In the past fifteen Years, the effort to reconstruct the history of

Question

In the past fifteen Years, the effort to reconstruct the history of indigenous peoples living under colonial regimes has resulted in the publication of case detailed studies and comparative analyses of factors that determine educational outcomes for such men and women. Such studies have gone a great distance toward explaining what educational opportunities become available to women living under colonial regimes. Theories explaining the development of education for African women in (II) colonial French West Africa, for instance, suggest a  three-stage progression  from an early effort to educate men, to a later attempt to educate  a few woman pioneers , to a plan for extending educational opportunity to more women.

But a theory of historical change must also explain the motivating force propelling a society from one stage to the next. In French West Africa for example the compelling force was the inherent instability of the colonial situation. In the first stage, the colonial regime saw that the political control of the colony depended on education of African males to achieve a narrowly defined "assimilation. An educated male elite was to function as a privileged buffer between the French administration and the African people. But by creating a male elite, the colonial regime was unwittingly laying the groundwork for second stage, when a female elite would be educated to correct the resulting social gap between men and women and, more broadly, to solidify the regime's control by transmitting knowledge and appreciation of to Western European cultural norms to their children.

Such was the intention. Women so educated, how-ever, often became catalysts for further change. Such women had a higher vision of their role in national development than did either their male counterparts or the French administrators. Their example in turn inspired younger women to demand that women's role be a larger and more varied one That their professional expectations shot past their society's aims for them is part of a solution, rather than a problem. Women so educated have moved beyond the curriculum of the colonial regime and have refused to internalize Western European values. They have demanded a share of the decision-making power in the postcolonial period.    1 
 1. The passage suggests that the reconstructions referred to in the first sentence have satisfactorily presented which of the following?

I. Detailed case studies
II. Comparative analyses of factors that deter-mined educational outcomes for men and women living under colonial regimes
III. Theories explaining the forces moving colonial societies from one historical stage to another

(A) I only
(B) II only
(C) III only
(D) I and II only
(E) I, II, and III

2 
 2. It can be inferred from the passage that the education of "a few woman pioneers" (  Highlighted  ) had which of the following consequences?

(A) The creation of a social gap between men and women
(B) The creation of a class of women who transmitted appreciation of Western European values
(C) The creation of a class of women whose professional aspirations were fulfilled
(D) The creation of a class of women who demanded a role in national affairs
(E) The creation of a new political force to reassert traditional values

3 
 3. According to the passage, the motivating force behind the "three-stage progression"   Highlighted   in line 11 was

(A) the colonial situation itself
(B) public opinion and the press
(C) a focused campaign carried on by a committed group
(D) a single leader
(E) developments in neighboring nations

4 
 4. According to the passage, the French West African colonial regime first provided education to males in order to

(A) create a privileged elite
(B) lay the groundwork for the second stage of development
(C) develop a supply of administrators to prepare for the postcolonial period
(D) make a transition from an agricultural to an industrial society
(E) create more varied opportunities for workers

5 
 5. The passage suggests that all of the following resulted from the process of educating women in colonial French West Africa EXCEPT:

(A) Women defined their roles in society for them-selves.
(B) Women concerned themselves with national development.
(C) Women internalized the values of their teachers.
(D) Women were inspired to obtain education by other women who had done so.
(E) Women expected more from their professional lives than the colonial administrators envisioned.

6 
 6. Which of the following statements is most consistent with the author's view of theories in history as it is presented in the passage?

(A) A theory of historical change that fails to con-sider causation must be seen as incomplete.
(B) A theory of historical change must be based on detailed case studies that reconstruct the lives of actual people.
(C) A theory of historical change that presents societies as going through stages oversimplifies historical reality.
(D) A theory of historical change that fails to make its ideological stance clear must be seen as flawed.
(E) A theory of historical change that fails to con-sider the role of education as a factor in change will be unlikely to explain motivating forces in history.

7 
 7. The author would most probably agree with which of the following assessments of the colonial program for women's education in French West Africa?

