In the United States past advocates for schooling for women

In the United States past advocates for schooling for women
 
  a. believed that schooling would make women more prepared to challenge the authority of men.
  b. believed that schooling would make women more efficient wives and mothers.
  c. believed that schooling was not necessary because a womans mine was feeble and inferior.
  d. believed that schooling would make women more masculine.

Question 2

refer to the ways in which women and men are expected to behave and are often based on patriarchal social norms.
 
  a. Traditional social norms
  b. Gender norms
  c. Traditional gender roles
  d. Gender roles

Question 3

According to the author, when schools are stratified, teachers often have __ for poor students and students of color.
 
  a. lower expectations
  b. higher expectations
  c. no change in expectations
  d. reform expectations

Question 4

Which of the following is a systematic hierarchy in which the best schools and educational opportunities are found in high-income neighborhoods and the poorest schools are found in low-income communities?
 
  a. School Stratification
  b. Hierarchy
  c. Tracking
  d. School Hierarchy

Question 5

The belief that those who work hard make the most money and those who do not make much money must not work hard or are not smart is called
 
  a. hierarchy.
  b. meritocracy.
  c. cultural capital.
  d. income inequality

Question 6

According to the Annie E. Casey Foundations Report, 2014 KIDS COUNT Data Book, poverty impacts children in many ways. Which of the following is a major effect?
 
  a. Eighth graders are not proficient in reading
  b. Fourth graders are not proficient in math
  c. Lower graduation rate
  d. Higher graduation rate