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Section 1: Mapping the Field: An Introduction to Women's, Gender and Sexuality Studies Test Bank Type: multiple choice question Title: Hooks: Section 01 Question 01 1) The form of feminism bell hooks identifies in which women work within the existing power structures to maximize their freedom is called: Feedback: Reformist feminism works to undo existing power structures toward liberation. The others have different definitions. Page reference: bell hooks, “Feminist Politics” a. Lifestyle Feminism b. Radical Feminism *c. Reformist Feminism d. Revolutionary Feminism Type: multiple choice question Title: Hooks: Section 01 Question 02 2) The form of feminism bell hooks identifies in which women work to deconstruct the existing power structures and build new structures to maximize their freedom is called: Feedback: Revolutionary feminism is defined as working to create new conceptualizations of power instead of trying to reform those already in existence. Page reference: bell hooks, “Feminist Politics” a. Lifestyle Feminism b. Radical Feminism c. Reformist Feminism *d. Revolutionary Feminism Type: multiple choice question Title: Hooks: Section 01 Question 03 3) The form of feminism bell hooks identifies in which politics holds no relevance is called: Lifestyle feminism has no political agenda and solely focuses on the individual. Page reference: bell hooks, “Feminist Politics” *a. Lifestyle Feminism b. Radical Feminism c. Reformist Feminism d. Revolutionary Feminism Type: multiple choice question Title: Johnson: Section 01 Question 04 4) Some critics objected to Johnson’s statement that the participants in the patriarchy include: Feedback: This essay focuses on the idea that women can enact misogyny just as men can. ) Page reference: Allan Johnson, “Patriarchy, the System: An It, Not a He, a Them, or an Us” (2014) a. Men *b. Women c. Children d. Those in the LGBT community Type: multiple choice question Title: Johnson: Section 01 Question 05 5) Allen Johnson claims that patriarchy is: Feedback: This essay argues that patriarchy is not just about people, specifically about men, but about larger structural systems that enact misogyny. Page reference: Allan Johnson, “Patriarchy, the System: An It, Not a He, a Them, or an Us” (2014) *a. A system b. A particular individual

Saraswati, Introduction to Women's, Gender & Sexuality Studies, Second Edition c. Static d. Universal Type: multiple choice question Title: Johnson: Section 01 Question 06 6) Patriarchy privileges: Feedback: Because patriarchy is a system, it privileges other structural concepts such as masculinity and power. Femininity is marginalized in patriarchal structures. Page reference: Allan Johnson, “Patriarchy, the System: An It, Not a He, a Them, or an Us” (2014) a. Femininity b. Dominance/Control c. Masculinity *d. Both B and C Type: multiple choice question Title: Fausto-Sterling: Section 01 Question 07 7) Anne Fausto-Sterling estimates that for every 1,000 children born, roughly are intersex. Feedback: This number, 17, is directly from the reading. Page reference: Anne Fausto-Sterling, “The Five Sexes Revisited” (2000) a. 3 b. 11 *c. 17 d. 22 Type: multiple choice question Title: Fausto-Sterling: Section 01 Question 08 8) Which of these are sexes named in Anne Fausto-Sterling’s “The Five Sexes?” Feedback: Herms, merms, and ferms are all terms that the author uses, though those terms are not used as much today. Page reference: Anne Fausto-Sterling, “The Five Sexes Revisited” (2000) a. Merms, germs, and ferms b. Herms, memes, and merms c. Herms, lerms, and merms *d. Herms, merms, and ferms Type: multiple choice question Title: Fausto-Sterling: Section 01 Question 09 9) What change/changes do the author suggest to add legal protections for intersex and transgender persons? Feedback: The authors argues for eliminative gender from official documents as a way to disrupt the gender binary. Page reference: Anne Fausto-Sterling, “The Five Sexes Revisited” (2000) a. Disallow same-sex marriage *b. Eliminate gender from official documents c. Use a gender binary when asking people to identify themselves. d. All of the above Type: multiple choice question Title: Ijeoma: Section 01 Question 10 10) While coming of age in Nigeria, where did Ijeoma find relief from the strict gender roles that focused on her becoming a wife? Feedback: Much of the reading is about the author finding relief at school where she was allowed to think of a future that involved more than becoming a wife. Page reference: Ijeoma A., “Because You’re a Girl” (2002) a. Home *b. School c. Marketplace d. Nowhere

