'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
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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. When was Erik Erikson born?
(a) 1902.
(b) 1919.
(c) 1891.
(d) 1868.

2. When did Erik Erikson die?
(a) 1960.
(b) 1980.
(c) 1994.
(d) 1975.

3. Tatum writes in Part II, Understanding Blackness in a White Context, Chapter 3 that children can notice race as young as how old?
(a) Three years.
(b) Four years.
(c) Seven years.
(d) Two years.

4. What means having or seeming to have the ability to be everywhere at once; omnipresent?
(a) Incorporated.
(b) Otherness.
(c) Ubiquitous.
(d) Spiritual.

5. What refers to a suspension of activity?
(a) Moratorium.
(b) Conflation.
(c) Diffusion.
(d) Adaptation.

Short Answer Questions

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

2. What refers to a fact, occurrence, or circumstance observed or observable?

3. What groups benefit from systems of racism (and other isms), according to the author?

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

5. In Part I, A Definition of Terms, Chapter 1, Defining Racism, Tatum argues that while economic productivity may be hurt by racism, the real cost to whites is what?

Short Essay Questions

1. At what age does the author assert children begin to recognize race in Part II, Understanding Blackness in a White Context, Chapter 3, The Early Years? What does Tatum encourage parents to do at this stage?

2. Why does the author claim that when addressing racism with children it is important to keep in mind their developmental stage in Part II, Understanding Blackness in a White Context, Chapter 3, The Early Years?

3. 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?

4. 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?

5. How does the author answer the question of why whites should care about racism in Part I, A Definition of Terms, Chapter 1, Defining Racism?

6. How does Tatum describe her conception of herself regarding race in Part II, Understanding Blackness in a White Context, Chapter 5, Racial Identity in Adulthood?

7. 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?

8. How does Tatum describe the stages of racial identity for blacks in Part II, Understanding Blackness in a White Context, Chapter 5, Racial Identity in Adulthood?

9. 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?

10. What does the author write in Part II, Understanding Blackness in a White Context, Chapter 3, The Early Years that she begins adult seminars with asking?

(see the answer keys)

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