'Why Are All the Black Kids Sitting Together in the Cafeteria?': A Psychologist Explains the Development of Racial Identity Test | Mid-Book Test - Medium

Beverly Daniel Tatum
This set of Lesson Plans consists of approximately 150 pages of tests, essay questions, lessons, and other teaching materials.
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This test consists of 5 multiple choice questions, 5 short answer questions, and 10 short essay questions.

Multiple Choice Questions

1. What refers to the desire to learn or know about anything; inquisitiveness?
(a) Curiosity.
(b) Affirmation.
(c) Oppression.
(d) Inquisition.

2. Tatum explains that much of the pattern of stability and transition in midlife creates pressures on racial identities for Blacks where in Part II, Understanding Blackness in a White Context, Chapter 5, Racial Identity in Adulthood?
(a) In school.
(b) In the home.
(c) In the workplace.
(d) In public.

3. What word means to depart or swerve, as from a procedure, course of action, or acceptable norm?
(a) Linear.
(b) Disintigration.
(c) Deviate.
(d) Analogy.

4. What does Tatum define as a system of advantage based on race which restricts access to power and privilege?
(a) Class.
(b) Alienation.
(c) Meritocracy.
(d) Racism.

5. What refers to the state of being withdrawn or isolated from the objective world, as through indifference or disaffection?
(a) Tacit.
(b) Disadvantaged.
(c) Prejudice.
(d) Alienation.

Short Answer Questions

1. What is the fourth stage of William E. Cross, Jr.'s theory of Nigrescence?

2. In statistics and demography, what refers to a group of subjects who have shared a particular time together during a particular time span?

3. What word means understood without being openly expressed?

4. What is the second stage of William E. Cross, Jr.'s theory of Nigrescence?

5. Although Erik Erikson lacked even a bachelor's degree, he served as a professor for prominent institutions?

Short Essay Questions

1. How does the author describe the formation of an oppositional identity in adolescent blacks in Part II, Understanding Blackness in a White Context, Chapter 4, Identity Development in Adolescence?

2. What analysis of William Cross's does the author describe in Part II, Understanding Blackness in a White Context, Chapter 4, Identity Development in Adolescence?

3. How does White culture impact whites in the collegiate setting, as described by Tatum in Part II, Understanding Blackness in a White Context, Chapter 5, Racial Identity in Adulthood?

4. How does the author describe reverse racism in Part I, A Definition of Terms, Chapter 1, Defining Racism?

5. What experiment does the author describe enacting on young students in Part I, A Definition of Terms, Chapter 2, The Complexity of Identity? What results does she find?

6. How do white and black children differ in their responses to the author's experiment in Part I, A Definition of Terms, Chapter 2, The Complexity of Identity? How do boys and girls respond differently?

7. How does the author address the subject of slavery when dealing with children in Part II, Understanding Blackness in a White Context, Chapter 3, The Early Years?

8. How does the author describe white privilege in Part I, A Definition of Terms, Chapter 1, Defining Racism? What is problematic in addressing these issues?

9. How does the author describe the complexity of personal identity in Part I, A Definition of Terms, Chapter 2, The Complexity of Identity?

10. How does the author describe the reasons black children begin sitting together at lunch in Part II, Understanding Blackness in a White Context, Chapter 4, Identity Development in Adolescence?

(see the answer keys)

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