“Label Us Angry” Jeremiah Torres
Torres is still angry, years after an incident that he describes as “the most painful and
shocking event” of his life. Growing up in Palo Alto California, he and his friend Carlos
had not experienced overt racism until they had a confrontation with a speeding driver
who cut them off as they were leaving their high school parking lot. The events that
followed ” from the meanness of the people in the other car to the reactions of police
officers and the different ways in which the author and his friend handled their anger ”
illustrate some dramatic consequences of racist assumptions and racist labeling.
After high school Carlos:
a. became a career criminal
b. went to college at Berkeley
c. attacked the white men who had maced him
d. we don”t know from the article what he did
“The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair
Salon,”Kristen Barber
Kristen Barber responds to claims that the male body is now sexualized and objectified
by media just as women’s bodies have been. In her case study of a small hair salon in
California, Barber finds that men who purchase “beauty work and beauty products”
consciously distinguish themselves from white working class men and distance
themselves from “the feminizing character ” of beauty work. She argues that these men
“appropriate embodied symbols of cultural capital that distinguish them as raced,
classed, sexualized and gendered” and that they
“heterosexualize” their contacts with women stylists, further distancing themselves
from the potential gender equalizing effects of beauty work.
According to Kristen Barber, hair is:
a. a social symbol
b. irrelevant to social class
c. gendered by nature
d. genderless
“Seeing in 3D,” Margaret L. Andersen
Margaret L. Andersen argues that the economy is not a neutral force, as it is portrayed
in the media. Economic downturns do not hit all citizens equally. Specific groups
experience economic change in different ways. Asking, “what would we see differently
were we to view the economic recession with women and people of color in mind,”
Andersen demonstrates the varying effects on economic standing influenced by the
intersections of race, class and gender.
For most women _______________, not discrimination, is the depressor of wages.
a. part-time work
b. time off to care for family members
c. job segregation
d. prejudice
“The Bachelor: Whiteness in the Harem,” Rachel E. Dubrofsky
Dubrofsky argues that while the “reality” based television series The Bachelor appears
to include women of color as eligible contestants, the reality is that the purpose of the
show is for White people to find romantic partners. This process, she says, is facilitated
by the participation of women of color who are never positioned as appropriate choices
for the White bachelor. The show uses a “Westernized trope of the Eastern harem”
reproducing the “imperialist, Orientalist and oppressive racist premises’ of that image.
On The Bachelor _______________ is essential to finding a romantic partner:
a. Whiteness
b. wealth
c. beauty
d. grace
“Race, Class, Gender, and Women’s Works,” Teresa Amott and Julie Matthaei
Teresa Amott and Julie Matthaei explore the economic experiences of women through
the interconnected effects of gender, race-ethnicity, and class. Taking a historical
perspective, the authors illustrate the relativeness of these social constructs and
demonstrate how each is affected by the others. For example, Amott and Matthaei point
out that while the construction of gender created spheres of “men’s” and “women’s”
work, what this work entailed had to do with class position and racial-ethnic identity.
Race and class greatly affected the definition of womanhood in the 1950s. White
middle class women were not expected to be part of the paid labor force, while it was
common for poor Black women to work as domestic servants. Both women were
expected to remain “in the home,” but for poor Black women that meant theirs as well
as those of their White employers. The authors apply the concepts of race-ethnicity and
class to the examination of gender, but point out the limitations of applying each
independently.
__________________ differentiate(s) women’s lives in many ways from those of the
men in their own racial-ethnic and class group.
a. Gender processes
b. Gender experiences
c. Gender knowledge
d. Gender beliefs
“How the New Working Class Can Transform Urban America” Robin Kelley
Kelley explains how the pervasive imagery that exists about the urban “underclass”
undermines our understanding of a contemporary urban working class. The urban
working class, many of whom are Latino and women, can be found in many different
industries today including hospitals, universities, nursing homes, food services and
retail establishments. He also discusses why organizing the new immigrant labor force
is a challenge for the labor movement. He highlights Justice for Janitors, one of the
most significant labor-based social justice movements, of which Black and Latino
women make up the majority of its membership. He highlights a second broad-based
radical movement ” the Labor/Community Strategy Center based in Los Angeles, CA.
