, TESTBANK for Race, Class, and Gender
Intersections and Inequalities , 11th Edition
Margaret L. Andersen
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
,Name: Class: Date:
Reading 1 - Age, Race, Class and Sex by Audre Lorde
1. According to Lorde, we tend to speak not of human difference, but of human _______________.
a. aggression
b. frustration
c. similarity
d. deviance
ANSWER: d
2. Lorde says that _______________ is the most economical art form.
a. painting
b. photography
c. poetry
d. prose
ANSWER: c
3. What excuses are often used for why literature by women of Color is NOT taught in college classes?
a. The literature can only be taught by women of Color.
b. The literature is too difficult to understand.
c. The experiences presented are “too different.”
d. All of these choices are correct.
ANSWER: d
4. According to Lorde, _______________ are tricked into joining the oppressor by believing they can share
power.
a. White women
b. Black women
c. Jewish women
d. Hispanic women
ANSWER: a
5. In Lorde’s article, she argues that the need for unity is often misrepresented as a need for _______________.
a. oppression
b. equality
c. homogeneity
d. heterogeneity
ANSWER: c
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,Name: Class: Date:
Reading 2 - Label Us Angry by Jeremiah Torres
1. What hurt Carlos more than the mace or the night he spent in the juvenile detention center?
a. racist labels
b. a police beating
c. the reactions of his parents
d. his conscience
ANSWER: a
2. The author believes the police questioned him and Carlos about possible gang membership because
_______________.
a. the police thought the White men who attacked Carlos and his friend might have been in a gang
b. the police saw gang insignias tattooed on the boys’ bodies
c. among the hundreds of thousands of Filipino youth living in Palo Alto at that time, many thousands were
known to be in gangs
d. the police made a racist assumption that young Asian men are likely to be gang members
ANSWER: d
3. According to the author, what made the incident at the traffic light racist?
a. the angry gestures of the White passenger
b. the fact that the author and his friends were Filipino
c. the use of mace
d. the particular labels the White men used to describe Carlos and his friend
ANSWER: d
4. The author tried to channel his anger by _______________.
a. writing about it
b. fighting back with violence
c. hating White people
d. dropping out of school and joining a gang
ANSWER: a
5. After high school Carlos _______________.
a. became a career criminal
b. went to college at Berkeley
c. attacked the White men who had maced him
d. is not discussed in the article
ANSWER: b
6. From the author’s viewpoint, which “assault with intent to hurt” caused the most lasting damage to its intended
victim?
a. the spraying of mace
b. the hurling of the quarter
c. the use of racial labels
d. the court proceedings
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,Name: Class: Date:
Reading 2 - Label Us Angry by Jeremiah Torres
ANSWER: c
7. What kind of racism does the author identify as most prominent in this story?
a. covert
b. institutionalized
c. overt
d. structural
ANSWER: c
Copyright Cengage Learning. Powered by Cognero. Page 2
,Name: Class: Date:
Reading 3 - It Looks Like a Demon by Hawley and Flint
1. According to Hawley and Flint, _______________ depictions of Black masculinity have been used to justify state-
sanctioned violence against Black men and boys.
a. alternative
b. animalistic
c. anatomical
d. anachronistic
ANSWER: b
2. According to Hawley and Flint, Black boys and youth become targets of violence because they are
_______________.
a. less mature than their White peers
b. more likely than White peers to own firearms
c. less likely than White peers to be viewed as children
d. more likely than White peers to practice traditional spirituality
ANSWER: c
3. The author tried to channel his anger by _______________.
a. writing about it
b. fighting back with violence
c. hating White people
d. dropping out of school and joining a gang
ANSWER: a
4. According to the author, what made the incident at the traffic light racist?
a. the angry gestures of the White passenger
b. the fact that the author and his friends were Filipino
c. the use of mace
d. the particular labels the White men used to describe Carlos and his friend
ANSWER: d
5. After high school Carlos _______________.
a. became a career criminal
b. went to college at Berkeley
c. attacked the White men who had maced him
d. is not discussed in the article
ANSWER: b
6. From the author’s viewpoint, which “assault with intent to hurt” caused the most lasting damage to its intended
victim?
