2. What did Hooks say about the set of actions of behaviors that teachers can exhibit?
(a) They vary from time to time.
(b) They are limited.
(c) They are plentiful.
(d) They are standard across the board.

3. What is a difference between the upbringing of Hooks and her friend?
(a) She has an urban upbringing while he has a rural upbringing.
(b) She has a suburban upbringing while he has an urban upbringing.
(c) She has a rural upbringing while he has an urban upbringing.
(d) There is no difference. They both have a rural upbringing.

4. What did Hooks say women needed to move forward with?
(a) The social equivalent of objectives.
(b) The emotional equivalent of objectives.
(c) The social equivalent of mission statements.
(d) The emotional equivalent of mission statements.

5. What did Hooks learn specifically about young, black men in terms of how they feel about social issues (i.e. sexism, racism)?
(a) Young, black men believe sexism and racism are equally oppressive.
(b) Young, black men feel like they are already greatly hurt by racism so there was nothing left to bother them.
(c) Young, black men feel like the issue of sexism experienced by their female counterparts is more of a problem within society than the racism they face.
(d) Young, black men feel like they are highly favored in society and therefore have no concern with social issues.

6. According to Hooks, when is the system of oppression appropriate?
(a) When doing away with it would cause more harm than good.
(b) When it is backed by the government.
(c) When it is done in a friendly manner.
(d) The system of oppression is never appropriate.

7. What did Hooks say is considered by some to be a form of liberation for poor, working women?
(a) Earning money.
(b) No education.
(c) Highly educated.
(d) Not earning money.

8. What was the first observation that Hooks makes with regard to the main issue she is going to talk about in Chapter 15?
(a) It is a minor issue that is rarely discussed.
(b) It is a major issue but rarely discussed.
(c) It is a minor issue that is often discussed.
(d) It is a major issue that is often discussed.

9. According to Chapter 9, what is much of "Teaching to Transgress: Education as the Practice of Freedom" about?
(a) Ways to defy the ruling political party.
(b) The establishment of the Feminist movement.
(c) Obvious and subtle reasons why her work hasn't been published by a certain press.
(d) How to find and marry the person one loves.

10. In the context of class, what did Hooks say could happen to the status of the black partner within an interracial (black/white) relationship?
(a) It could improve.
(b) It could stay the same for the first year, then improve afterwards.
(c) It could stay the same.
(d) It could worsen.

11. According to Chapter 9, something about this book is symptomatic of what two things?
(a) Success and failure.
(b) Black and white.
(c) Prettiness and ugliness.
(d) Good and bad.

12. What is the last name of Hooks' friend mentioned in Chapter 13?
(a) Dunlap.
(b) Klapp.
(c) Scapp.
(d) Bapp.

13. In Chapter 14, what did Hooks say has influenced the learning process?
(a) Clothing.
(b) Language.
(c) Food.
(d) Media.

14. According to Hooks, where and how to teach greatly affects whom?
(a) Teachers only.
(b) Students only.
(c) School administrators.
(d) Both students and teachers.

15. According to Hooks, when did racial distinctions become more pronounced?
(a) When the gender difference has been established and sexually integrated.
(b) When the gender difference has been established and racially integrated.
(c) When the religious difference has been established and racially integrated.
(d) When the age difference has been established and racially integrated.