The Center’s most important campaign has been the Bus Riders Union, since public
transportation is one of the few issues that impacts the lives of many urban working
people. This campaign argued that the public transportation system’s policies violate
Title VI of the Civil Rights Act of 1964.
For transit-dependent wage earners, bus fare could potentially comprise up
to ______________ (or more) of their total income.
a. one-half
b. three-quarters
c. two-thirds
d. one-fourth
“Race, Class, Gender, and Women’s Works,” Teresa Amott and Julie Matthaei
Teresa Amott and Julie Matthaei explore the economic experiences of women through
the interconnected effects of gender, race-ethnicity, and class. Taking a historical
perspective, the authors illustrate the relativeness of these social constructs and
demonstrate how each is affected by the others. For example, Amott and Matthaei point
out that while the construction of gender created spheres of “men’s” and “women’s”
work, what this work entailed had to do with class position and racial-ethnic identity.
Race and class greatly affected the definition of womanhood in the 1950s. White
middle class women were not expected to be part of the paid labor force, while it was
common for poor Black women to work as domestic servants. Both women were
expected to remain “in the home,” but for poor Black women that meant theirs as well
as those of their White employers. The authors apply the concepts of race-ethnicity and
class to the examination of gender, but point out the limitations of applying each
independently.
Some _______________ allowed individuals to choose gender roles: a female, for
example could choose a man’s role, do men’s work, and marry another female who lived
out a woman’s role.
a. European immigrants
b. Africans
c. American Indian tribes
d. Asian Americans
“Gladiators, Gazelles, and Groupies: Basketball Love and Loathing” Julianne
Malveaux
Julianne Malveaux explores the topic of basketball within the context of gender and
race. The author speaks of a culture saturated with basketball. It is nearly impossible to
tune out, turn off or ignore. It is a cultural delimiter, a national export, a medium
through which messages about race, gender and power are transmitted not only
nationally but also internationally.
According to Malveaux, few of the professional basketball players, despite their
millions,
a. attend school or send family members to school.
b. acquire an education.
c. invest in the Black community and in Black economic development.
d. invest in private business.
“Women’s Rights as Human Rights: Toward a Re-Vision of Human Rights,”
Charlotte Bunch
Charlotte Bunch notes that “no government determines its policies toward other
countries on the basis of their treatment of women.” In addition, she argues, human
rights organizations rarely treat women as a priority. Government and non-government
agencies alike tend to see women’s concerns as trivial, private, or simply outside the
purview of human rights issues. Noting that “sexism kills,” Bunch identifies the many
concerns of women that must be made a priority if human rights are to be obtained.
Government and non-government agencies alike tend to see women’s concerns as:
a. trivial, private, and not a matter of “human” rights.
b. a high priority
c. human rights issues
d. impossible to address
“Gladiators, Gazelles, and Groupies: Basketball Love and Loathing” Julianne
Malveaux
Julianne Malveaux explores the topic of basketball within the context of gender and
race. The author speaks of a culture saturated with basketball. It is nearly impossible to
tune out, turn off or ignore. It is a cultural delimiter, a national export, a medium
through which messages about race, gender and power are transmitted not only
nationally but also internationally.
According to Malveaux, despite this plantation tension, there are those who tout
the integration in basketball as something lofty and desirable and the sport itself as one
that teaches :
a. history, success, and discipline.
b. discipline, teamwork, and structure.
c. support, teamwork and success.
d. fun, teamwork, and structure.
“Whosoever” Is Welcome Here: An Interview with Reverend Edwin C. Sanders
II” Gary David Comstock
Gary David Comstock discusses how an urban-based minister is making a difference in
the lives of lesbian/bisexual/gay/transgendered people by welcoming them to the
church he pastors and encouraging them to participate in the life of the church. As a
result, his efforts have paid off in creating a compassionate and caring community of
worshipers that evolve from diverse cultural, racial and sexual backgrounds. Because of
this approach, the Reverend Edwin C. Sanders II and his congregation are involved in
various community causes such as an HIV/AIDS ministry and a prison ministry that
benefit the membership as well the community.
According to Gary David Comstock, a primary ministry undertaken by this
congregation is:
a. HIV/AIDS
b. general health care
c. diabetes
d. cancer
“What White Supremacists Taught a Jewish Scholar about Identity,” Abby L.