(A) The results of the program were predictable, and, with minor exceptions, fully met the expectations of the colonial regime.
(B) The results of the program were, at best, mixed, with some worthwhile goals of the colonial regime achieved and those of women not achieved.
(C) The program was largely a failure, both from the point of view of women involved in it, and from the point of view of the colonial regime.
(D) The program was judged a success by the colonial regime but challenged by the women involved in it.
(E) The program had many consequences beneficial to women in the program and unforeseen by the colonial regime.

8 
 8. The author views the development of women's education in colonial French West Africa as

(A) similar to the development of women's education in Europe
(B) best understood as a three-step progression
(C) unlike development in other colonial regimes in most important respects
(D) the least understood of the factors that moved the colony from one stage of development to another
(E) serving only a narrow ideological purpose

missionmba2025 · Answer

1. The passage suggests that the reconstructions referred to in the first sentence have satisfactorily presented which of the following?

I. Detailed case studies
II. Comparative analyses of factors that deter-mined educational outcomes for men and women living under colonial regimes
III. Theories explaining the forces moving colonial societies from one historical stage to another

(A) I only
(B) II only
(C) III only
 (D) I and II only 
(E) I, II, and III

Refer to the first paragraph of the passage " reconstruct the history of indigenous peoples living under colonial regimes has resulted in the   publication of case detailed studies   and   comparative analyses of factors that determine educational outcomes for such men and women. "

I. Detailed case studies -  Correct 
II. Comparative analyses of factors that deter-mined educational outcomes for men and women living under colonial regimes -  Correct 
III. Theories explaining the forces moving colonial societies from one historical stage to another -  Incorrect  .

Answer : D

2. It can be inferred from the passage that the education of "a few woman pioneers" (  Highlighted  ) had which of the following consequences?

The last paragraph of the passage mentions that "Women so educated have moved beyond the curriculum of the colonial regime and have refused to internalize Western European values. They have demanded a share of the decision-making power in the postcolonial period.". These are those women who were educated in the second historical stage (referred by the highlighted text)

(A) The creation of a social gap between men and women

Women were educated to correct (remove) the social gap and not create them. This option is not correct.

(B) The creation of a class of women who transmitted appreciation of Western European values

This is a tricky one as the passage does mention that " to solidify the regime's control by transmitting knowledge and appreciation of to Western European cultural norms to their children ". However this was not the consequence, but an outcome that was expected from womens' education.

(C) The creation of a class of women whose professional aspirations were fulfilled

The passage doesn't mention anything on the wowen's professional aspirations. Hence, we can eliminate this.

(D) The creation of a class of women who demanded a role in national affairs

True ! The last sentence of the passage tells us that the women demanded a share in the national politics.

Refer: "They have demanded a share of the decision-making power in the postcolonial period"

(E) The creation of a new political force to reassert traditional values

Incorrect. This information is not mentioned in the passage.

3. According to the passage, the motivating force behind the "three-stage progression"   Highlighted   in line 11 was

The answer to this question lies in the second line of the second paragraph "In French West Africa for example the compelling force was  the inherent instability of the colonial situation ."

(A) the colonial situation itself

Correct. As highlighted above.

(B) public opinion and the press

Incorrect. The compelling force was insability of the colonial situation.

(C) a focused campaign carried on by a committed group

Incorrect. The compelling force was insability of the colonial situation.

(D) a single leader

The passage doesn't mention the reason of instability. Hence, we can eliminate this option.

(E) developments in neighboring nations

This information is not mentioned in the passage. Hence, we can eliminate this option.

4. According to the passage, the French West African colonial regime first provided education to males in order to

The anwer to this question lies in " An educated male elite was to function as a privileged buffer between the French administration and the African people. "

(A) create a privileged elite

Correct. In the first stage, men were educated so that they could function as a buffer between the French and the locals. A privileged elite was intended to be established.

(B) lay the groundwork for the second stage of development

This is not completely true. Infact the laying of the ground work for the second stage was more coincidental than intentional. Eliminate.

(C) develop a supply of administrators to prepare for the postcolonial period

While the first part can still be true, that the intention was to create a supply of adminstrator, the last part is incorrect. The passage doesn't mention that the males were educated for post colonial period. Hence, eliminate.

