Deck 7: Education

Question 1

Multiple studies have concluded which of the following is true regarding individuals with more education compared to those with little education?

A) higher incomes
B) more stable marriages
C) live longer
D) live healthier lives
E) all of these

Answer 1

all of these

Question 2

Christian missionaries did which of the following to American Indian parents in order to get them to send their children to boarding schools?

A) asked them in a polite, culturally sensitive tone
B) offer to provide parents' support
C) threaten to deny food rations
D) subsidize boarding costs
E) offer free religious study

Answer 2

threaten to deny food rations

Question 3

Which of the following is true regarding boarding schools run by either Christian missionaries or the federal government for American Indian children?

A) schools used military-style discipline
B) parental visits were discouraged
C) students are not allowed to speak in their native language
D) punished for singing traditional songs
E) all of these

Answer 3

all of these

Question 4

Your textbook offers which of the following reasons for why whites worked to deny blacks educational opportunities?

A) it would be more difficult to exploit them as cheap labor
B) it would give them access to stable jobs
C) whites would incur a symbolic cost
D) it would give them access to money or maybe power
E) all of these

Question 5

Who referred to education as "the great equalizer"?

A) Booker T. Washington
B) W.E.B. Dubois
C) Horace Mann
D) Gunnar Myrdal
E) Thurgood Marshall

Question 6

Which of the following individuals called blacks' desire for political power a mistake and said that they should not strive for equality with whites?

A) Booker T. Washington
B) W.E.B. Dubois
C) Horace Mann
D) Gunnar Myrdal
E) Thurgood Marshall

Question 7

Who received philanthropic support and political backing to begin a program of industrial education at the Tuskegee Institute he founded in 1880?

A) Booker T. Washington
B) W.E.B. Dubois
C) Horace Mann
D) Gunnar Myrdal
E) Thurgood Marshall

Question 8

Which of the following individuals wrote In the Souls of Black Folk, in which he comments about education and trades?

A) Booker T. Washington
B) W.E.B. Dubois
C) Horace Mann
D) Gunnar Myrdal
E) Thurgood Marshall

Question 9

Who were the "talented tenth"referred to in your textbook chapter?

A) the ten colleges who traditionally only admitted the elite
B) the segment of students the federal government funded for college
C) the segment of workers Booker T. Washington promoted
D) the brightest members of the race who would uplift all blacks
E) the only students admitted by the Ivy League

Question 10

Which of the following, in his capacity as a lawyer, led the NAACP's charge against legalized segregation during the 1930s?

A) Booker T. Washington
B) W.E.B. Dubois
C) Horace Mann
D) Gunnar Myrdal
E) Thurgood Marshall

Question 11

From which of the following court cases did the NAACP employ strategies from, in order to prepare for 1952's Brown v. Board of Education?

A) Mendez v. Westminster
B) Sweat v. Painter
C) Murray v. Maryland
D) Milllikin v. Bradley
E) none of these

Question 12

In what year did the Supreme Court hand down a decision that dismantled the legal basis of racial segregation?

A) 1961
B) 1964
C) 1954
D) 1957
E) 1965

Question 13

What shorthand label was given to the black teenagers selected by the NAACP to desegregate Central High in Arkansas?

A) Talented Tenth
B) Melba Warriors
C) Little Rock Nine
D) Citizens Council Youth
E) Arkansas Able and Equal (AAE)

Question 14

Which of the following concepts could still be found within state-approved textbooks as late as the 1950s?

A) justification for slavery
B) criticism of Reconstruction
C) mourning the fall of the Southern system
D) inflating whites' sense of accomplishments regarding slavery
E) all of these

Question 15

Which of the following is considered a Eurocentric historical account of the United States?

A) Nat Turner's slave revolt
B) the Emancipation Proclamation
C) memoir of an Asian American railroad worker
D) stories from African American sharecroppers
E) diaries of Mexican farm workers in California

Question 16

Which of the following historical events are usually glossed over by Eurocentric historians and is not as well known among the majority of U.S. citizens?

A) the hell of being a slave in the United States
B) anti-immigrant violence and discrimination
C) story of Emmett Till
D) the Indian Wars
E) all of these

Question 17

Which of the following groups are most likely to drop out of high school compared to whites?

A) Native Americans
B) Korean Americans
C) Armenian Americans
D) blacks
E) Japanese Americans

Question 18

Which one of the following would be considered cultural capital within the dominant culture of the United States?

A) knowledge of opera
B) knowledge of art
C) knowledge of classical music
D) knowledge of classics of literature
E) all of these

Question 19

Which of the following would be an example from the "hidden curriculum"?

A) emailing your professor for clarification
B) challenging your grade
C) being recognized by an instructor as being "similar" to them
D) coming to class with specific expectations of instructor
E) all of these

Question 20

According to your textbook, which of the following groups value interdependence, family support, and obligations more than other racial or ethnic groups?

A) whites
B) Hispanics
C) Asians
D) African Americans
E) American Indians

Question 21

Which of the following groups would not be considered an involuntary minority in the United States?