Ferber
Abby L. Ferber examines the interdependence of systems of oppression. Her research
on white supremacy reveals the connection white supremacists groups make between
anti-Semitism and racism in their efforts to maintain the dominant position of Whites in
society. Ferber asserts that the changing racial classification of Jews, as revealed in their
history, demonstrates the social construction of race. Ferber contrasts her own
experience as a Jewish woman, who racially identifies herself as White, with that of her
ancestors who experienced discrimination based on their designation as an inferior,
non-White race. The variability of racial classifications directly challenges the white
supremacists view of innate, and undeniable, White supremacy. Ferber contends that in
order to maintain their position of racial superiority, white supremacists target Jews in
an attempt to deny their evolved racial classification, thereby denying the relativeness
and ambiguity of race.
Abby L. Ferber’s experience researching white supremacists led her to reflect on her
own racial identity because:
a. she did not want to be a member of their targeted group.
b. she recognized her own views of white superiority.
c. although she largely identified as White, she recognized herself as a target of these
groups because she is Jewish.
d. she had always considered herself to be a member of a racial minority group.
“Lifting as We Climb: Women of Color, Wealth, and America’s Future,” Center
for Community Economic Development
This article addresses the significant gap in wealth owned by diverse groups of women
of color compared to men who are their racial counterparts and to white women. Both
structural and cultural factors that contribute to the gap are discussed, along with policy
solutions. Because women of color “are some of the most resilient, resourceful, and
relied-upon people in our society” programs aimed at increasing economic security for
these women are essential to the future economic health of the nation as a whole.
Single Black and Hispanic women have _______________________ for every dollar of
wealth owned by white women.
a. a penny
b. a quarter
c. fifty cents
d. a fraction of a penny
“Seeing in 3D,” Margaret L. Andersen
Margaret L. Andersen argues that the economy is not a neutral force, as it is portrayed
in the media. Economic downturns do not hit all citizens equally. Specific groups
experience economic change in different ways. Asking, “what would we see differently
were we to view the economic recession with women and people of color in mind,”
Andersen demonstrates the varying effects on economic standing influenced by the
intersections of race, class and gender.
Women’s wages are more _______________ than men’s wages:
a. steady
b. necessary
c. volatile
d. expendable
“Straight is to Gay as Family is to No Family,” Kath Weston
This essay presents a distinct dichotomy that depicts the establishment and maintenance
of family and extended kin in the gay and straight world. Weston delineates a path of
rejection, isolation and loneliness from straight families as gay persons attempt to
establish individual identities. In addressing misperceptions surrounding gay life, this
essay also introduces alternative approaches to the establishment and cultivation of
family life.
According to Weston, a lesbian or gay identity has been portrayed as a rejection of:
a. the family and a departure from kinship.
b. dominant society values.
c. the community.
d. freedom.
“Straight is to Gay as Family is to No Family,” Kath Weston
This essay presents a distinct dichotomy that depicts the establishment and maintenance
of family and extended kin in the gay and straight world. Weston delineates a path of
rejection, isolation and loneliness from straight families as gay persons attempt to
establish individual identities. In addressing misperceptions surrounding gay life, this
essay also introduces alternative approaches to the establishment and cultivation of
family life.
Weston believes gay, or chosen, families cannot be understood apart from the
families lesbians and gay men call:
a. biological, blood or straight.
b. friends and neighbors.
c. offspring and friends.
d. normal.
“Lifting as We Climb: Women of Color, Wealth, and America’s Future,” Center
for Community Economic Development
This article addresses the significant gap in wealth owned by diverse groups of women
of color compared to men who are their racial counterparts and to white women. Both
structural and cultural factors that contribute to the gap are discussed, along with policy
solutions. Because women of color “are some of the most resilient, resourceful, and
relied-upon people in our society” programs aimed at increasing economic security for
these women are essential to the future economic health of the nation as a whole.
