Question 1

When policies make it difficult for people of color to get bank loans, buy or rent a home in certain areas, using the biopsychosocial model this is a form of racism on what level?
A) Cognitive-affective
B) Social-interpersonal
C) Social-Institutional
D) Cultural

Accepted Answer

Social-Institutional racism involves policies and practices within and across institutions that, intentionally or not, produce outcomes that chronically favor or put a racial group at a disadvantage. Policies making it difficult for people of color to access financial services or housing are examples of such institutional barriers.

Question 2

It can be argued that microaggressions occur because the practices and norms are so commonplace, thus acting on the __________ level of the Biopsychosocial model.
A) Cognitive-affective
B) Social-interpersonal
C) Social-institutional
D) Cultural

Accepted Answer

Microaggressions are often embedded in cultural norms and practices, making them a part of the cultural level of the Biopsychosocial model.

Question 3

Neville and her colleagues (2013) discussed color-blind racial ideology (CBRI), which comprises two dimensions:
A) color consciousness and color unconsciousness.
B) color evasion and power evasion.
C) White identity and ethnic identity.
D) White privilege and male privilege.

Accepted Answer

Neville and her colleagues (2013) discussed color-blind racial ideology (CBRI) as comprising two dimensions: color evasion and power evasion. This concept refers to the idea of ignoring or pretending not to see race and the systemic power imbalances that exist due to racial differences.

Question 4

Color-blind racial ideology (CBRI) is a process where individuals attempt to
A) intensify racial differences in order to create equality.
B) compare color blindness with color consciousness.
C) minimize the importance of color and power.
D) consider color, then treat individuals accordingly.

Accepted Answer

Color-blind racial ideology (CBRI) involves minimizing or negating the importance of race and power differences in society, often under the guise of treating everyone "equally" without regard to race.

Question 5

E. J. R. David and his colleagues have discussed internalized oppression, particularly among Filipino Americans. A major motivation for this form of oppression is
A) when individuals try to "fit in" with the majority population.
B) an assertion of the injustice of colonization.
C) an intellectual understanding of how racism works.
D) how the majority tries to instill feelings into the minority.

Accepted Answer

Internalized oppression among Filipino Americans, as discussed by E. J. R. David and his colleagues, often stems from individuals attempting to "fit in" with the majority population. This involves adopting the majority's norms, values, and behaviors, sometimes at the expense of one's own cultural identity.

Question 6

Sue and his colleagues have studied racial microaggressions. These are
A) a build-up of elbowing, pushing, etc., that can cause long-term physical pain.
B) small slights or offenses that are mostly intentionally inflicted.
C) small slights or offenses that are mostly unintentionally inflicted.
D) exaggerations of hurts due to victimization mentality.

Accepted Answer

Racial microaggressions are typically defined as small slights or offenses that, although often unintentional, can have a significant impact on the individuals who experience them. They are not usually about physical interactions or intentional harm, nor are they about exaggerations of victimization.

Question 7

All of the following are forms of microaggressions except
A) microassaults.
B) microinsults.
C) microinvalidations.
D) micropersecutions.

Accepted Answer

Microaggressions are subtle, often unintentional, forms of prejudice or discrimination. They include microassaults, microinsults, and microinvalidations, but "micropersecutions" is not a recognized category within the framework of microaggressions.

Question 8

Hernandez and colleagues (2010) examined people of color who have encountered microaggressions. Their conclusion was that when one is confronted with a microaggression, one should
A) address it immediately so that everyone can learn from the experience.
B) ignore it so as to not disrupt the environment.
C) remember the offense and "blow off steam" with other people of color later.
D) decide how to cope with the microaggression depending upon the situation.

Accepted Answer

Hernandez and colleagues (2010) suggest that individuals should decide how to cope with a microaggression based on the specific situation, indicating that responses should be tailored to the context rather than following a one-size-fits-all approach.

Question 9

Sean's narrative, where he discussed how a mayor built too many schools in predominantly Black areas of his city in order to keep Blacks from entering schools in White areas, was an illustration of
A) overt racism.
B) covert racism.
C) covert, intentional racism.
D) covert, unintentional racism.

Accepted Answer

The narrative illustrates covert, intentional racism because the mayor's actions were deliberately aimed at segregating educational opportunities based on race, but were done in a manner that might not be immediately obvious as racist without understanding the intent behind the actions.

Question 10

Sommers et al. (2006) discussed the press coverage in the aftermath of Hurricane Katrina in August 2005. They used examples such as White survivors "finding food" but Black survivors "looting" as examples of
A) overt racism.
B) covert racism.
C) covert, intentional racism.
D) covert, unintentional racism.

Accepted Answer

Sommers et al. (2006) highlighted how media coverage used different language for similar actions based on race, which reflects covert, unintentional racism as it reveals underlying biases without overtly racist intent.

Question 11

McIntosh (1988, 1995) discussed how she knows that if she were to turn on the television, she would be confident of seeing people of her race depicted in a wide variety of roles. She called this kind of fact of American life
A) a reflection bias.
B) White privilege.
C) racial profiling.
D) the mirror effect.

