Ch.

5 Test Bank 2nd Edition 1

Intercultural Communication Globalization

and Social Justice 2nd Edition Sorrells Test
Bank

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Chapter 5: Test Bank

Type: MR
1. Which of the following is/are myth(s) about interracial relationships?
@ Learning objective: 3. Describe the impact of exclusion, prejudice, and myths on intercultural
relationships historically and today; Cognitive domain: Knowledge; Answer location:
Intercultural Romantic Relationships Development; Question type: MS
*a. Nondominant groups marry into the dominant group for status.
*b. Dominant group choose nondominant group partners out of rebellion or to spite their parents.
*c. Children from interracial marriages have psychological problems, particularly in terms of
identity.
*d. Individuals who choose interracial romantic relationships are deviant and disturbed.

2. Which of the following statements is NOT true?

@ Learning objective: 3. Describe the impact of exclusion, prejudice, and myths on intercultural
relationships historically and today; Cognitive domain: Knowledge; Answer location: Interethnic
Intercultural Relationships; Question type: MC
a. Ethnic differences among European Americans have been blurred into one racial category.
b. People who avow or are ascribed an identity as White have an ethnicity.
*c. Ethnicity does not apply to European Americans as the dominant group.
d. Ethnicity plays a role in choices that are made regarding who develops and sustains
friendships and romantic relationships.
 Ch. 5 Test Bank 2nd Edition 2

3. Kathy, a White European American woman, and Oguz, a Muslim American man, have been
dating for 2 months. Kathy has become more aware of how religious differences and stereotypes
affect the people in Muslim communities including Oguz. Which state of intercultural romantic
relationship development process is she in?
@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Knowledge; Answer
location: Intercultural Romantic Relationships Development; Question type: MC
*a. Racial/cultural awareness
b. Coping
c. Identity emergence
d. Relational maintenance

Type: MR
4. Which of the following is/are TRUE about intercultural relationships?
@ Learning objective: 1. Identify the challenges and opportunities of intercultural relationships
in workplace, friendship, romantic, and cyber contexts; Cognitive domain: Knowledge; Answer
location: Topography of Intercultural Relationships; Question type: MS
a. Globalizing forces have reduced the frequency and intensity of intercultural relationships.
*b. Intercultural relationships today are embedded in the history of colonization.
*c. Civil rights movement of the second half of the 20th century paved the way for intercultural
relationships today.
d. Intercultural relationships are just like any other relationships because of the advancement of
communication technology.

5. Randy thinks that heterosexuality is the only normal, natural, and universal form of sexuality.
This type of assumption is called
@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Application;
Answer location: Sexuality in Intercultural Relationships; Question type: MC
a. classism.
b. racism.
*c. heteronormativity.
d. sexism.

Type: MR
6. Which of the following is/are NOT true?
@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Knowledge; Answer
location: Sexuality in Intercultural Relationships; Question type: MS
*a. Sexuality does not matter in intercultural relationships because gender norms are universal
across cultures.
*b. Sexuality does not matter in intercultural relationships because ideas about femininity and
masculinity are universal across cultures.
*c. Sexuality does not matter in intercultural relationships because it is a private issue that has no
impact on civil rights, social institutions, and education.
 Ch. 5 Test Bank 2nd Edition 3

d. Sexuality and sexual identities intersect with ethnic, racial, religious, and national cultural
differences in intercultural relationships.

7. Ashley is Norwegian American and Megan is German American. What type of intercultural
relationship do they have?
*a. Interethnic
b. Interreligious
c. International
d. Interracial
@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Knowledge; Answer
location: Interethnic Intercultural Relationships; Question type: MC

Type: MR
8. Antimiscegenation laws
@ Learning objective: 3. Describe the impact of exclusion, prejudice, and myths on intercultural
relationships historically and today; Cognitive domain: Knowledge; Answer location: Privileging
Relationships; Question type: MS
*a. prohibited marriage between people of different races.
*b. existed in more than 40 states until 1967.
c. left no influence on interracial romantic relationships today.
*d. were overturned in the landmark Loving v. Virginia Supreme Court case.

9. The advocates of same-sex marriage try to transform ______________ by creating space for
family and relationships outside of heterosexual relationships.
@ Learning objective: 3. Describe the impact of exclusion, prejudice, and myths on intercultural
relationships historically and today; Cognitive domain: Application; Answer location: Sexuality
in Intercultural Relationships; Question type: MC
a. intercultural relationships
b. antimiscegenation laws
c. class prejudice
*d. heteronormativity

10. Patrice (Haitian American and Christian) and Josh (White, Jewish American) have been in an
interracial relationship for 6 months. Because of some unwelcome reactions and prejudicial
comments from people who disagree with their relationship, they began to develop proactive and
reactive strategies to manage challenges and discrimination. According to the model of romantic
relationship development, which stage are they in?
@ Learning objective: 3. Describe the impact of exclusion, prejudice, and myths on intercultural
relationships historically and today; Cognitive domain: Analysis; Answer location: Intercultural
Romantic Relationships Development; Question type: MC
a. Racial/cultural awareness
*b. Coping
c. Identity emergence
d. Anticipation
 Ch. 5 Test Bank 2nd Edition 4

