TEST BANK FOR THE 5TH EDITION
While the authors think that well constructed essay questions that require critical thinking are the
best way to measure learning, we do recognize that many instructors may need a test bank of
multiple choice questions based on the material from the text. In our experience, frequently,
measuring students’ basic knowledge does promote reading before class and increase class
discussion levels. Consequently, we are providing some questions for each of the six major sections
of the book. We selected the longer readings for the test bank and have provided both ten question
quizzes and shorter five question quizzes. This allows instructors to customize this material in
several different ways.
If you want to administer unannounced or announced quizzes to encourage students to
read articles before class, you can just delete the highlighting on a quiz for that reading and
print it out for students. The highlighted original becomes your scoring key.
If you want to incorporate some objective type questions into a test, you can delete the
“NAME_____________________” from the quiz sheet, remove the highlighting, and string several
together to assemble the desired number of questions. So, two ten point quizzes and one
five question quiz could equal a twenty-five point question. This is the reason that there are
some five question quizzes included in each section.
If you are teaching online and want to administer a timed test, you can construct one using
many of these quizzes.
If you want to measure how much a particular class has learned in this course, you could
administer all of these questions from the readings that you assigned at the end of each
semester. This would give you an assessment that allows you to change how you present
the material in the following semester and the ability to compare the learning between
classes.
The number of questions varies by section of the text because some of the sections have more cases
and exercises than articles. We have found that the readings are more suitable for multiple-choice
questions than cases and exercises.
, Name __________________________________
Circle the correct answer for each question.
1. An inclusion breakthrough means that an organization
a. Has lost a major diversity lawsuit.
b. Includes many types of diversity in its mission statement.
c. Keeps statistics on the numbers of women and minorities employed there.
d. Has changed its culture to one that truly values diversity and inclusion for
every employee.
2. The term the “business case for diversity” means
a. That diversity if handled well, can positively impact an organization’s bottom
line.
a. That an organization has won an award for its diversity efforts.
b. That an organization has diverse employees
c. That it is always expensive to manage diversity well.
3. According to Thomas & Ely’s three stage paradigm model, an organization that values
diversity because it considers it to be a competitive advantage for selling to diverse markets
is operating at which level of the paradigm?
a. Discrimination and fairness
b. Learning and effectiveness
c. Access and legitimacy
d. None of the above
4. According to Schein’s levels of organizational culture, which of the following is considered a
surface level artifact?
a. Operational values
b. The physical layout of the organization
c. Espoused values
d. Underlying assumptions
5. The forces pushing for diversity changes include all but which of the following?
a. Demographics
b. Global business
, c. Technology
d. Making diversity a competitive advantage
6. Today diversity
a. Is the same for all organizations.
b. Is defined by U. S. law.
c. Includes only race, age, religion and gender.
d. Has no one universal definition.
7. Which of the following is a behavior rather than a mental process?
a. Discrimination
b. Prejudice
c. Stereotypes
d. A mental map
8. All of the following are examples of primary dimensions of diversity except
a. Age
b. Religion
c. Gender
d. Sexual Orientation
9. Prejudices can originate from
a. The media
b. Our socialization as children
c. Our friends
d. All of the above
10. If your race is salient to you, this means that this dimension of diversity is ________ to you.
a. Visible
b. Important
c. Not important
d. Invisible
, Name __________________________________
Circle the correct answer for each question.
1. According to the author, learning about race and culture can be
a. Both an emotional and an intellectual process
b. Only an intellectual process
c. Stressful
d. A&C
2. Racial identity development is defined as the process of
a. Learning about current racial issues in the U.S.
b. Being connected with the experiences of one’s racial group.
c. Growing up with people of many races.
d. Being able to identify who is prejudiced.
3. For many European Americans, who are in the early stages racial identity development, the
learning process
a. Is more difficult than it is for people of color.
b. Requires creating an awareness of oppression and difference around race.
c. Can cause anxiety and stress
d. All of the above
4. Applying the Kubler-Ross Model of Death and Dying to the study of racial identity theory
can help one to understand racial identity formation because
a. It is so different from the other models in this reading and may be a better fit
with some students’ experiences.
b. Everyone is going to die, so it applies to all.
c. The author feels that this model is superior to the others discussed in the article.
d. B &C
5. The term “White Privilege” means that
a. White people have more money than people of color.
b. Most white people have a deeper understanding of racial issues than people of color.
c. Whites have unearned advantages that they often don’t are not aware of
having.
d. Harry White’s racial identity development theory makes the most sense.