(D) make a transition from an agricultural to an industrial society

This information is not presented in the passage. Hence, we can eliminate this option.

(E) create more varied opportunities for workers

The males were not educated to provide increased opportunities but were educated to function as elites between the French and the local.

5. The passage suggests that all of the following resulted from the process of educating women in colonial French West Africa EXCEPT:

The answer to this question lies in the last para.

(A) Women defined their roles in society for them-selves.

Yes, the passage mentions " women had a higher vision of their role ". Eliminate this option.

(B) Women concerned themselves with national development.

Yes, the passage mentions "They have demanded a share of the decision-making power in the postcolonial period". Eliminate this option.

(C) Women internalized the values of their teachers.

No such information is presented in the passage.

(D) Women were inspired to obtain education by other women who had done so.

Yes, the passage mentions " Their example in turn inspired younger women to demand that women's role be a larger and more varied one ". Eliminate this option.

(E) Women expected more from their professional lives than the colonial administrators envisioned.

Yes, the passage mentions " Women so educated have moved beyond the curriculum of the colonial regime ". Eliminate this option.

6. Which of the following statements is most consistent with the author's view of theories in history as it is presented in the passage?

The first sentence of the second paragraph states that " But a theory of historical change must also explain the motivating force propelling a society from one stage to the next. ". Therefore we can conclude that the author believes that a historical change must explain the reason or cause for the change.

(A) A theory of historical change that fails to con-sider causation must be seen as incomplete.

Correct. As mentioned in the first sentence of the second paragarph, the author believes a change is incomplete without the cause. Let's proceed to the next options.

(B) A theory of historical change must be based on detailed case studies that reconstruct the lives of actual people.

Though the passage talks about case studies, no such belief was shared by the author. We can eliminate this option.

(C) A theory of historical change that presents societies as going through stages oversimplifies historical reality.

This information is not shared by the author.

(D) A theory of historical change that fails to make its ideological stance clear must be seen as flawed.

The author presents no such comments in the passage. Eliminate.

(E) A theory of historical change that fails to con-sider the role of education as a factor in change will be unlikely to explain motivating forces in history.

While the passage refers to the education of men and women in French West Africa, this has been only presented as an example to support the cause. Hence, we can eliminate this option.

7. The author would most probably agree with which of the following assessments of the colonial program for women's education in French West Africa?

The information presented in the last paragraph states that " Women so educated have  moved beyond the curriculum of the colonial regime  and have refused to internalize Western European values.  "

(A) The results of the program were predictable, and, with minor exceptions, fully met the expectations of the colonial regime.

The passage provides the objectives of the program. No information has been provided on the results. The author would not probably agree with this statement.

(B) The results of the program were, at best, mixed, with some worthwhile goals of the colonial regime achieved and those of women not achieved.

The passage doesn't state that if certain goals were not achieved. Hence, we can eliminate this option.

(C) The program was largely a failure, both from the point of view of women involved in it, and from the point of view of the colonial regime.

This option is blatantly incorrect. Hence, we can eliminate.

(D) The program was judged a success by the colonial regime but challenged by the women involved in it.

The program was not challenged by the women involved. The women refused to internalize Western European values. Eliminate.

(E) The program had many consequences beneficial to women in the program and unforeseen by the colonial regime.

True. The views shared by the author in the last paragraph is evident that the author believes that the program was laregly beneficial to the women. The highlighted part also indicates that the colonial regime didn't foresee the consequences.

8. The author views the development of women's education in colonial French West Africa as

The answer to this question can be found in the first paragraph " Theories explaining the development of education for African women in (II) colonial French West Africa, for instance, s  uggest a three-stage progression   from an early effort to educate men, to a later attempt to educate a few woman pioneers, to a plan for extending educational opportunity to more women ."

(A) similar to the development of women's education in Europe

Incorrect. No such information is presented in the passage.

(B) best understood as a three-step progression

True, as mentioned in the highlighted portion.

(C) unlike development in other colonial regimes in most important respects

This information is not presented in the passage. Eliminate C.

(D) the least understood of the factors that moved the colony from one stage of development to another

Incorrect. The factors has been listed in the passage. Eliminate.