Accepted Answer

McIntosh (1988, 1995) referred to this phenomenon as "White privilege," highlighting the systemic advantages that white people benefit from in society, such as seeing their race widely represented in media.

Question 12

Latasha, a Black woman, is asked by her professor what Blacks think about a topic in class, whereas Emily, a White woman, is merely asked what she thinks. Emily is benefiting from
A) female privilege.
B) White privilege.
C) discrimination.
D) racial profiling.

Accepted Answer

Emily is benefiting from White privilege because she is not being singled out or stereotyped based on her race, unlike Latasha, who is asked to speak on behalf of all Black people.

Question 13

Lau's story about her two-year-old Vietnamese American niece wanting a doll for her birthday was an example of
A) how to reinforce children's own identities.
B) how learning can take place in any setting.
C) how early Whiteness is reinforced in children.
D) how a variety of selections make children happy.

Accepted Answer

Lau's story illustrates how societal norms and preferences, such as Whiteness, can be internalized by children from a very young age, influencing their choices and perceptions.

Question 14

Heterosexual couples can walk down the street hand-in-hand or arm-in-arm, whereas homosexual couples generally don't do this. This can be an example of
A) heterosexual privilege.
B) homosexual privilege.
C) homosexual modesty.
D) sexism.

Accepted Answer

This is an example of heterosexual privilege, where heterosexual couples can publicly display affection without fear of harassment or discrimination, a privilege not always extended to homosexual couples.

Question 15

Those individuals who are willing to give up some of their power to help those on the downside of power are referred to as
A) bridgers.
B) power brokers.
C) sympathizers.
D) allies.

Accepted Answer

Allies are individuals who support and stand up for the rights and dignity of others, often using their own positions of privilege or power to advocate for those who are marginalized or oppressed.

Question 16

Kelsey's narrative about how her 11-year-old brother filed a formal complaint against his teacher because his teacher was treating a Latino student unfairly is an example of
A) how an ally can make a difference.
B) how racist many teachers are.
C) aversive racism, and her brother felt aversive about the incident.
D) White privilege.

Accepted Answer

Kelsey's narrative illustrates the concept of allyship, where her brother took action to support a Latino student who was being treated unfairly, demonstrating how an ally can make a difference in challenging and addressing discriminatory behaviors.

Question 17

Delinda's narrative about how she intervenes whenever gays and lesbians are put down indicate that she is
A) an advocate.
B) a troublemaker.
C) an ally.
D) reacting against homophobia.

Accepted Answer

The answer of Delinda's narrative about how she intervenes whenever...

Question 18

Boatright-Horowitz and Soeung (2009) found that those professors who taught about White privilege were
A) rated higher by students.
B) rated lower by students.
C) tenured professors who were not concerned about ratings.
D) untenured professors who were inexperienced.

Accepted Answer

Boatright-Horowitz and Soeung (2009) discovered that professors who taught about White privilege were rated lower by students, indicating a potential discomfort or disagreement with the subject matter among the students, which negatively impacted their evaluations of the professors.

Quiz 6: Stereotyping, Prejudice

When policies make it difficult for people of color to get bank loans, buy or rent a home in certain areas, using the biopsychosocial model this is a form of racism on what level?

It can be argued that microaggressions occur because the practices and norms are so commonplace, thus acting on the __________ level of the Biopsychosocial model.

Neville and her colleagues (2013) discussed color-blind racial ideology (CBRI) , which comprises two dimensions:

Color-blind racial ideology (CBRI) is a process where individuals attempt to

E. J. R. David and his colleagues have discussed internalized oppression, particularly among Filipino Americans. A major motivation for this form of oppression is

Sue and his colleagues have studied racial microaggressions. These are

All of the following are forms of microaggressions except

Hernandez and colleagues (2010) examined people of color who have encountered microaggressions. Their conclusion was that when one is confronted with a microaggression, one should

Sean's narrative, where he discussed how a mayor built too many schools in predominantly Black areas of his city in order to keep Blacks from entering schools in White areas, was an illustration of

Sommers et al. (2006) discussed the press coverage in the aftermath of Hurricane Katrina in August 2005. They used examples such as White survivors "finding food" but Black survivors "looting" as examples of

McIntosh (1988, 1995) discussed how she knows that if she were to turn on the television, she would be confident of seeing people of her race depicted in a wide variety of roles. She called this kind of fact of American life

Latasha, a Black woman, is asked by her professor what Blacks think about a topic in class, whereas Emily, a White woman, is merely asked what she thinks. Emily is benefiting from

Lau's story about her two-year-old Vietnamese American niece wanting a doll for her birthday was an example of

Heterosexual couples can walk down the street hand-in-hand or arm-in-arm, whereas homosexual couples generally don't do this. This can be an example of

Those individuals who are willing to give up some of their power to help those on the downside of power are referred to as

Kelsey's narrative about how her 11-year-old brother filed a formal complaint against his teacher because his teacher was treating a Latino student unfairly is an example of

Delinda's narrative about how she intervenes whenever gays and lesbians are put down indicate that she is

Boatright-Horowitz and Soeung (2009) found that those professors who taught about White privilege were