11. Defined as the personal attitudes individuals of any class culture may hold about members of
other classes, ____________ shapes the dynamic of intercultural relationships.
@ Learning objective: 3. Describe the impact of exclusion, prejudice, and myths on intercultural
relationships historically and today; Cognitive domain: Analysis; Answer location: Class
Differences in Intercultural Relationships; Question type: MC
a. classism
*b. class prejudice
c. capitalism
d. anticapitalism

12. A person, group, or community who works across lines of cultural differences in support of
and partnership with others is called
@ Learning objective: 3. Describe the impact of exclusion, prejudice, and myths on intercultural
relationships historically and today; Cognitive domain: Analysis; Answer location: Intercultural
Alliances for Social Justice in the Global Context; Question type: MC
a. intercultural praxis.
b. intercultural friend.
*c. intercultural ally.
d. intercultural partner.

13. Which of the following is TRUE of intercultural relationships?

@ Learning objective: 3. Describe the impact of exclusion, prejudice, and myths on intercultural
relationships historically and today; Cognitive domain: Analysis; Answer location: Privileging
Relationships; Question type: MC
a. Intercultural relationships are decreasing today as prejudices across cultures increase.
b. They are generally more superficial in the long run than relationships between people from the
same culture.
c. People tend to enter into them more out of sympathy or curiosity rather than genuine liking.
*d. Concerns of the extended family and societal perceptions of differences are accentuated
compared with relationships between people from the same culture.

14. While Alison identifies as heterosexual, she is active in providing support and raising public
awareness for people in LGBTQ community. Alison is
@ Learning objective: 4. Explore how intercultural relationships in the global context are
potential sites of alliances for social justice in the global context; Cognitive domain: Analysis;
Answer location: Intercultural Alliances for Social Justice in the Global Context; Question type:
MC
*a. an intercultural ally for LGBTQ community.
b. an intercultural friend of LGBTQ people.
c. an intercultural partner of LGBTQ community.
d. an intercultural companion of LGBTQ community.

15. “The systemic subordination of class groups by the dominant, privileged class” is a definition
of
 Ch. 5 Test Bank 2nd Edition 5

@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Knowledge; Answer
location: Class Differences in Intercultural Relationships; Question type: MC
a. heterosexism.
b. racism.
c. sexism.
*d. classism.

16. Laura comes from an upper-class Christian family. When she started dating Ben, who is
nonreligious and from working-class background, her family was not accepting of their
relationship. This is an example of how
@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Analysis; Answer
location: Multidimensional Cultural Differences in Intercultural Relationships; Question type:
MC
*a. intercultural relationships often involve multiple and intersecting cultural differences,
including class and religion.
b. religious differences matter more than class differences in intercultural relationships.
c. class differences matter more than religious differences in intercultural relationships.
d. class and religious differences do not matter as long as they share the same racial background.

17. Eric and Michael have been in a romantic relationship for the past 10 years. Since their State
does not allow same-sex marriage, they have come to develop their own definition of family and
what it means to be in a committed relationship. This is an example of
@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Application;
Answer location: Intercultural Relationship Development Processes; Question type: MC
*a. relational culture/identity.
b. interfaith relationship.
c. sexual orientation.
d. intercultural praxis.

18. A primary challenge of interracial romantic relationships is

@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Comprehension;
Answer location: Interracial Intercultural Relationships; Question type: MC
a. the prejudices each member of the couple hold about each other.
*b. the assumptions and prejudices held by society about interracial relationships.
c. the legal barriers to interracial relationships.
d. the inherent differences that are held by two different racial groups.

Type: MR
19. The notion of “friendship” varies across cultures because
@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Comprehension;
Answer location: Cultural Notions of Friendship; Question type: MS
 Ch. 5 Test Bank 2nd Edition 6

*a. Western cultures typically have an individualistic orientation to friendship, where friendship
is voluntary and chosen.
*b. in collectivistic cultures, friendship is typically based on group associations and a sense of
mutual obligation.
*c. the sense of how long it takes to develop friendship varies across different cultures.
d. people from different cultures have a hard time becoming friends.

Type: MR
20. Cultural differences in the notion of friendship can be found in
a. how certain cultural groups do not value friendship.
*b. different views on how soon and how much one discloses about oneself to a friend.
*c. different views on what is appropriate behavior in friendship.
*d. different views on how long it takes to develop a friendship.
@ Learning objective: 2. Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Comprehension;
Answer location: Cultural Notions of Friendship; Question type: MS

Type: MR
21. People who initiate intercultural relationships are drawn to one another based on
@ Learning objective: 2 Explain how difference, power, privilege, and positionality are
negotiated and transformed in intercultural relationships; Cognitive domain: Comprehension;
Answer location: Intercultural Relationship Development Processes; Question type: MS
*a. proximity to one another.
*b. similarities in interests, values, and goals.
*c. physical attraction to one another.
d. stereotypes toward one another’s groups.

