Question 1

Joe Feagin and Kimberley Ducey write: "For the colonizing Europeans it was not enough just to bleed the world of labor and resources. Most saw themselves as virtuous Christians and felt the need to justify what they were doing for themselves and their descendants." Illustrate Feagin's and Ducey's argument.

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Question 2

Karl Marx and Friedrich Engels long ago pointed out, "the ideas of the ruling class are in every epoch the ruling ideas: i.e. the class, which is the ruling material force of society, is at the same time its ruling intellectual force." Using Marx's and Engels's famous words as your starting point, describe the white racial frame.

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Question 3

The white racial frame has been elaborated and changed somewhat over time. Describe its variations as it has operated over time to rationalize, sustain, and script white power and white privilege.

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Question 4

Discuss the impact of the individualistic Protestant ethic on the framing of virtuous whites and uncivilized others.

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Question 5

In Europe and the Americas, a commonplace European or European American explanation for the exploitation and enslavement of other groups, especially people of African descent, drew on an old myth based on the biblical story of Noah and his sons. Describe this myth.

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Question 6

Explain how the expansion of enslavement and color typing developed side by side, thereby reinforcing each other.

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Question 7

Trace the increasingly used word "white" by colonists who distinguished themselves favorably from "negroes."

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Question 8

Explain how the controlling language in the new nation was that of English colonists and what this meant to early color coding.

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Question 9

Joe Feagin and Kimberley Ducey write: "[T]he anti-black framing was not "out there," but rather in the white mind (brain), and riddled with racialized emotions." Explain.

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Question 10

Discuss how since the colonial era, educational institutions have been critical to the transmission of the dominant anti-black framing.

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Question 11

Describe how since the seventeenth century, white racial framing has justified anti-black oppression and has had a very strong emotional character.

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Question 12

Explain how fear is central to the white-racist framing woven through the system of anti-black oppression.

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Question 13

According to Joel Kovel, why do many whites often react negatively and viscerally to the presence or image of the black body, especially that of black men?

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Question 14

Joe Feagin and Kimberley Ducey write: "Significantly, of the three large-scale systems of social oppression - racism, sexism, and classism - only racism involves the dominant group having a deeply rooted and often obsessively emotional fear of the subordinated group." Explain.

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Question 15

An early analyst noted that the modern racist perspective did not arise out of some "abstract, natural, immemorial feeling of mutual antipathy between groups," but rather grew out of the exploitative relationships of colonialism. Explain.

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Question 16

Describe how by the late 1700s, hierarchical racial relations were increasingly explained in overtly bio-racial terms.

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Question 17

Challenge the argument that "race was, from its inception, a folk classification, a product of popular beliefs about human differences."

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Question 18

Many people have long viewed Immanuel Kant, the leading philosopher of the West, as uncontaminated by racist thought. Explain why this view of Kant is inaccurate.

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Question 19

Describe how from the mid-eighteenth century to the mid-twentieth century, leading scientists developed a scientific view of black Americans and other people of color as innately inferior and thus deserving of subordination.

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Question 20

Discuss how most white scientists of the late eighteenth and nineteenth centuries, while presenting themselves as objective observers, tried to marshal evidence for human differences that the European imperialists' perspective had already decided were important to highlight.

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Quiz 3: The White Racial Frame- a Social Force