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Understanding Social Problems 10th Edition by Linda A. Mooney

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  • ISBN-10 ‏ : ‎ 9781305576513
  • ISBN-13 ‏ : ‎ 978-1305576513

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Understanding Social Problems 10th Edition by Linda A. Mooney

1. In sociological terminology, a minority group is a category of people who
a. have less social status in society, because they are smaller in number.
b. are the victims of prejudice and discrimination and lack equal access to the resources of society.
c. comprise the small elite at the top of society who have most of the power, prestige, and wealth.
d. are opposed to the values of the larger society and are viewed by the majority of people in society as a threat.
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Remember
2. The concept of ____ refers to a category of people who are believed to share distinct physical characteristics that
are deemed socially significant.
a. race
b. ethnicity
c. species
d. social class
ANSWER: a
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Remember
3. Race is
a. not real and thus has no meaning.
b. socially created.
c. determined by objective, reliable, and meaningful physical criteria.
d. based on scientifically valid reasons for selecting certain biological traits over others.
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Understand
Copyright Cengage Learning. Powered by Cognero. Page 1
4. Geneticists have discovered that
a. the genes of any two unrelated persons are 99.9 percent alike.
b. genetic variation between racial groups is greater than genetic variation within racial groups.
c. there are three “pure” races left on the planet Earth.
d. in Asia and Africa, skin color distinctions are abrupt, not graded as in the United States.
ANSWER: a
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Understand
5. Which of the following statements is true about race?
a. There are clear guidelines for separating one race from another.
b. The most variation among people is within-group variation.
c. The major racial categories are the same throughout the world.
d. Genetically pure races, although rare, do exist.
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Understand
6. Ethnicity is based on
a. shared cultural origin.
b. physical characteristics, such as skin color and eye shape.
c. religious affiliation.
d. national citizenship.
ANSWER: a
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Remember
Copyright Cengage Learning. Powered by Cognero. Page 2
7. What term refers to the deliberate, systematic annihilation of an entire nation or people?
a. assimilation
b. colonialism
c. genocide
d. amalgamation
ANSWER: c
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Remember
8. The intentional killing of Native Americans by Europeans that began when Europeans invaded the Americas in the
16th century is an example of
a. expulsion.
b. genocide.
c. pluralism.
d. amalgamation.
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Apply
9. The 1830 Indian Removal Act called for the relocation of eastern tribes to land west of the Mississippi River. The
forced relocation that resulted is an example of
a. expulsion.
b. colonialism.
c. pluralism.
d. amalgamation.
ANSWER: a
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Apply
Copyright Cengage Learning. Powered by Cognero. Page 3
10. Which of the following is an example of de facto segregation?
a. Jim Crow laws that prohibited blacks from using white buses, hotels, restaurants, etc.
b. Today’s racially segregated neighborhoods in the United States
c. Segregated schools before the 1950s
d. Forcing Japanese into “evacuation camps” on the U.S. west coast during World War II
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Apply
11. Between 1890 and 1910, a series of U.S. laws were enacted to separate blacks from whites. These were the​
a. ​Jim Crow laws.
b. ​Separate but Equal laws.
c. ​apartheid regulations.
d. ​melting pot restrictions.
ANSWER: a
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Remember
12. Segregation in the United States was enforced by
a. the Removal Act.
b. the Jim Crow laws.
c. the Acculturation Arrangement.
d. the Loving v. Virginia Supreme Court decision.
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Remember
Copyright Cengage Learning. Powered by Cognero. Page 4
13. Many immigrants to the United States changed the spelling and pronunciation of their names to seem more
American. This is an example of
a. pluralism.
b. acculturation.
c. amalgamation.
d. miscegenation.
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Apply
14. A state law requiring students to use English in school rather than their first language is an example of
a. segregation.
b. pluralism.
c. acculturation.
d. amalgamation.
ANSWER: c
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Apply
15. ________ segregation ​is enacted into law.
a. De facto
b. De jure
c. Pluralistic
d. Minority
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Remember
Copyright Cengage Learning. Powered by Cognero. Page 5
