Deck 4: Understanding Racism, Prejudice, and White Privilege

Question 1

Discuss the unique implications of microaggression and implicit bias for providers working with People of Color.

Answer 1

Not answered

Question 2

Which of the following is the most widely held theory of prejudice?

A) The Global Personality Type theory, which attributes prejudice to the existence of a certain personality type manifesting traits that lead to racism.
B) The Social Norm theory, in which social norms rather than individual motivation drive prejudice.
C) The Frustration-Aggression-Displacement hypothesis, which attributes prejudice to frustrations in one's own life.
D) The Rankism theory, in which abuse of rank and power is the underlying cause of all racism.

Answer 2

The Frustration-Aggression-Displacement hypothesis, which attributes prejudice to frustrations in one's own life.

Question 3

Several reasons why it is difficult for individuals to take personal responsibility for institutional racism are listed in the text. Select one of the case studies and discuss the ways in which these and other dynamics of individual action within institution are manifested.

Answer 3

Not answered

Question 4

Which of the following is not a common reaction to White Privilege among Whites?

A) Defensiveness
B) Pride
C) Denial
D) Unawareness

Question 5

Which of the following is not a characteristic of a cultural ally:

A) Willing to take risks and try new behaviors
B) Strong desire to help those in need
C) Able to cultivate support from others
D) Takes a stand against oppression

Question 6

Which of the following three factors are most relevant in individual participation of institutional racism?

A) Power, tenure, and status quo
B) Responsibility, intent, and denial
C) Consciousness, intent, and denial
D) Awareness, intent, and accountability

Question 7

Microaggressions are defined as

A) explicit negative actions intended toward a racial minority.
B) the use of processes within an institution which inadvertently disadvantage minority groups.
C) implicit biases.
D) commonplace verbal and behavioral actions which communicate negative racial attitudes.

Question 8

White racial identity is described by Helms as a process through which

A) Whites are able to learn about their race and its history.
B) Whites are able to learn about other races and their common characteristics.
C) Whites can move to recognizing and abandoning their White privilege.
D) Whites can process their experiences with other ethnic groups.

Question 9

Describe the difference between racism and prejudice and the role of power in the respective definition of each.

Question 10

Which of the following is not an element of racism as defined by Wijeyesinghe, Griffin, and Love?

A) Racism is systemic
B) Racism occurs when members of the oppressed group have less power
C) Racism is a result of real or perceived differences in group characteristics
D) Prejudice is the result of racism

Question 11

Describe the difference between achieved and unachieved White racial attitude types.

Question 12

The tendency to separate oneself from those who are different results in

A) fewer miscommunications, due to limited interaction.
B) increased categorical thinking.
C) intensified perception of threat from out groups.
D) a united front from which to dismiss myths of one's own group.

Question 13

In the Zealot-defensive stage of Identity Development in the Classroom, Ponterotto describes which of the following behaviors?

A) Stimulation of either anger feelings or guilt feelings
B) Tendency to either over-identify with ethnic minorities or completely distance themselves from them
C) Strong desire to learn about cultural differences and advocate strongly for the rights of minority groups
D) Tendency to withdraw into isolation to avoid race-related topics

Question 14

What are the primary ways of determining institutional racism and what are the strengths and pitfalls of each in working toward institutional cultural competency?

Question 15

Cultural racism is seen when

A) a group or social institutions' view that their own values and norms are superior.
B) racist behavior is targeted as a specific cultural group.
C) holidays are celebrated in group or institution.
D) those outside a group or institution are denied membership.

Question 16

Due to the emotional nature of the topic of race, which of the following reactions toward those who have experienced racism is likely to occur in adulthood?

A) Empathy
B) Rationalization
C) Hatred
D) Offers to help

Question 17

Which of the following would not represent consequences of institutional racism?

A) High rates of African Americans in the U.S. prison system
B) Disparities in infant mortality and life expectancy between Whites and People of Color
C) Higher than average education levels amongst Asian American populations
D) Under representation of minorities in professional level occupations

Question 18

Which of the following is the most significant implications of stereotyping?

A) It provides justification for exploitations of racially and culturally diverse groups.
B) It oversimplifies understanding of ethnic group members.
C) It sets unrealistic expectations for members of ethnic groups.
D) It transmits distorted ethnic pictures to subsequent generations.

Question 19

In Helm's Model of White Racial Identity, the autonomy status stage differs from previous stages in which of the following ways?

A) The capacity to relinquish the privileges of racism
B) The understanding of how one benefits from racism
C) The external espousing of liberal ideology
D) The idealization of one's racial group

Question 20

Which of the following White Racial Attitude types are considered unachieved by Rowe, Behrens, and Leach?

A) Dominative
B) Restorative
C) Dissonant
D) Reactive