22. Which of the following statements about intercultural relationships on the Internet is TRUE?
@ Learning objective: 1. Identify the challenges and opportunities of intercultural relationships
in workplace, friendship, romantic, and cyber contexts; Cognitive domain: Comprehension;
Answer location: Cyberspace and Intercultural Relationships; Question type: MC
a. Online dating is unaffected by racial stereotypes and hateful messages.
*b. There are various Internet dating sites that challenge or reinforce racial stereotypes to a
varying degree.
c. Online dating is likely to be more successful than traditional dating practices.
d. Internet dating sites proactively address and challenge racial stereotypes.

Type: MR
23. What does it mean to engage in intercultural bridgework?
@ Learning objective: 4. Explore how intercultural relationships in the global context are
potential sites of alliances for social justice in the global context; Cognitive domain:
Comprehension; Answer location: Intercultural Alliances for Social Justice in the Global
Context; Question type: MS
*a. To develop sensitivity, understanding and empathy for multiple groups of people
*b. To translate languages, values, norms, and ways of thinking between two different cultures
 Ch. 5 Test Bank 2nd Edition 7

*c. To navigate across multiple cultures and create connections among them
d. To protect and preserve one’s cultural tradition and heritage

24. As a bicultural, bilingual, and biracial child, Jose finds himself constantly translating,
mediating, and navigating between his Italian American relatives and Mexican American
relatives. What term best describes his intercultural experience?
@ Learning objective: 4. Explore how intercultural relationships in the global context are
potential sites of alliances for social justice in the global context; Cognitive domain: Application;
Answer location: Intercultural Alliances for Social Justice in the Global Context; Question type:
MC
a. Dialogue
b. Interracial relationships
*c. Intercultural bridgework
d. Relational maintenance

25. Sami and Dmitri have been friends for several years. They have introduced each other to
their family members and trust each other as friends. At which stage of intercultural friendship
development process are they?
@ Learning objective: 1. Identify the challenges and opportunities of intercultural relationships
in workplace, friendship, romantic, and cyber contexts; Cognitive domain: Application; Answer
location: Intercultural Relationship Development Processes; Question type: MC
a. Exploratory interaction phase
*b. Ongoing involvement phase
c. Initial encounter phase
d. Racial awareness

26. Which of the following is NOT one of Hofstede’s dimensions of culture that can help us
understand intercultural communication in the workplace?
@ Learning objective: 1. Identify the challenges and opportunities of intercultural relationships
in workplace, friendship, romantic, and cyber contexts; Cognitive domain: Knowledge; Answer
location: Cultural Values in the Workplace; Question type: MC
a. Individualism/collectivism
*b. Low/high content
c. High/low power distance
d. Masculinity/femininity

Type: MR
27. Confucian dynamism is one of Hofstede’s cultural dimensions that emphasizes
@ Learning objective: 1. Identify the challenges and opportunities of intercultural relationships
in workplace, friendship, romantic, and cyber contexts; Cognitive domain: Knowledge; Answer
location: Cultural Values in the Workplace; Question type: MS
*a. persistence and long-term orientation to time.
*b. the importance of status.
*c. collective face-negotiation strategies.
d. a balance between dominance and passive aggressiveness.
 Ch. 5 Test Bank 2nd Edition 8

28. High uncertainty avoidance cultures tend to

@ Learning objective: 1. Identify the challenges and opportunities of intercultural relationships
in workplace, friendship, romantic, and cyber contexts; Cognitive domain: Knowledge; Answer
location: Cultural Values in the Workplace; Question type: MC
*a. be more formal and rule oriented.
b. be more informal and less structured.
c. encourage new and creative approaches.
d. be less formal and rule oriented.

Type: E
29. What is intercultural alliance and bridgework? Briefly explain and provide examples.
*a. Varies
Learning objective: 4. Explore how intercultural relationships in the global context are potential
sites of alliances for social justice in the global context; Cognitive domain: Application; Answer
location: Intercultural Alliances for Social Justice in the Global Context; Question type: SA

Type: E
30. Briefly discuss how intercultural praxis may be used to address the challenges in intercultural
relationships.
*a. Varies
Learning objective: 4. Explore how intercultural relationships in the global context are potential
sites of alliances for social justice in the global context; Cognitive domain: Analysis; Answer
location: Intercultural Alliances for Social Justice in the Global Context; Question type: SA

Type: E
31. Briefly explain antimiscegenation laws. How does the history of antimiscegenation influence
the way people develop romantic relationships today? Do we live in a postracial society? Discuss
your informed thoughts using examples.
*a. Varies
Learning objective: 4. Explore how intercultural relationships in the global context are potential
sites of alliances for social justice in the global context; Cognitive domain: Analysis; Answer
location: Intercultural Alliances for Social Justice in the Global Context; Question type: SA