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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 concept defined by the author holds the extended family as a reference group for social support?
(a) Matrilineality.
(b) Marginalization.
(c) Familism.
(d) Miscegenation.

2. What is a political ideology which advocates a racial definition of national identity for white people?
(a) Nativism.
(b) White nationalism.
(c) White supremacy.
(d) White guilt.

3. The author claims in Part V, Breaking the Silence, Chapter 10, Embracing a Cross-Racial Dialogue that silence has great psychological costs, particularly because it maintains what?
(a) Institutional racism.
(b) Autonomy.
(c) White nationalism.
(d) Disintigration.

4. Who signed Executive order 11246?
(a) President Theodore Roosevelt.
(b) President Richard M. Nixon.
(c) President Woodrow Wilson.
(d) President Lyndon Johnson.

5. What is the third of five stages that whites pass through in dealing with race, according to the author in Part III, Understanding Whiteness in a White Context, Chapter 6, The Development of White Identity?
(a) Autonomy.
(b) Disintigration.
(c) Immersion.
(d) Pseudo-independence.

Short Answer Questions

1. What is a historical colloquial term in the United States for the social classification as black of individuals with any African ancestry?

2. What refers to a noisy, violent public disorder caused by a group or crowd of persons, as by a crowd protesting against another group, a government policy, etc.?

3. What is the third of three stages of racial consciousness in minority groups delineated in Jean Phinney's model of ethnic identity development?

4. The first Ku Klux Klan flourished in the South in what era?

5. What term refers to the indigenous peoples in North America within the boundaries of the present-day continental United States, parts of Alaska, and the island state of Hawaii?

Short Essay Questions

1. How does Tatum describe the variations and similarities within the Latino community in Part IV, Beyond Black and White, Chapter 8, Critical Issues in Latino, American Indian, and Asian Pacific American Identity Development?

2. What problems does Tatum discuss which can result from the different concepts of affirmative action in Part III, Understanding Whiteness in a White Context, Chapter 7, White Identity and Affirmative Action?

3. How is biracial development approached by the author in Part IV, Beyond Black and White, Chapter 9, Identity Development in Multiracial Families?

4. What leads to silence regarding racial dialogue, according to the author in Part V, Breaking the Silence, Chapter 10, Embracing a Cross-Racial Dialogue?

5. What is Tatum's response when white individuals in her seminars present reverse discrimination in regards to affirmative action in Part III, Understanding Whiteness in a White Context, Chapter 7, White Identity and Affirmative Action?

6. What ethnic group is most responsible for a culture of silence according to the author in Part V, Breaking the Silence, Chapter 10, Embracing a Cross-Racial Dialogue? Why?

7. How does the author assert whites learn about racism in Part III, Understanding Whiteness in a White Context, Chapter 6, The Development of White Identity?

8. What does Beverly Tatum believe regarding racial dialogue in America, as discussed in Part V, Breaking the Silence, Chapter 10, Embracing a Cross-Racial Dialogue?

9. What conceptions of affirmative action does Tatum distinguish between in Part III, Understanding Whiteness in a White Context, Chapter 7, White Identity and Affirmative Action?

10. What is the impact of the "one-drop" rule in history, as discussed in Part IV, Beyond Black and White, Chapter 9, Identity Development in Multiracial Families?

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