The median wealth for women is ___________________ the median wealth for men.
a. less than half
b. three quarters
c. five eighths
d. nine tenths
“White Privilege: Unpacking the Invisible Knapsack,” Peggy McIntosh
Peggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend
to be unaware of the privilege they have as members of the dominant group. To
illustrate this point she compares her own experiences with denied male privilege to her
own limited perception of the privilege she enjoys because she is White. In an effort to
challenge this lack of awareness, she lists forty-six examples of the invisible privilege
she experiences in her everyday life that people of color do not. She points out that
these daily benefits of being white make her life easier. For example, the ability to shop
without being followed, to count on her skin color not causing suspicion of her financial
reliability, or even the ability to find blemish cover to match her skin tone reflects her
white privilege. She argues that for Whites these occurrences are largely taken for
granted. They are expected, assumed to be the normal experiences of everyday life. For
people of color, however, they are constant reminders of the struggle involved in all
aspects of life when one’s position in society is reflected as outside of the norm.
McIntosh identifies positive and negative aspects of privilege; unearned advantage and
conferred dominance. The advantage experienced by the privileged group can be
unearned, merely as a consequence of their position, or it can be created through
dominance yielded because of their position. Both aspects challenge the notion that
one’s experience in society is based solely on one’s merit, and recognizing this
challenges the denial surrounding systems of privilege and oppression. McIntosh
contends that once the privileged can no longer deny the benefits intrinsic to their
position, they must then decide to either destroy or maintain the system from which
they benefit.
McIntosh believes race and sex are not the only advantaging systems at work. We need
to similarly examine the daily experience of having other advantages such as:
a. age, work, money or experience.
b. age, ethnicity, physical ability, nationality, religion or sexual orientation.
c. age, behavior, attitude or privilege.
d. beauty, wealth and fame.
“Gladiators, Gazelles, and Groupies: Basketball Love and Loathing” Julianne
Malveaux
Julianne Malveaux explores the topic of basketball within the context of gender and
race. The author speaks of a culture saturated with basketball. It is nearly impossible to
tune out, turn off or ignore. It is a cultural delimiter, a national export, a medium
through which messages about race, gender and power are transmitted not only
nationally but also internationally.
According to Malveaux, a subtext of the basketball culture relegates women,
especially African American women, to:
a. useless beings
b. subservient being
c. a peripheral, dependent, and soap-operatic role
d. professional cheerleaders
“Missing People and Others: Joining Together to Expand,” Arturo Madrid
Arturo Madrid argues that Latinos, as well as other racial and ethnic minorities, are
perceived as “other” because of language, culture, and physical attributes that differ
from those of the dominant group in society. Accordingly, access to social institutions
such as employment, education, and government is limited. Once access is obtained,
particularly in those institutions within which integration is expected, for example,
universities, ethnic and racial minorities are marginalized, denied opportunity and a
political voice. Madrid urges all members of society to unite in struggle against
marginalization, exclusion, and alienation. By ensuring that our institutions more
accurately reflect the diversity of society, we relieve social tensions and prevent the
possible disintegration of the very structures that are intended to offer opportunity.
According to “Missing People and Others: Joining Together to Expand,” Arturo
Madrid describes los americanos as in newspapers, news magazines, books, on radio, in
movies and, ultimately, on television.
a. missing
b. Chicanos
c. omnipresent
d. invisible
“Families on Frontier: From Braceros in the Fields to Braceras in the Home,”
Pierrette Hondagneu-Sotelo
Decades ago the demand for immigrant labor in the western United States was a
demand for male labor. This has changed as a result of transformations in political
economy. Now there is a high demand for female immigrant workers. Mexican and
Central American women immigrants become members of transnational families, as
they leave their children at home and work in the United States in order to support their
families financially. Domestic work in the United States, and in many other countries, is
structured in a way that requires workers to be separated from their families. Pierrette
Hondagneu-Sotelo explores the “broad repercussions for the social relations among
Latina Immigrants and their families” that result from the privatization of social
reproduction.
A plethora of occupations today increasingly rely on the work performed by
_______________, according to Hondagneu-Sotelo.
a. Mexican and Asian men
b. Mexican and Asian women
c. European women
d. African-American women
“Seeing in 3D,” Margaret L. Andersen
Margaret L. Andersen argues that the economy is not a neutral force, as it is portrayed
in the media. Economic downturns do not hit all citizens equally. Specific groups
experience economic change in different ways. Asking, “what would we see differently
were we to view the economic recession with women and people of color in mind,”
Andersen demonstrates the varying effects on economic standing influenced by the
intersections of race, class and gender.