(E) serving only a narrow ideological purpose

Incorrect. The author doesn't mention anything on this.

Answers:
1. D
2. D
3. A
4. A
5. C
6. A
7. E
8. B

Oppenheimer1945 · Answer

In the past fifteen Years, the effort to reconstruct the history of indigenous peoples living under colonial regimes has resulted in the publication of case detailed studies and comparative analyses of factors that determine educational outcomes for such men and women. Such studies have gone a great distance toward explaining what educational opportunities become available to women living under colonial regimes.

1. The passage suggests that the reconstructions referred to in the first sentence have satisfactorily presented which of the following?

I. Detailed case studies
II. Comparative analyses of factors that deter-mined educational outcomes for men and women living under colonial regimes
III. Theories explaining the forces moving colonial societies from one historical stage to another

(A) I only
(B) II only
(C) III only
(D) I and II only
 (E) I, II, and III (True)

when a female elite would be educated to correct the resulting social gap between men and women and, more broadly, to solidify the regime's control by transmitting knowledge and appreciation of to Western European cultural norms to their children.

2. It can be inferred from the passage that the education of "a few woman pioneers" (Highlighted) had which of the following consequences?

(A) The creation of a social gap between men and women (True)... para 2 states the same 
(B) The creation of a class of women who transmitted appreciation of Western European values
(C) The creation of a class of women whose professional aspirations were fulfilled
(D) The creation of a class of women who demanded a role in national affairs
(E) The creation of a new political force to reassert traditional values

living under colonial regimes has resulted in the publication of case detailed studies and comparative analyses of factors that determine educational outcomes for such men and women. Such studies have gone a great distance toward explaining what educational opportunities become available to women living under colonial regimes.

3. According to the passage, the motivating force behind the "three-stage progression" Highlighted in line 11 was

(A) the colonial situation itself (P1 states this True) 
(B) public opinion and the press (no public opinion is discussed)
(C) a focused campaign carried on by a committed group (no forced campiagn or public grp is said in passage)
(D) a single leader (not said in passage)
(E) developments in neighboring nations (Irrelvant)

In the first stage, the colonial regime saw that the political control of the colony depended on education of African males to achieve a narrowly defined "assimilation. An educated male elite was to function as a privileged buffer between the French administration

4. According to the passage, the French West African colonial regime first provided education to males in order to

(A) create a privileged elite (True) 
(B) lay the groundwork for the second stage of development (tempting...
(by creating a male elite, the colonial regime was "unwittingly" laying the groundwork for second stage, )
(C) develop a supply of administrators to prepare for the postcolonial period
(D) make a transition from an agricultural to an industrial society
(E) create more varied opportunities for workers

Focsuing on P3:
5. The passage suggests that all of the following resulted from the process of educating women in colonial French West Africa EXCEPT:

(A) Women defined their roles in society for them-selves. (given)
(B) Women concerned themselves with national development. (given)
 (C) Women internalized the values of their teachers. (not given) 
(D) Women were inspired to obtain education by other women who had done so. (given)
(E) Women expected more from their professional lives than the colonial administrators envisioned. (given)

6. Which of the following statements is most consistent with the author's view of theories in history as it is presented in the passage?

(A) A theory of historical change that fails to con-sider causation must be seen as incomplete.
 (B) A theory of historical change must be based on detailed case studies that reconstruct the lives of actual people. (as per Para 1 and follwoing paras) 
(C) A theory of historical change that presents societies as going through stages oversimplifies historical reality.
(D) A theory of historical change that fails to make its ideological stance clear must be seen as flawed.
(E) A theory of historical change that fails to con-sider the role of education as a factor in change will be unlikely to explain motivating forces in history.

FOcus on P3:

7. The author would most probably agree with which of the following assessments of the colonial program for women's education in French West Africa?