a. the spraying of mace
b. the hurling of the quarter
c. the use of racial labels
d. the court proceedings
Copyright Cengage Learning. Powered by Cognero. Page 1
,Name: Class: Date:
Reading 3 - It Looks Like a Demon by Hawley and Flint
ANSWER: c
7. What kind of racism does the author identify as most prominent in this story?
a. covert
b. institutionalized
c. overt
d. structural
ANSWER: c
Copyright Cengage Learning. Powered by Cognero. Page 2
,Name: Class: Date:
Reading 4 - The Persistence of White Nationalism in America by Joe Feagin
1. White nationalism in the United States _______________.
a. is a radically deviant ideology, supported only by a small fringe of extremists
b. was eradicated with the 1960s Civil Rights Act
c. is inconsistent with the “American values” of the nation’s founders
d. is a systemic continuation of a long history of White racism
ANSWER: d
2. Legally imposed racial discrimination _______________.
a. characterizes over 80% of U.S. history
b. ended when slavery was abolished
c. was never the intent of U.S. founding documents or political institutions
d. only affects Black Americans, not other racial groups
ANSWER: a
3. Most White Americans today _______________.
a. agree with Black Americans about the extent of racial discrimination
b. hold a dominant racial framing that is consistent with White racist ideologies, even if they don’t subscribe
to extreme hate rhetoric
c. have rejected the racist attitudes that fuel White nationalist hate groups
d. understand the White racist history of the United States and its deep and continuing systemic effects
ANSWER: b
4. Contemporary White nationalist groups recruit members and spread racist ideology through _______________.
a. hate-based internet websites
b. social media
c. video games
d. all of these choices
ANSWER: d
Copyright Cengage Learning. Powered by Cognero. Page 1
,Name: Class: Date:
Reading 5 - Racial Formation by Omi and Winant
1. _______________ involves historically situated social projects in which groups are defined in racial terms and
organized within structures of power.
a. Racist propaganda
b. Racial formation
c. Social Darwinism
d. Equal rights
ANSWER: b
2. The court case of Susie Phipps, who sued the Louisiana Bureau of Vital Records in 1982 to change her racial
classification, illustrates that _______________.
a. skin color determines race
b. race is a fixed reality that cannot be altered by legal designations
c. the social meanings of race are constantly being transformed by political struggle
d. race is less important now than it was in the past
ANSWER: c
3. Omi and Winant define race as a concept that signifies and symbolizes _______________ by referring to
_______________.
a. social conflicts and interests; different types of human bodies
b. underlying genetic differences; skin colors
c. cultural identities; immutable physical traits
d. superiority and inferiority; geographic locations of origin
ANSWER: a
4. According to Omi and Winant, we should think of race as a(n) _______________.
a. fixed and immutable element of human biology
b. illusion we need to overcome
c. element of social structure
d. misconception left over from the past
ANSWER: c
5. Omi and Winant use the term _______________ to describe how cultural representations and racial meanings are
connected to the racial organization of social structures and everyday experiences.
a. racial projects
b. populist diatribes
c. hate speech
d. policy proposals
ANSWER: a
6. Omi and Winant explain that racial projects can occur at various analytical dimensions. Which of the following is
an example of a racial project that is a macro-level social process?
a. microaggressions in everyday interaction
b. discriminatory hiring practices by managers
Copyright Cengage Learning. Powered by Cognero. Page 1
, Name: Class: Date:
Reading 5 - Racial Formation by Omi and Winant
c. identity formation processes for biracial children
d. policy debates about affirmative action
ANSWER: d
7. Omi and Winant explain that racial projects can occur at various analytical dimensions. Which of the following
would be an example of a micro-level racial project?
a. microaggressions among students in classrooms
b. discriminatory hiring practices by managers
c. how parents talk to children about race
d. all of these choices
ANSWER: d
8. Omi and Winant describe “neoconservative” and “liberal” arguments about public policy to illustrate that
_______________.
a. racial projects are mere matters of rhetoric and have no bearing on people’s lived experience
b. racial projects exist in a definite historical context and are descended from earlier conflicts about race
c. racial projects represent stable and unchanging partisan views that are disconnected from the evolving
realities of race
d. mainstream political debate is the only place that racial projects take place
ANSWER: b
Copyright Cengage Learning. Powered by Cognero. Page 2
Intersections and Inequalities , 11th Edition
Margaret L. Andersen
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
,Name: Class: Date:
Reading 1 - Age, Race, Class and Sex by Audre Lorde
1. According to Lorde, we tend to speak not of human difference, but of human _______________.
a. aggression
b. frustration
c. similarity
d. deviance
ANSWER: d
2. Lorde says that _______________ is the most economical art form.
a. painting
b. photography
c. poetry
d. prose
ANSWER: c
3. What excuses are often used for why literature by women of Color is NOT taught in college classes?
a. The literature can only be taught by women of Color.