While the authors think that well constructed essay questions that require critical thinking are the
best way to measure learning, we do recognize that many instructors may need a test bank of
multiple choice questions based on the material from the text. In our experience, frequently,
measuring students’ basic knowledge does promote reading before class and increase class
discussion levels. Consequently, we are providing some questions for each of the six major sections
of the book. We selected the longer readings for the test bank and have provided both ten question
quizzes and shorter five question quizzes. This allows instructors to customize this material in
several different ways.
If you want to administer unannounced or announced quizzes to encourage students to
read articles before class, you can just delete the highlighting on a quiz for that reading and
print it out for students. The highlighted original becomes your scoring key.
If you want to incorporate some objective type questions into a test, you can delete the
“NAME_____________________” from the quiz sheet, remove the highlighting, and string several
together to assemble the desired number of questions. So, two ten point quizzes and one
five question quiz could equal a twenty-five point question. This is the reason that there are
some five question quizzes included in each section.
If you are teaching online and want to administer a timed test, you can construct one using
many of these quizzes.
If you want to measure how much a particular class has learned in this course, you could
administer all of these questions from the readings that you assigned at the end of each
semester. This would give you an assessment that allows you to change how you present
the material in the following semester and the ability to compare the learning between
classes.
The number of questions varies by section of the text because some of the sections have more cases
and exercises than articles. We have found that the readings are more suitable for multiple-choice
questions than cases and exercises.
, Name __________________________________
Circle the correct answer for each question.
1. An inclusion breakthrough means that an organization
a. Has lost a major diversity lawsuit.
b. Includes many types of diversity in its mission statement.
c. Keeps statistics on the numbers of women and minorities employed there.
d. Has changed its culture to one that truly values diversity and inclusion for
every employee.
2. The term the “business case for diversity” means
a. That diversity if handled well, can positively impact an organization’s bottom
line.
a. That an organization has won an award for its diversity efforts.
b. That an organization has diverse employees
c. That it is always expensive to manage diversity well.
3. According to Thomas & Ely’s three stage paradigm model, an organization that values
diversity because it considers it to be a competitive advantage for selling to diverse markets
is operating at which level of the paradigm?
a. Discrimination and fairness
b. Learning and effectiveness
c. Access and legitimacy
d. None of the above
4. According to Schein’s levels of organizational culture, which of the following is considered a
surface level artifact?
a. Operational values
b. The physical layout of the organization
c. Espoused values
d. Underlying assumptions
5. The forces pushing for diversity changes include all but which of the following?
a. Demographics
b. Global business
, c. Technology
d. Making diversity a competitive advantage
6. Today diversity
a. Is the same for all organizations.
b. Is defined by U. S. law.
c. Includes only race, age, religion and gender.
d. Has no one universal definition.
7. Which of the following is a behavior rather than a mental process?
a. Discrimination
b. Prejudice
c. Stereotypes
d. A mental map
8. All of the following are examples of primary dimensions of diversity except
a. Age
b. Religion
c. Gender
d. Sexual Orientation
9. Prejudices can originate from
a. The media
b. Our socialization as children
c. Our friends
d. All of the above
10. If your race is salient to you, this means that this dimension of diversity is ________ to you.
a. Visible
b. Important
c. Not important
d. Invisible
, Name __________________________________
Circle the correct answer for each question.
1. According to the author, learning about race and culture can be
a. Both an emotional and an intellectual process
b. Only an intellectual process
c. Stressful
d. A&C
2. Racial identity development is defined as the process of
a. Learning about current racial issues in the U.S.
b. Being connected with the experiences of one’s racial group.
c. Growing up with people of many races.
d. Being able to identify who is prejudiced.
3. For many European Americans, who are in the early stages racial identity development, the
learning process
a. Is more difficult than it is for people of color.
b. Requires creating an awareness of oppression and difference around race.
c. Can cause anxiety and stress
d. All of the above
4. Applying the Kubler-Ross Model of Death and Dying to the study of racial identity theory
can help one to understand racial identity formation because
a. It is so different from the other models in this reading and may be a better fit
with some students’ experiences.
b. Everyone is going to die, so it applies to all.
c. The author feels that this model is superior to the others discussed in the article.
d. B &C
5. The term “White Privilege” means that
a. White people have more money than people of color.
b. Most white people have a deeper understanding of racial issues than people of color.
c. Whites have unearned advantages that they often don’t are not aware of
having.
d. Harry White’s racial identity development theory makes the most sense.
