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1 | |
With regard to the income of individuals with a bachelor's degree, which of the following is the correct ranking by race and gender? |
| | A) | White male, Black male, White woman, Hispanic male, Black female, Hispanic female |
| | B) | White male, White woman, Black male, Black woman, Hispanic male, Hispanic female |
| | C) | White male, Hispanic male, Black male, Black female, White female, Hispanic female |
| | D) | White male, Hispanic male, Black male, White female, Black female, Hispanic female |
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2 | |
The initial interpretation of "equal protection of the laws" was that equal protection meant separate was not equal. |
| | A) | True |
| | B) | False |
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3 | |
The Advisory Board for the President's Initiative on Race found that students from low-income families were less likely to have access to such educational opportunites and resources as: |
| | A) | Preschool programs |
| | B) | High-quality teachers |
| | C) | High standards |
| | D) | All of the above |
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4 | |
Anti-racist and anti-bias curriculums are designed to teach students about racism and to reduce prejudice based upon differences such as race, language, gender and physical disabilities. |
| | A) | True |
| | B) | False |
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5 | |
The U.S. legal system was forced to construct a concept of race because |
| | A) | Of the provisions of the 1790 Naturalization Act |
| | B) | Of the guarantees of the Fourteenth Amendment |
| | C) | Of the provisions of the Emancipation Act |
| | D) | Of the Indian Removal Act |
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6 | |
Second-generation segregation refers to segregated schools that have been in existence long enough to have two generations from one family attend them. |
| | A) | True |
| | B) | False |
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7 | |
During its first years of activism, the National Organization for Women focused on |
| | A) | Eliminating discriminatory quotas against women in college and professional school admission. |
| | B) | Investigating the problem of female dropouts. |
| | C) | Urging parents, counselors, and teachers to encourage women to pursue higher education and professional education. |
| | D) | All of the above. |
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8 | |
Integration of a school system helps ensure |
| | A) | Equality of educational opportunity and breaks down society's racial barriers. |
| | B) | Equality of educational opportunity and but cannot break down society's racial barriers. |
| | C) | Equality of educational opportunity and has resulted in increased educational attainment for poor and minority children. |
| | D) | Increasing the educational attainment of minority children and breaking down society's racial barriers. |
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9 | |
Title VI of the Civil Rights Act of 1964 was important because |
| | A) | It allocated more federal money into the school system and reversed the Brown v. Board of Education of Topeka, Kansas decision. |
| | B) | It established a precedent for federal control of American public schools and authorized the allocation of more federal money into the school system. |
| | C) | It established a precedent for federal control of American public schools and reversed the Brown v. Board of Education of Topeka Kansas case. |
| | D) | It established a precedent for federal control of American public schools and turned the federal Office of Education into a policing agency with the responsibility of determining whether school systems were segregated and, if they were, of doing something about segregated conditions. |
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10 | |
Wealth is not as disproportionately distributed in African American and Hispanic communities as it is in the white community. |
| | A) | True |
| | B) | False |
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11 | |
Title IX of the 1972 Higher Education Act provided for equality in employment in educational institutions and in educational programs for: |
| | A) | Immigrants |
| | B) | Women |
| | C) | Native Americans |
| | D) | Vietnam Veterans |
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12 | |
Myra and David Sadker argue that the following contribute to the lack of self-esteem among girls: |
| | A) | Modes of classroom interaction, the representation of women in textbooks and other educational materials, and discriminatory content of standardized tests. |
| | B) | Modes of classroom interaction, the rapid rate of growth that girls experience during puberty, the representation of women in textbooks and other educational materials, and discriminatory content of standardized tests. |
| | C) | Modes of classroom interaction, the representation of women in textbooks and other educational materials, the lack of appropriate female roles models and discriminatory content of standardized tests. |
| | D) | Modes of classroom interaction, the representation of women in textbooks and other educational materials, discriminatory content of standardized tests, and placement by guidance counselors into academic courses that are traditionally female. |
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13 | |
The Education for All Handicapped Children Act, Public Law 94-142, guarantees equal educational opportunities to all special needs children and requires that an individual education plan be written for each child. |
| | A) | True |
| | B) | False |
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14 | |
The report issued by the American Association of University Women in 1998 was promising because it found that technology, especially computer technology, was becoming the new "girls' club" and helping to reduce the gender gap. |
| | A) | True |
| | B) | False |
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15 | |
The idea of inclusion is |
| | A) | Resisted by some parents who believe that separate special education classrooms provide important benefits for their children. |
| | B) | Resisted by some parents who believe that separate special education classrooms provide important benefits for their children and by a majority of teachers who do not believe inclusion helps students with special needs. |
| | C) | Overwhelmingly supported by teachers who believe that inclusion helps students with special needs. |
| | D) | Supported enthusiastically by African American and Hispanic parents because inclusion alleviates second-generation segregation. |
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2002 McGraw-Hill Higher Education