16. The increasing rate of interracial marriages reflects​
a. ​acculturation.
b. ​primary assimilation.
c. ​secondary assimilation.
d. de facto segregation.
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Apply
17. In Switzerland, four ethnic groups—French, Italians, Germans, and Swiss Germans—maintain their distinct cultural
heritage and group identity in an atmosphere of mutual respect and social equality. This is an example of
a. pluralism.
b. assimilation.
c. colonialism.
d. acculturation.
ANSWER: a
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Apply
18. ___________ is the process by which distinct groups merge and become integrated as one.
a. Pluralism
b. Colonialism
c. Segregation
d. Assimilation
ANSWER: d
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Remember
Copyright Cengage Learning. Powered by Cognero. Page 6
19. Which of the following is primary assimilation?
a. Racial and ethnic groups maintain their distinctiveness but respect each other and have equal access to social
resources.
b. Members of different groups coexist as friends, family, and spouses.
c. Groups become integrated in public areas and in social institutions, such as neighborhoods, schools, and the
workplace.
d. A person adopts the culture of a group different from the one in which the person was originally raised.
ANSWER: b
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Remember
20. In many sociology departments, African American, Latino, Asian and white faculty and graduate students work
together. This integration illustrates
a. acculturation.
b. amalgamation.
c. primary assimilation.
d. secondary assimilation.
ANSWER: d
POINTS: 1
REFERENCES: The Global Context: Diversity Worldwide
LEARNING OBJECTIVES: UNSP.MOON.17.09.01 – Explain the idea that race and ethnicity are socially
constructed, and identify and give examples of six patterns of race and ethnic group
interaction.
KEYWORDS: Bloom’s: Apply
21. The first U.S. census in 1790 divided the population into which four groups?
a. White men, white women, white children, blacks
b. Indians, white Christians, white non-Christians, blacks
c. Free white males, free white females, slaves, other persons
d. Criminals, immigrants, U.S. born citizens, and slaves
ANSWER: c
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Remember
Copyright Cengage Learning. Powered by Cognero. Page 7
22. The purpose of the “one drop of blood” rule was to
a. discourage intermarriage.
b. enlarge the slave population.
c. grant Native Americans protection under U.S. law.
d. discriminate against Irish, Italians and Jews.
ANSWER: b
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Understand
23. The “one drop of blood” rule specified that even one drop of
a. white blood defined a person as white.
b. Indian blood defined a person as Indian.
c. “Negroid” blood defined a person as black.
d. Mexican blood defined a person as Hispanic.
ANSWER: c
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Remember
24. In 1960, the U.S. Census recognized which of the following racial categories?
a. Black and white
b. White, black, and Hispanic
c. Native American and non-Native American
d. White and non-white
ANSWER: d
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Remember
Copyright Cengage Learning. Powered by Cognero. Page 8
25. Which of the following statements best describes the way our census has dealt with race in the past two centuries?
a. Racial classifications have remained largely unchanged since the original census.
b. Whereas the original census had a number of racial categories, the most recent census has only two.
c. Race has never been a part of the U.S. census.
d. Both the number and type of races available on the census has fluctuated throughout the years.
ANSWER: d
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Understand
26. The largest segment of the U.S. population consists of
a. Hispanics.
b. non-Hispanic whites.
c. multiracial individuals.
d. blacks.
ANSWER: b
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Remember
27. The largest ethnic category in the U.S. is
a. Hispanic.
b. German.
c. Italian.
d. Irish.
ANSWER: a
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Remember
Copyright Cengage Learning. Powered by Cognero. Page 9
28. Which of the following is a subcategory of Hispanic?
a. Kurd
b. Indonesian
c. Puerto Rican
d. Hmong
ANSWER: c
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Apply
29. According to the U.S. Census, Hispanic is
a. a racial category.
b. an ethnic category.
c. a nonexistent category.
d. a mixed race designation.
ANSWER: b
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Remember
30. Most Hispanics or Latinos in the United States are of ______ origin.
a. Cuban
b. Puerto Rican
c. Mexican
d. South American
ANSWER: c
POINTS: 1
REFERENCES: Racial and Ethnic Group Diversity in the United States
LEARNING OBJECTIVES: UNSP.MOON.17.09.02 – Describe racial and ethnic diversity in the United States and
the degree to which U.S. adults view race relations as problematic.
KEYWORDS: Bloom’s: Remember

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