(A) The results of the program were predictable, and, with minor exceptions, fully met the expectations of the colonial regime.(prediction is not discussed)
(B) The results of the program were, at best, mixed, with some worthwhile goals of the colonial regime achieved and those of women not achieved. (not achieved is wrong)
(C) The program was largely a failure, both from the point of view of women involved in it, and from the point of view of the colonial regime.(not a failure)
(D) The program was judged a success by the colonial regime but challenged by the women involved in it.(success by the colonial regime is wrong)
 (E) The program had many consequences beneficial to women in the program and unforeseen by the colonial regime. .(True)

Women so educated have moved beyond the curriculum of the colonial regime and have refused to internalize Western European values

8. The author views the development of women's education in colonial French West Africa as

(A) similar to the development of women's education in Europe
(B) best understood as a three-step progression
 (C) unlike development in other colonial regimes in most important respects (True) 
(D) the least understood of the factors that moved the colony from one stage of development to another
(E) serving only a narrow ideological purpose

Sss678 · Answer

Q1. The passage suggests that the reconstructions referred to in the first sentence have satisfactorily presented which of the following? 
My answer is D)
 (D) I and II only 
It can be inferred from the first line of the first para - "In the past fifteen Years, the effort to reconstruct the history of indigenous peoples living under colonial regimes has resulted in the publication of  case detailed studies and comparative analyses of factors that determine educational outcomes for such men and women " But it does not provide for theories explaining the forces which is evident is the first line of the 2nd para - "But  a theory of historical change must also explain the motivating force  propelling a society from one stage to the next"

Rest of the options either do not exclude correct options or include the incorrect one.

Q2. It can be inferred from the passage that the education of "a few woman pioneers" (Highlighted) had which of the following consequences? 
My answer is D)
 (D) The creation of a class of women who demanded a role in national affairs 
It can be inferred from the following line in the passage - "Such women had a higher vision of their role in national development than did either their male counterparts or the French administrators. "

(A) The creation of a social gap between men and women
It is actually the opposite, the social gap between men and women led to the education of "a few woman pioneers"

(B) The creation of a class of women who transmitted appreciation of Western European values
This is wrong as evident in the following line - "Women so educated have moved beyond the curriculum of the colonial regime and have refused to internalize Western European values."

(C) The creation of a class of women whose professional aspirations were fulfilled
In fact, this class of women wanted more than what was aimed for them.

(E) The creation of a new political force to reassert traditional values
There is no mention of the intent to create new political force anywhere.

Q3. According to the passage, the motivating force behind the "three-stage progression" Highlighted in line 11 was 
My answer is A)
 (A) the colonial situation itself 
It can be inferred from the following line - "In French West Africa for example the compelling force was the inherent instability of the colonial situation." It was the unstable colonial situation itself that motivated the "three-stage progression"

(B) public opinion and the press
There is no mentionof press and public opinion

(C) a focused campaign carried on by a committed group
It is out of the scope of the passage

(D) a single leader
Out of scope

(E) developments in neighboring nations
There is no mention of development of neighboring nations

Q4. According to the passage, the French West African colonial regime first provided education to males in order to 
My answer is A)
 (A) create a privileged elite 
Although it is not directly mentioned as the intent, but can be inferred from the following line - "An educated male elite was to function as a privileged buffer between the French administration and the African people"

(B) lay the groundwork for the second stage of development
It was not the intent but an unintended consequence.

(C) develop a supply of administrators to prepare for the postcolonial period
The intent was not for postcolonial period but for the colonial regime.

(D) make a transition from an agricultural to an industrial society
Irrelevant

(E) create more varied opportunities for workers
It was not for the sake of workers but for the selfish interests of the colonial rulers.

Q5. The passage suggests that all of the following resulted from the process of educating women in colonial French West Africa EXCEPT: 
My answer is C)
 (C) Women internalized the values of their teachers. 
It can be inferred from the following line -"Women so educated have moved beyond the curriculum of the colonial regime and have refused to internalize Western European values. " So women did not internalize the values of their colonial rulers but opposed such process.

(A) Women defined their roles in society for them-selves.
It was a positive outcome from the process of educating women.

(B) Women concerned themselves with national development.
it was another gain achieved from educating the women in the colonial West Africa

(D) Women were inspired to obtain education by other women who had done so.
They were certainly inspired by the few women pioneers as can be seen here - "Their example in turn inspired younger women to demand that women's role be a larger and more varied one"

E) Women expected more from their professional lives than the colonial administrators envisioned.
It was a positive outcome as can be inferred from here - "That their professional expectations shot past their society's aims for them is part of a solution, rather than a problem."

