Question 1

Which of the following is a hidden assumption behind the American Dream according to the text?

Accepted Answer

A)  Education and hard work are the keys to success. 
B)  Success is the door to wealth. 
C)  The playing field is even. 
D)  It provides the ability to "be anything you want to be." 
A)  Education and hard work are the keys to success. 
B)  Success is the door to wealth. 
C)  The playing field is even. 
D)  It provides the ability to "be anything you want to be." C

Question 2

Which of the following can result from classism?

Accepted Answer

A)  Social oppression 
B)  Emotional consequences 
C)  Psychological consequences 
D)  All of the above 
A)  Social oppression 
B)  Emotional consequences 
C)  Psychological consequences 
D)  All of the above D

Question 3

Which of the following is not a salient feature of the privileged class in the United States?

Accepted Answer

A)  Wealth, either in the form of "old money" or "new money" 
B)  Dominating corporate America and influencing the nation's political, educational, religious, and other institutions 
C)  Wealth that was gained by winning the lottery 
D)  A strong sense of group solidarity by attending the same prestigious private schools and holding membership in the same exclusive clubs 
A)  Wealth, either in the form of "old money" or "new money" 
B)  Dominating corporate America and influencing the nation's political, educational, religious, and other institutions 
C)  Wealth that was gained by winning the lottery 
D)  A strong sense of group solidarity by attending the same prestigious private schools and holding membership in the same exclusive clubs C

Question 4

Creating a model for inclusion at the __________ level is a beginning point for impacting social change at the organizational level.

Accepted Answer

A)  Elementary 
B)  Institutional 
C)  Occupational 
D)  Entry 
A)  Elementary 
B)  Institutional 
C)  Occupational 
D)  Entry

Question 5

Which of the following describes how classism can manifest itself in the workforce?

Accepted Answer

A)  Individually (behaviors and attitudes) 
B)  Institutionally (policies and procedures) 
C)  Culturally (norms) 
D)  All of the above 
A)  Individually (behaviors and attitudes) 
B)  Institutionally (policies and procedures) 
C)  Culturally (norms) 
D)  All of the above

Question 6

Which of the following is not a salient feature of the majority class in the United States?

Accepted Answer

A)  Representing the majority of the population 
B)  Unaffected by economic changes in the United States 
C)  Survival and potential for prosperity 
D)  The most vulnerable group to economic recessions 
A)  Representing the majority of the population 
B)  Unaffected by economic changes in the United States 
C)  Survival and potential for prosperity 
D)  The most vulnerable group to economic recessions

Question 7

Which of the following is not a salient feature of the lower class in the United States?

Accepted Answer

A)  Struggle, insufficiency, and limited education 
B)  No belief in the "American Dream" 
C)  The working group of individuals whose income depends on hourly wages for labor, or on other nonmanagerial work or very small business activity that does not require higher education 
D)  The poverty class, which is the stratum of families with incomes persistently insufficient to meet basic human needs 
A)  Struggle, insufficiency, and limited education 
B)  No belief in the "American Dream" 
C)  The working group of individuals whose income depends on hourly wages for labor, or on other nonmanagerial work or very small business activity that does not require higher education 
D)  The poverty class, which is the stratum of families with incomes persistently insufficient to meet basic human needs

Question 8

Which is another emerging and significant aspect of social class according to the text?

Accepted Answer

A)  The LGBTQ class 
B)  Working military class 
C)  Underprivileged class 
D)  Overprivileged class 
A)  The LGBTQ class 
B)  Working military class 
C)  Underprivileged class 
D)  Overprivileged class

Question 9

What statements are true regarding occupational classism?

Accepted Answer

A)  The lines of difference make a profound and decisive effect on social relations in the workplace. 
B)  People tend to co-mingle within their own working class. 
C)  Behaviors project attitudes of distancing designed to keep those of a lower working class order in their place. 
D)  All of the above. 
A)  The lines of difference make a profound and decisive effect on social relations in the workplace. 
B)  People tend to co-mingle within their own working class. 
C)  Behaviors project attitudes of distancing designed to keep those of a lower working class order in their place. 
D)  All of the above.