b. The literature is too difficult to understand.
c. The experiences presented are “too different.”
d. All of these choices are correct.
ANSWER: d
4. According to Lorde, _______________ are tricked into joining the oppressor by believing they can share
power.
a. White women
b. Black women
c. Jewish women
d. Hispanic women
ANSWER: a
5. In Lorde’s article, she argues that the need for unity is often misrepresented as a need for _______________.
a. oppression
b. equality
c. homogeneity
d. heterogeneity
ANSWER: c
Copyright Cengage Learning. Powered by Cognero. Page 1
,Name: Class: Date:
Reading 2 - Label Us Angry by Jeremiah Torres
1. What hurt Carlos more than the mace or the night he spent in the juvenile detention center?
a. racist labels
b. a police beating
c. the reactions of his parents
d. his conscience
ANSWER: a
2. The author believes the police questioned him and Carlos about possible gang membership because
_______________.
a. the police thought the White men who attacked Carlos and his friend might have been in a gang
b. the police saw gang insignias tattooed on the boys’ bodies
c. among the hundreds of thousands of Filipino youth living in Palo Alto at that time, many thousands were
known to be in gangs
d. the police made a racist assumption that young Asian men are likely to be gang members
ANSWER: d
3. According to the author, what made the incident at the traffic light racist?
a. the angry gestures of the White passenger
b. the fact that the author and his friends were Filipino
c. the use of mace
d. the particular labels the White men used to describe Carlos and his friend
ANSWER: d
4. The author tried to channel his anger by _______________.
a. writing about it
b. fighting back with violence
c. hating White people
d. dropping out of school and joining a gang
ANSWER: a
5. After high school Carlos _______________.
a. became a career criminal
b. went to college at Berkeley
c. attacked the White men who had maced him
d. is not discussed in the article
ANSWER: b
6. From the author’s viewpoint, which “assault with intent to hurt” caused the most lasting damage to its intended
victim?
a. the spraying of mace
b. the hurling of the quarter
c. the use of racial labels
d. the court proceedings
Copyright Cengage Learning. Powered by Cognero. Page 1
,Name: Class: Date:
Reading 2 - Label Us Angry by Jeremiah Torres
ANSWER: c
7. What kind of racism does the author identify as most prominent in this story?
a. covert
b. institutionalized
c. overt
d. structural
ANSWER: c
Copyright Cengage Learning. Powered by Cognero. Page 2
,Name: Class: Date:
Reading 3 - It Looks Like a Demon by Hawley and Flint
1. According to Hawley and Flint, _______________ depictions of Black masculinity have been used to justify state-
sanctioned violence against Black men and boys.
a. alternative
b. animalistic
c. anatomical
d. anachronistic
ANSWER: b
2. According to Hawley and Flint, Black boys and youth become targets of violence because they are
_______________.
a. less mature than their White peers
b. more likely than White peers to own firearms
c. less likely than White peers to be viewed as children
d. more likely than White peers to practice traditional spirituality
ANSWER: c
3. The author tried to channel his anger by _______________.
a. writing about it
b. fighting back with violence
c. hating White people
d. dropping out of school and joining a gang
ANSWER: a
4. According to the author, what made the incident at the traffic light racist?
a. the angry gestures of the White passenger
b. the fact that the author and his friends were Filipino
c. the use of mace
d. the particular labels the White men used to describe Carlos and his friend
ANSWER: d
5. After high school Carlos _______________.
a. became a career criminal
b. went to college at Berkeley
c. attacked the White men who had maced him
d. is not discussed in the article
ANSWER: b
6. From the author’s viewpoint, which “assault with intent to hurt” caused the most lasting damage to its intended
victim?