A) African Americans
B) Hispanics
C) Jews and Asians
D) Native Americans
E) none of these

Question 22

Your chapter uses some statistics to show the disparity between different school districts divided by race. In Illinois, only 11% of teachers in majority-white schools scored in the lowest quartile on a state test, whereas, what percentage of teachers scored in the lowest quartile in schools with virtually no white students?

A) 19%
B) 31%
C) 58%
D) 72%
E) 88%

Question 23

Education can both liberate and constrain; it can both open doors for individuals and slam them shut.

Question 24

Discoveries have revealed that some boarding schools punished hundreds if not thousands of American Indian students to death.

Question 25

In the 1930s, John Collier worsened the conditions at Native American boarding schools in his role as Commissioner of Indian Affairs.

Question 26

American Indians did not regain full control over the education of their children until the Civil Rights Era.

Question 27

One of Booker T. Washington's greatest allies was W.E.B. Du Bois, who supported most of Washington's ideas at the time.

Question 28

Neither Washington's industrial education program nor Du Bois's vision of a talented tenth provided the struggling black masses a way to organize against racial domination.

Question 29

Brown v. Board of Education plunged a stake in the heart of legal segregation.

Question 30

School segregation is a direct reflection of residential segregation; our schools today remain separate but unequal.

Question 31

Shelving a book on the United Farm Workers under "Chicano Studies"and not "U.S. History"or a book by author Toni Morrison under "African American Literature"instead of "American Literature"is absurd.

Question 32

Most anthropologists study white culture because they think of it as interesting and exotic.

Question 33

Women of color feminists argue that the defining characteristic of feminist discourse is the assumption that all women experience the same troubles, regardless of race, class, or sexuality.

Question 34

The goal of continually questioning how whiteness pervades our curriculum is to decolonize our disciplinary and pedagogical practices so that education becomes the practice of liberation.

Question 35

Some Latin Americans are raised to think whites are wicked and backstabbing.

Question 36

Whiteness is the only thing which allows a professor to ask a student of color to speak for all members of his or her racial or ethnic group.

Question 37

The majority of Hispanics, unlike other racial and ethnic groups, do not graduate from high school.

Question 38

Mexican American women, especially first-generation Americans, are among the nation's most undereducated groups.

Question 39

The authors believe divorcing structural explanations from cultural ones in the study of educational inequality is an asset in studying its complexity.

Question 40

If one possesses cultural capital, she can exchange it for both educational capital and economic capital.

Question 41

The sum total of one's knowledge of established and revered cultural activities and practices is referred to as social capital.

Question 42

Racial domination gets to decide which cultural practices and knowledge can be cashed in as "capital"and which ones cannot.

Question 43

Social capital has to do with what you know, while cultural capital deals with whom you know.

Question 44

Explaining behavior solely on the basis of individuals' personalities while discounting the importance of structural factors is called the fundamental attribution error.

Question 45

Discuss the connections between residential and school segregation. Rely on data presented in this chapter and previous chapters to lend concrete support of the contemporary disparities by race in both.

Question 46

Think of a European ethnic heritage (Italian, Polish, Irish, etc.) and describe traditional aspects of it. How much of it fits into contemporary U.S. life? Which aspects have changed or adapted? Juxtapose these traditions and changes with that of American Indians. Why do we learn what we learn about their culture in schools? Why do we continue to place expectations on them to preserve a "genuine"era of their culture?

Question 47

Discuss what Bourdieu meant when he wrote, "Taste classifies, and it classifies the classifier."Connect this thought to his notion of cultural capital and how this capital operates in reference to the U.S. educational system.

Question 48

Use your own family and/or your friends to discuss the positive and negative effects familism can have on students' educational success. Be sure to remember to define the term "familism"within your answer.

Question 49

Discuss the origin of and actual stereotype of the "model minority."Draw upon both the statistics in your chapter and your own personal experiences on how these stereotypes affect individuals' identities and everyday interactions with others. Explain the role families can play when dealing with these stereotypes.

Question 50

Answer the three questions posed in your chapter regarding affirmative action. First, define exactly what affirmative action is and what it legally can and cannot do. Then, explain whether affirmative action unfairly handicaps Asians and whites. Finally, discuss whether affirmative action is the right program to eliminate racial inequalities in education.

Question 51

Discuss the pros and cons of moving from a race-based program of affirmative action to one based on class in regards to education.

Question 52

Compare the beliefs of Booker T. Washington with those of W.E.B. Du Bois. Transport the debate and discussion to contemporary problems of race in education. What should we apply and what should we disregard from both men's visions as we continue to tackle the problem of race and education in the twenty-first century?

Question 53

Look back across your education up to this point. Choose three specific instances where whiteness in the curriculum was overwhelming. If you are a white student, how does viewing this curriculum with a sociological imagination now change your perspective of it? For students of color, who felt their own history or knowledge was not represented in these instances, how did it affect your perspective of school?

Question 54

Combining all which was covered in this chapter (history of inequality, whiteness in education, affirmative action, etc.), assume the role of Secretary of Education in the United States. Draft a new plan or design for the U.S. educational system for the twenty-first century that will eliminate racial inequality in the classroom. Be specific when outlining your plan, yet broad enough to account for the various points where race intersects within society.