

During Booker T. Washington's time, the prevailing explanation for the unequal distribution of wealth and power

A) did not take into account the effects of institutionalized racism.
B) was supported by a social Darwinist theory of evolution.
C) was based on white experience in organizing society.
D) All of these answers are correct.

Question 20

Booker T. Washington made the statement "the Indian refused to submit and to learn the white man's ways. The result is that American Indians have disappeared. The Negro, wiser and more enduring than the Indian, patiently endured slavery [and therefore has] a civilization vastly greater than that of the Indian." This statement reflects Washington's belief(s) that

A) the people of both of these groups survived only to the extent that they fulfilled the economic needs of the society.
B) slavery had been mostly beneficial for the slaves.
C) Blacks were inherently superior to American Indians.
D) All of these answers are correct.

Question 21

The "Mississippi Plan" was significant in that

A) it used a constitutional convention to achieve its ends.
B) it became a model for other Southern states to establish voting rights for Blacks.
C) it was declared unconstitutional in 1989.
D) None of these answers is correct.

Question 22

Which of the following is true about the Reconstruction era?

A) The percentage of white children enrolled in school exceeded the percentage of Black children enrolled in school.
B) The average monthly pay for white teachers exceeded the pay for Black teachers.
C) On average, white children attended school more days than Black children.
D) On average, Blacks earned more than Whites in 18 counties.

Question 23

Which of the following styles of leadership did Booker T. Washington subscribe to?

A) Accommodationist
B) Autocratic
C) Transformational
D) Democratic

Question 24

Which of the following did Booker T. Washington do for the race problems in the United States?

A) He counseled Black people to enter politics.
B) He encouraged his faculty and students to speak out against racial injustice.
C) He counseled Black people to agitate for civil rights.
D) He encouraged Black people to earn civil rights through industrial education.

Question 25

Viewing citizenship as something earned by achieving a certain level of education

A) runs counter to American constitutional guarantees.
B) accords with American democratic principles.
C) would benefit all citizens equally.
D) All of these answers are correct.

Question 26

Booker T. Washington believed that respect and first-class citizenship would come to Blacks in proportion to their accumulation of property, education, and good jobs. His own life seemed to prove this. His belief, however, overlooks

A) the contribution his accommodationist policies had toward his success.
B) the uniqueness of his experiences.
C) the existence of institutionalized racism in his own time.
D) All of these answers are correct.

Question 27

Du Bois advocated

A) assimilation.
B) protest.
C) self-assertion.
D) All of these answers are correct.

Question 28

"Education to meet the needs of group differences" has traditionally been attempted under the stated or implied claim that

A) each child's development requires an individualized curriculum.
B) having the same expectations for all children is unfair.
C) certain groups can benefit from education more than other groups can.
D) All of these answers are correct.

Question 29

Du Bois criticized Washington's goals for education on the grounds that

A) effective economic progress is unlikely if civil and political rights are restricted.
B) economic progress is not an appropriate goal for education.
C) it would not increase Blacks' access to formal schooling.
D) All of these answers are correct.

Question 30

Unlike William E.B. Du Bois, Booker T. Washington

A) encouraged African Americans to acquire vocational education.
B) organized public protest.
C) called for legal action against racist institutions.
D) criticized the tacit acceptance of the oppression of African Americans.

Question 31

Booker T. Washington developed a seemingly logical explanation of racial inequality in the United States. Which of the following did he see as a way to overcome racial and class discrimination?

A) Racial evolution: Washington believed that inequality was the natural order of evolutionary laws. Given time, equality would be achieved, as the "darker semi-barbarous races became more civilized."
B) Politics: Washington was a strong advocate for giving the vote to African Americans. Only then could discrimination be overcome as African Americans formulated laws in their favor.
C) Economic development and industrial education: Washington viewed these as the entering wedge for solving the race problem because material prosperity was the real basis of civil and political equality.
D) Economic development and industrial education, along with racial evolution: Washington viewed economic development and industrial education as the entering wedge for solving the race problem because material prosperity was the real basis of civil and political equality. He also believed that inequality was the natural order of evolutionary laws. Given time, equality would be achieved, as the "darker semi-barbarous races became more civilized."

Question 32

What was the main purpose of the race-evolution theory?

A) To prove that whites were in fact inferior because of their genetic makeup
B) To prove that African Americans were "dangerous to the country in proportion to their numbers"
C) To alert African Americans about the need to demand their political rights, civil rights, and higher education
D) To provide a rational explanation of the unequal distribution of wealth and political power among racial groups

Question 33

Which of the following changes did Macon County's Black population witness during Washington's career as the head of Tuskegee Institute?

A) It decreased from 81 percent of the county's population in 1880 to 78 percent in 1910.
B) It increased from 21 percent of the county's population in 1880 to 36 percent in 1910.
C) It decreased from 47 percent of the county's population in 1880 to 42 percent in 1910.
D) It increased from 74 percent of the county's population in 1880 to 85 percent in 1910.

Question 34

Du Bois believed that Washington asked African Americans to give up three things to survive. Which of the following does not qualify as one of those things?

A) Political power
B) Higher education
C) Factory employment
D) Civil rights

Question 35

Du Bois believed that Washington's message contributed to three movements that had a negative effect on African Americans. Which of the following is not one of those movements?

A) The steady withdrawal of aid from institutions for the higher training of African Americans
B) An increase in the number of African American businessmen and property owners
C) The legal creation of a distinct status of civil inferiority for African Americans
D) The disfranchisement of African Americans

Question 36

What are the three things that Washington believed would allow African Americans to succeed?

A) The right to vote, civil equality, and vocational education
B) Civil equality, education for youth, and vocational education
C) Vocational education, education of youth, and the right to vote
D) The right to vote, civil equality, and education for youth

Question 37

What was part of Washington's solution to the oppression of Blacks?

A) African Americans should not agitate for civil rights.
B) The Thirteenth Amendment should be abandoned.
C) Higher education should be provided for the "talented tenth."
D) None of these answers is correct.

Question 38

The constitution framed by the Black belt redeemers in 1875 legally required

A) racial segregation in schools.
B) a change in the governance of public education, putting control in African American hands.
C) more money to be allocated to white schools.
D) None of these answers is correct.

Question 39

Which of the following things did Du Bois believe in?

A) Higher education for Blacks
B) Vocational education as a route to African American equality
C) The acceptability of separate but equal facilities, as long as they are truly equal
D) The necessity of illegal actions against racist institutions

Question 40

What did Reconstruction mean to the political-economic dimensions of the South?

A) Radical changes
B) Tensions throughout the South
C) Dramatic change in the political life of Black southerners
D) All of these answers are correct.

Question 41

Which of the following is not true of Booker T. Washington?

A) He emphasized a work ethic and industrial education for African Americans.
B) His era and ideas ran counter to the parallel development of education for African Americans in the South.
C) He believed his educational goals for African Americans would help them to attain civil rights and equality.
D) His approach to education tended to protect African American students from southern racism.

Question 42

Which of the following is true about Booker T. Washington and W.E.B. Du Bois?

A) Both of their educational perspectives reflected similar conflicts among educational thinkers throughout the country.
B) Both believed that assimilation through self-assertion of individual and social rights was important.
C) Both were born into slavery.
D) None of these answers is correct.

Question 43

Although Washington's philosophy of education for African Americans did seem progressive in comparison to other leaders' in the era of the late 19th and early 20th century, his approaches

A) were acceptable to the white power structure of the time.
B) reflected his ability to raise the consciousness and awareness of his people.
C) reflected his ability to help his people see their political oppression and be able to resist it.
D) All of these answers are correct.