Question 10

According to the text, people in social settings tend to:

Accepted Answer

A)  Continue to prefer interaction with and maintain social relationships with those like themselves 
B)  Open themselves up to newcomers 
C)  Exclude those they perceive to be different from themselves 
D)  None of the above 
A)  Continue to prefer interaction with and maintain social relationships with those like themselves 
B)  Open themselves up to newcomers 
C)  Exclude those they perceive to be different from themselves 
D)  None of the above

Which of the following is a hidden assumption behind the American Dream according to the text?

Which of the following can result from classism?

Which of the following is not a salient feature of the privileged class in the United States?

Creating a model for inclusion at the __________ level is a beginning point for impacting social change at the organizational level.

Which of the following describes how classism can manifest itself in the workforce?

Which of the following is not a salient feature of the majority class in the United States?

Which of the following is not a salient feature of the lower class in the United States?

Which is another emerging and significant aspect of social class according to the text?

What statements are true regarding occupational classism?

According to the text, people in social settings tend to:

Perspectives for Studying Diversity in the Workforce

Suggested Theories, Models, and Frameworks Used to Address Emerging Diversity Issues in the Workforce

Exploring the Relationship Between the Organizational Culture and Diversity in the Workforce

Race and Diversity in the Workforce

Gender in the Workforce

Ethnicity and Diversity in the Workforce

Developing Human Resources Development Competencies to Manage Sexual Orientation and Transgender Issues in the Workplace

Spirituality and Diversity in the Workforce

Intergenerational Tensions in the Workforce

Linguistic Profiling in the Workforce

Personal Physical Appearance Stigmatizing in the Workforce

Visible and Invisible Disabilities in the Workforce: Exclusion and Discrimination

Re-Emergence of Racial Harassment and Racial Hate Symbols in the Workforce

Cross-Cultural Teams: Workforce Opportunities and Challenges

Under-Representation of Diversity in the Scientific, Technical and Film Workforce

Social Identity Diversity and Leadership in the Workforce

Re-Conceptualizing and Re-Visioning Diversity in the Workforce: Toward a Social Justice

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Exam 8: Classism in the Workforce

Which of the following is a hidden assumption behind the American Dream according to the text?

Which of the following can result from classism?

Which of the following is not a salient feature of the privileged class in the United States?

Creating a model for inclusion at the __________ level is a beginning point for impacting social change at the organizational level.

Which of the following describes how classism can manifest itself in the workforce?

Which of the following is not a salient feature of the majority class in the United States?

Which of the following is not a salient feature of the lower class in the United States?

Which is another emerging and significant aspect of social class according to the text?

What statements are true regarding occupational classism?

According to the text, people in social settings tend to:

Perspectives for Studying Diversity in the Workforce

Suggested Theories, Models, and Frameworks Used to Address Emerging Diversity Issues in the Workforce

Exploring the Relationship Between the Organizational Culture and Diversity in the Workforce

Race and Diversity in the Workforce

Gender in the Workforce

Ethnicity and Diversity in the Workforce

Developing Human Resources Development Competencies to Manage Sexual Orientation and Transgender Issues in the Workplace

Spirituality and Diversity in the Workforce

Intergenerational Tensions in the Workforce

Linguistic Profiling in the Workforce

Personal Physical Appearance Stigmatizing in the Workforce

Visible and Invisible Disabilities in the Workforce: Exclusion and Discrimination

Re-Emergence of Racial Harassment and Racial Hate Symbols in the Workforce

Cross-Cultural Teams: Workforce Opportunities and Challenges

Under-Representation of Diversity in the Scientific, Technical and Film Workforce

Social Identity Diversity and Leadership in the Workforce

Re-Conceptualizing and Re-Visioning Diversity in the Workforce: Toward a Social Justice

Filters