Saraswati, Introduction to Women's, Gender & Sexuality Studies, Second Edition

Type: multiple choice question Title: Ijeoma: Section 01 Question 11 11) What happened after Ijeoma A. suggested her cousin wash his own dishes? Feedback: In this moment, she tries to disrupt and gender norm and she is punished for it. Page reference: Ijeoma A., “Because You’re a Girl” (2002) a. She was not permitted to watch soccer b. He agreed to help *c. She was punished d. She was sent to school in the U.S. Type: multiple choice question Title: Ijeoma: Section 01 Question 12 12) Though she enjoys her freedoms in the United States, Ijeoma does miss elements of her upbringing. What are some of the things she misses about Nigeria? Feedback: The author misses many elements of her life in Nigeria, including the community, food, and celebrations. Page reference: Ijeoma A., “Because You’re a Girl” (2002) a. The sense of community b. The food c. The celebrations *d. All of the above Type: multiple choice question Title: Pascoe: Section 01 Question 13 13) C.J. Pascoe advocates for uncoupling the study of masculinity from what? Feedback: The author argues that masculinity should be a study of the structure of the gender norm and not just about men’s bodies. Page reference: C.J. Pascoe, “Making Masculinity: Adolescence, Identity, and High School” (2011) a. The female body b. Sexuality c. Femininity *d. The male body Type: multiple choice question Title: Pascoe: Section 01 Question 14 14) C.J. Pascoe writes that “for boys, achieving a masculine identity entails the repeated repudiation of the specter of failed masculinity.” In what ways do boys enact this reification of masculinity? Feedback: The author shows that boys coming of age feel pressure to assert their masculinity in a variety of ways dealing with sexuality and heterosexism. Page reference: C.J. Pascoe, “Making Masculinity: Adolescence, Identity, and High School” (2011) a. Using homophobic epithets within their social groups b. Engaging in heterosexist discussion of girls’ bodies c. Engaging in heterosexist discussions of their own sexual experiences *d. All of the above Type: multiple choice question Title: Pascoe: Section 01 Question 15 15) In what ways do the boys at River High School constitute masculinity, according to C.J. Pascoe? Feedback: The author focuses on the way boys use girls’ subjectivity as a way to assert their own power. Page reference: C.J. Pascoe, “Making Masculinity: Adolescence, Identity, and High School” (2011) a. By driving powerful cars b. By excelling at sports *c. By demonstrating sexual mastery and denying girls’ subjectivity d. By exercising and lifting weights Type: multiple choice question Title: Clare: Section 01 Question 16

Saraswati, Introduction to Women's, Gender & Sexuality Studies, Second Edition 16) Clare wants people with disabilities to be seen as: Feedback: The author wants to undo the concept of the inspiring “super crip” and instead have people see those with disabilities are ordinary people. Page reference: Eli Clare, “The Mountain” *a. Ordinary b. Inspirational c. Incapable d. Pitiable Type: multiple choice question Title: Clare: Section 01 Question 17 17) What term does Clare use when discussing himself? Feedback: The author spends considerable time articulating his identity and often uses words that can be seen as derogatory. Page reference: Eli Clare, “The Mountain” a. Gimp b. Crip c. Queer *d. All of the above Type: multiple choice question Title: Clare: Section 01 Question 18 18) In Clare’s discussion of Michael Oliver’s disability theory, Clare believes Oliver’s model misses what? Feedback: Though the author agrees with the academic elements of Oliver’s argument, he believes it is missing a discussion of an emotional reality. Page reference: Type title of reading here a. Theoretical sense *b. The emotional reality of those living with disability c. Political understanding d. None of the above Type: multiple choice question Title: DiAngelo: Section 01 Question 19 19) In what situations can white silence be constructive in racial discussions? Feedback: The author outlines many situations when white silence can be constructive, including all of these listed. Page reference: Eli Clare, “The Mountain” a. When people of color are discussing the sensitive issue of internalized racial oppression b. When other white people have already spoken first and most to an issue in the discussion c. When intentionally trying not to speak first and most to an issue in the discussion *d. All of the above Type: multiple choice question Title: DiAngelo: Section 01 Question 20 20) According to DiAngelo, which is a viable reason for a white person to remain silent in a discussion on race? Feedback: The author outlines many situations when white silence can be harmful, including all of these listed. Page reference: Robin DiAngelo, “Nothing to Add: A Challenge to White Silence in Racial Discussions” a. “Everyone has already said what I was thinking” b. “I don’t have much to add” c. “I don’t know much about race so I will just listen” *d. None of the above Type: multiple choice question Title: DiAngelo: Section 01 Question 21 21) Which statement is an assertion DiAngelo makes in her argument?