According to Andersen, headlines incorrectly suggest that the economy is a
_______________ force.
a. negative
b. neutral
c. positive
d. gendered
“Lifting as We Climb: Women of Color, Wealth, and America’s Future,” Center
for Community Economic Development
This article addresses the significant gap in wealth owned by diverse groups of women
of color compared to men who are their racial counterparts and to white women. Both
structural and cultural factors that contribute to the gap are discussed, along with policy
solutions. Because women of color “are some of the most resilient, resourceful, and
relied-upon people in our society” programs aimed at increasing economic security for
these women are essential to the future economic health of the nation as a whole.
Divorced women of color have a median wealth of $4200. Divorced men of color have
a median wealth of:
a. $10,874
b. $52,683
c. $21,927
d. $16,100
“Rape, Racism and the Law” Jennifer Wriggins
Wriggins argues that the legal system’s treatment of rape has furthered racism and has
denied the reality of women’s sexual subordination. She illustrates how the history of
rape in the US has focused on the rape of White women by Black men, ignoring both
White men as rapists and Black women as victims of rape.
Courts applied “special doctrinal rules” to Black defendants accused of the rape or
attempted rape of White women. The “social conditions and customs founded upon
racial differences” which the jury was to consider:
a. included the assumption that Black men always and only want to rape White women
b. included that a White woman would never consent to sex with a Black man
c. were not applied where both persons were of color
d. all of these answers are correct
“The Well-Coifed Man: Class, Race, and Heterosexual Masculinity in the Hair
Salon,”Kristen Barber
Kristen Barber responds to claims that the male body is now sexualized and objectified
by media just as women’s bodies have been. In her case study of a small hair salon in
California, Barber finds that men who purchase “beauty work and beauty products”
consciously distinguish themselves from white working class men and distance
themselves from “the feminizing character ” of beauty work. She argues that these men
“appropriate embodied symbols of cultural capital that distinguish them as raced,
classed, sexualized and gendered” and that they
“heterosexualize” their contacts with women stylists, further distancing themselves
from the potential gender equalizing effects of beauty work.
According to barber, the men at Shear Style hair salon embed the meaning of their
beauty work in:
a. gender equality
b. white professional class masculinity
c. gender neutrality
d. transgressive masculinity
“Historic Reversals, Accelerating Resegregation, and the Need for New Integration
Strategies,” Gary Orfield and Chungmei Lee
Orfield and Lee call for new strategies to integrate schools, because schools are
re-segregating as a result of recent court decisions, creating separate and unequal
educational experiences for Whites and minorities. This is particularly the case for
African Americans and Latinos, who Orfield and Lee describe as “highly likely to be
attending poorly supported “majority-minority” schools. Blacks and Latinos are doubly
segregated: from Whites and from middle-class students; Latinos experience triple
segregation: by class, race and language.
The 2007 Supreme Court Decision makes it likely that school segregation will:
a. disappear within a decade
b. decrease dramatically over the next five years, especially in urban areas.
c. stay about what it was in 2007 in the near future
d. increase
“A Dream Deferred: Undocumented Students at CUNY,” Carolina Bank Munoz
Carolina Bank Munoz argues that contemporary immigration policy ignores structural
conditions that force people to migrate to the United States. These policies, she argues,
seek individual solutions to structural problems, thereby unfairly denying college
education to undocumented students. Many undocumented students came here as
children with parents who obtained visas that eventually expired. Under current policies
it is difficult for these students to obtain documentation. The author advocates for
passage of the Dream Act, which would make it easier for students to obtain
documentation. Documentation would not only increase the life chances of the students,
but would also assure that this country does not lose “a generation of extraordinarily
bright and talented students…”
College recruitment of undocumented students is essential to increasing their:
a. income.
b. life chances.
c. aspirations for success.
d. chances of returning to their home countries.
“We Are Not Ophelia: Empowerment and Activist Identities,” Jessica K. Taft
Jessica Taft identifies a distinction between empowerment of girls and girls’ activism.
Empowerment, she argues, “is all too often focused on incorporating girls into the
social order, while activist girls desire to make substantial changes to the social order.
The girls in her study find the civic engagement emphasis of popular definitions of
empowerment far too narrow. They want much more than simply to better their own
circumstances; they want to make the world a better place for all to live. With a
sociological rather than an individualized view of the world, these girls connect their
own struggles as issues of public concern. Taft identifies a “breathtaking range of social
problems and contemporary political issues’ girl activists work collectively to address.