a. the spraying of mace
b. the hurling of the quarter
c. the use of racial labels
d. the court proceedings
Copyright Cengage Learning. Powered by Cognero. Page 1
,Name: Class: Date:
Reading 3 - It Looks Like a Demon by Hawley and Flint
ANSWER: c
7. What kind of racism does the author identify as most prominent in this story?
a. covert
b. institutionalized
c. overt
d. structural
ANSWER: c
Copyright Cengage Learning. Powered by Cognero. Page 2
,Name: Class: Date:
Reading 4 - The Persistence of White Nationalism in America by Joe Feagin
1. White nationalism in the United States _______________.
a. is a radically deviant ideology, supported only by a small fringe of extremists
b. was eradicated with the 1960s Civil Rights Act
c. is inconsistent with the “American values” of the nation’s founders
d. is a systemic continuation of a long history of White racism
ANSWER: d
2. Legally imposed racial discrimination _______________.
a. characterizes over 80% of U.S. history
b. ended when slavery was abolished
c. was never the intent of U.S. founding documents or political institutions
d. only affects Black Americans, not other racial groups
ANSWER: a
3. Most White Americans today _______________.
a. agree with Black Americans about the extent of racial discrimination
b. hold a dominant racial framing that is consistent with White racist ideologies, even if they don’t subscribe
to extreme hate rhetoric
c. have rejected the racist attitudes that fuel White nationalist hate groups
d. understand the White racist history of the United States and its deep and continuing systemic effects
ANSWER: b
4. Contemporary White nationalist groups recruit members and spread racist ideology through _______________.
a. hate-based internet websites
b. social media
c. video games
d. all of these choices
ANSWER: d
Copyright Cengage Learning. Powered by Cognero. Page 1
,Name: Class: Date:
Reading 5 - Racial Formation by Omi and Winant
1. _______________ involves historically situated social projects in which groups are defined in racial terms and
organized within structures of power.
a. Racist propaganda
b. Racial formation
c. Social Darwinism
d. Equal rights
ANSWER: b
2. The court case of Susie Phipps, who sued the Louisiana Bureau of Vital Records in 1982 to change her racial
classification, illustrates that _______________.
a. skin color determines race
b. race is a fixed reality that cannot be altered by legal designations
c. the social meanings of race are constantly being transformed by political struggle
d. race is less important now than it was in the past
ANSWER: c
3. Omi and Winant define race as a concept that signifies and symbolizes _______________ by referring to
_______________.
a. social conflicts and interests; different types of human bodies
b. underlying genetic differences; skin colors
c. cultural identities; immutable physical traits
d. superiority and inferiority; geographic locations of origin
ANSWER: a
4. According to Omi and Winant, we should think of race as a(n) _______________.
a. fixed and immutable element of human biology
b. illusion we need to overcome
c. element of social structure
d. misconception left over from the past
ANSWER: c
5. Omi and Winant use the term _______________ to describe how cultural representations and racial meanings are
connected to the racial organization of social structures and everyday experiences.
a. racial projects
b. populist diatribes
c. hate speech
d. policy proposals
ANSWER: a
6. Omi and Winant explain that racial projects can occur at various analytical dimensions. Which of the following is
an example of a racial project that is a macro-level social process?
a. microaggressions in everyday interaction
b. discriminatory hiring practices by managers
Copyright Cengage Learning. Powered by Cognero. Page 1
, Name: Class: Date:
Reading 5 - Racial Formation by Omi and Winant
c. identity formation processes for biracial children
d. policy debates about affirmative action
ANSWER: d
7. Omi and Winant explain that racial projects can occur at various analytical dimensions. Which of the following
would be an example of a micro-level racial project?
a. microaggressions among students in classrooms
b. discriminatory hiring practices by managers
c. how parents talk to children about race
d. all of these choices
ANSWER: d
8. Omi and Winant describe “neoconservative” and “liberal” arguments about public policy to illustrate that
_______________.
a. racial projects are mere matters of rhetoric and have no bearing on people’s lived experience
b. racial projects exist in a definite historical context and are descended from earlier conflicts about race
c. racial projects represent stable and unchanging partisan views that are disconnected from the evolving
realities of race
d. mainstream political debate is the only place that racial projects take place
ANSWER: b
Copyright Cengage Learning. Powered by Cognero. Page 2
