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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 groups benefit from systems of racism (and other isms), according to the author?
(a) Radical groups.
(b) Fringe groups.
(c) Dominant groups.
(d) Political groups.

2. What word means to incorporate the cultural values, mores, motives, etc., of another or of a group, as through learning, socialization, or identification?
(a) Nativism.
(b) Affirm.
(c) Internalize.
(d) Alienation.

3. What is the first stage of William E. Cross, Jr.'s theory of Nigrescence?
(a) Immersion
(b) Encounter.
(c) Internalization.
(d) Pre-encounter.

4. The author writes in Part II, Understanding Blackness in a White Context, Chapter 4, Identity Development in Adolescence that the blacks who remain academically successful need a strategy to be accepted by whites, so they act in what manner?
(a) Raceless.
(b) Goal-oriented.
(c) Like white people.
(d) Like asian people.

5. In Part I, A Definition of Terms, Chapter 2, The Complexity of Identity, Tatum writes that she sometimes runs an experiment in classes with young students to write down as many responses to an "I am ____" question as they can in what period of time?
(a) 10 seconds.
(b) 60 seconds.
(c) 45 seconds.
(d) 3 minutes.

Short Answer Questions

1. What term means to state or assert positively; maintain as true?

2. According to the author in Part I, A Definition of Terms, Chapter 2, The Complexity of Identity, identity is constructed out of two co-evolving processes of observation of the behavior of others and what?

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

4. What means to make an exclusive claim to?

5. Beverly Daniel Tatum is currently the president of what educational institution?

Short Essay Questions

1. What two developmental stages does Tatum focus on in adolescent development of identity in Part II, Understanding Blackness in a White Context, Chapter 4, Identity Development in Adolescence?

2. 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?

3. When in an individual's life does the impact of racism begin, according to the author in Part I, A Definition of Terms, Chapter 1, Defining Racism? How is it developed?

4. 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?

5. 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?

6. 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?

7. 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?

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

9. 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?

10. 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?

(see the answer keys)

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