“Empowerment” as it is currently defined can be a way to present ________________
notions of personal growth, according to Taft.
a. useful
b. meritocratic
c. destructive
d. activist
“Darker Shade of Queer,” Chung-suk Han
Chung-suk Han writes as a gay man of color who must confront racism in
“gayborhoods’ and gay organizations and must at the same time confront homophobia
among people of color. Ultimately, he says, the crisis for gay men of color is a crisis of
masculinity ” a crisis that manifests in different ways for gay men of diverse races.
According to the author, in the imaginations of gay white men, gay Latino men and gay
Native American men are:
a. off limits
b. feminine
c. exotic beings who exist for the pleasure of white male consumers
d. hyper-masculine
“Optional Ethnicities: For Whites Only?” Mary Waters
Mary Waters explores the difference in ethnic identities experienced by White and
non-White ethnic and racial groups. Waters asserts that White ethnics are able to decide
if, and what part of, their ethnic ancestry they want to claim. For White ethnics, theirs is
a symbolic ethnicity, one which is individually designed and only serves to benefit
White ethnics. Non-White groups do not have the same choice regarding their ethnic
identities because the physical distinctions of these groups denies the choice. As a
result, Waters argues, non-White ethnic group members are unable to avoid the negative
experiences associated with being a member of an ethnic/racial minority group.
Because White ethnics view their own ethnicities as voluntarily acquired and since
those aspects of their ethnicity which are not beneficial to them are ignored, White
ethnics do not recognize the involuntary nature of non-White ethnicities, nor do they
identify with the racial oppression experienced by these groups. Waters points out that
this understanding results in problematic race relations which can be seen on college
campuses around the country. Waters argues that a cultural pluralistic society can only
be achieved once the dynamics and consequences of ethnic identity are recognized by
individuals and within social institutions.
As noted in “Optional Ethnicities: For Whites Only?” White Americans have
options regarding their ethnic identities, including:
a. the choice of which of their European ancestries to claim and whether to claim any
specific ancestry.
b. what holidays they will observe.
c. what religion they will practice.
d. genetic testing.
“White Flight in Networked Publics? How Race and Class Shaped American Teen
Engagement with Myspace and Facebook,” Danah Boyd
Danah Boyd looks at the demographics of MySpace and Facebook and Facebook and
finds that these online communities reflect the same social categories of race and class
found in the larger society. In fact, she traces a movement away from MySpace to
Facebook, and identifies the trend as “White flight” ” a trend that mirrors the movement
of Whites from urban to suburban neighborhoods in the 20th century.
Boyd found it “poignant” that students in an urban Los Angeles school label the turf
where White students gather:
a. off limits
b. the outer limits
c. Whiteville
d. Disneyland
“Rape, Racism and the Law” Jennifer Wriggins
Wriggins argues that the legal system’s treatment of rape has furthered racism and has
denied the reality of women’s sexual subordination. She illustrates how the history of
rape in the US has focused on the rape of White women by Black men, ignoring both
White men as rapists and Black women as victims of rape. Common stereotypes of
Black male sexuality include:
a. that Black male sexuality is wanton and bestial
b. that Black men are wild
c. that Black men are the criminal rapists of White women
d. all of these answers are correct
“Sex and Gender Through the Prism of Difference,” Maxine Baca Zinn, Pierrette
Hondagneu-Sotelo, and Michael Messner
Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner present a new
framework of the study of gender. The “prism of difference” they describe broadens the
traditional view of gender by recognizing the influences of social locations other than
gender, and hierarchical systems other than patriarchy. This new perspective
encompasses the experiences of all women, not just those defined as middle class white
women, new views on men and masculinity, and the consideration of gender within a
global perspective. The authors argue that by looking at gender through a “prism,”
instead of a patchwork of other factors, such as class, race, national identity, age, etc.,
the differences and inequalities recognized among both women and men will serve to
expand our understanding of gender.
The “prism of difference,” set forth by Maxine Baca Zinn, Pierrette Hondagneu-Sotelo,
and Michael Messner, illustrates the fact that:
a. no one is defined by gender alone.
b. we are blind to differences.
c. women do not perform as well as men in math.
d. the relationship between women and men is defined within the confines of an
oppressive system.