1.5.3 Test (TST) - Identity (Test)
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1.5.3 Test (TST): Identity Test Ethnic Studies Name: Date: 01/22/24
In this test, you will apply what you have learned in the unit. Answer the questions below and submit your test to your teacher when you are done. I. Short-Answer Questions: 1. What kinds of decisions are involved in self-
definition? Give an example of decisions you must make for yourself. (5 points) An example of making a decision for myself can be choosing a career path. I feel like this is a decision everyone has to make for themselves. 2. What does an obituary tell us about a person's social identity? Give an example. (5 points) An obituary gives people the person’s age, name, and cause of death. It also provides information such as what they did for a living.
3. Which aspect of being a family is illustrated in each example below? (10 points, 2 points per item) i. Learning communication
from your early caregivers Primary Socialization/Healthy Communication
ii. Learning manners
by sitting at the dinner table Manners/Proper Etiquette
iii. Being taught values
by an older relative
Socialization/Values
iv. Learning how to swim from your father Transmission/Building skills
v. Hearing family stories
Storytelling/Heritage History II. Application and Critical Thinking 1. You are sitting with your friends in your favorite cybercafé. They are telling stories about ways in which they feel oppressed. Think about their stories and give your reactions to them. Are any of these stories examples of different kinds of oppression
? What can be done about these situations? i. Lori: "I can't get accepted on the cheerleading team. I
know it's because the head cheerleader doesn't like me. She marked off points just because I fell off the pyramid
. That cheerleading squad is one big clique."
Is this a kind of oppression? What should Lori do to get on the team? (5 points) For Lori to get on the team, she should improve her cheerleading skills. There’s no implication as to why the head cheerleader dislikes Lori, besides the statement that she “fell off the pyramid.” This implies that Lori can control her cheerleading abilities to the point where she can improve them, and prove to the head cheerleader that she’s capable to be a part of the team.
ii. Angel: "I wanted to be a yearbook photographer, but I couldn't get on the yearbook staff. Josh said I didn't get invited to the right events because I wasn't
part of the 'right social set
,' and besides, my camera wasn't good enough
. He also suggested that I'd probably make too many English mistakes
in my report." Is this a kind of oppression? What should the yearbook sponsor (Josh) do to make sure that being on the yearbook staff is open to all students? (5 points) Josh should be more respectful to his peers. Telling Angel that he isn’t part of the “right social set” and that he’d make too many “English mistakes in his report,” implies that Josh is discriminating against Angel without allowing Angel the opportunity to prove his skills as a yearbook staff member. iii. Gordon: "I got kicked off the football team because I missed a couple of games
. I told the coach I couldn't play on Yom Kippur because I had to be with my family. It's an important religious holiday
. Besides, we're fasting on that day." Is this a kind of oppression? What should the school do about religious holidays that are not specified as vacation days? (5 points) The school should be more inclusive about religious
holidays that are not specified as vacation days. If the school isn’t aware of religions that aren’t applied
as vacation days, they should improve their school schedules to allow days off for the students participating in religious practices.
2. Your school has put the psychology teacher in charge of in-school detention. He decides to experiment. He puts students with a high-grade
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point average in charge of detention. He tells the students in charge that they are superior because of
their study skills and good behavior, and that the other students are "problem" people who need to be supervised. He uses a hidden camera to watch the students' interactions. i. Based on the 1971 Stanford University prison experiment, what do you expect will happen in detention? Will this be a problem for the school? (5 points) If the detention is facilitated by students with a higher grade point average, this will boost their egos
to the point where they will run the detention based on their beliefs. In this way, the other students will be treated unfairly and every movement will be monitored through a hidden camera.
ii. How will stereotyping, prejudice, and discrimination influence what happens during detention? (5 points) Stereotyping the “problem” students as people who aren’t able to achieve good grades as easily compared to the “good” students means that having
lower grades classifies a person as a “problem student.” Without even acknowledging specific factors (ex: learning disabilities) this is a clear example of discrimination. This might cause an uproar within the students and begin unwanted conflict. iii. How do you think assigning roles in this way will divide students at the school? (5 points)
Assigning roles in this way will divide students at the school by deciding whether one group of students is respected, while the other students aren’t taken seriously. This statement is supported by the fact that some students
are considered good students because they have higher grades. Meanwhile, the students with lower grades are classified as the problem students, who need to be facilitated constantly. Because of the camera-based supervision, this implies that the detention facilitator doesn’t trust students with lower grades. This is what causes the “good” and “bad” students to be divided. Test (TST): Identity 4/4 1.5.3
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