Q6. Which of the following statements is most consistent with the author's view of theories in history as it is presented in the passage? 
My answer is A)
 (A) A theory of historical change that fails to con-sider causation must be seen as incomplete. 
It is collorary to the following line mentioned in the passage - "But a theory of historical change must also explain the motivating force propelling a society from one stage to the next"

(B) A theory of historical change must be based on detailed case studies that reconstruct the lives of actual people.
It is not mentioned as the "must" condition for theory of historical change. On the contrary, the detailed case studies are mentioned to be containing theories of historical change.

(C) A theory of historical change that presents societies as going through stages oversimplifies historical reality.
It is neither mentioned anywhere nor can be inferred

(D) A theory of historical change that fails to make its ideological stance clear must be seen as flawed.
It cannot be inferred from the author's viewpoint

(E) A theory of historical change that fails to con-sider the role of education as a factor in change will be unlikely to explain motivating forces in history.
It is wrongly modifying the statements in the passage- wrong inferrence.

Q7. The author would most probably agree with which of the following assessments of the colonial program for women's education in French West Africa? 
My answer is E)
 (E) The program had many consequences beneficial to women in the program and unforeseen by the colonial regime. 
It can be concluded from the following line - "Such was the intention. Women so educated, how-ever, often became catalysts for further change" and "Women so educated have moved beyond the curriculum of the colonial regime and have refused to internalize Western European values."

(A) The results of the program were predictable, and, with minor exceptions, fully met the expectations of the colonial regime.
The results of the program were far beyond as well as in contrast to the expectations of the colonial regime.

(B) The results of the program were, at best, mixed, with some worthwhile goals of the colonial regime achieved and those of women not achieved.
The first part regarding th goals of the colonial regime being achieved is correct but the part stating "those of women not achieved" cannot be inferred from the passage.

(C) The program was largely a failure, both from the point of view of women involved in it, and from the point of view of the colonial regime.
It is a wrong inferrence of the passage.

(D) The program was judged a success by the colonial regime but challenged by the women involved in it.
The program was not a success for the colonial regime from the perspective of women education

Q8. The author views the development of women's education in colonial French West Africa as 
My answer is B)
 (B) best understood as a three-step progression 
It is clearly mentioned so in the following lines - "Theories explaining the development of education for African women in (II) colonial French West Africa, for instance,  suggest a three-stage progression  from an early effort to educate men, to a later attempt to educate a few woman pioneers, to a plan for extending educational opportunity to more women."

(A) similar to the development of women's education in Europe
There is no mention of comparison to Europe

(C) unlike development in other colonial regimes in most important respects
There is no discussion of other colonial regimes

(D) the least understood of the factors that moved the colony from one stage of development to another
It is wrong since the women education is the most analysed and discussed.

(E) serving only a narrow ideological purpose
Not aligning with the idea of the passage.

Anugmat740 · Answer

IMO DDACCAED
1. The passage suggests that the reconstructions referred to in the first sentence have satisfactorily presented which of the following? 
 I. Detailed case studies  -has resulted in the publication of  case detailed studies  and comparative analyses of factors that determine educational outcomes for such men and women.

II. Comparative analyses of factors that deter-mined educational outcomes for men and women living under colonial regimes  -has resulted in the publication of case detailed studies and comparative analyses of factors that determine educational outcomes for such men and women.

III. Theories explaining the forces moving colonial societies from one historical stage to another - But a theory of historical change must also explain  the motivating force propelling a society from one stage to the next. Here But shows a contrast which means that these theory not mentioned these aspects.

(A) I only
(B) II only
(C) III only
 (D) I and II only 
(E) I, II, and III

2. It can be inferred from the passage that the education of "a few woman pioneers" (Highlighted) had which of the following consequences? 
(A) The creation of a social gap between men and women ~ It was created to remove this gap.

(B) The creation of a class of women who transmitted appreciation of Western European values ~ This was the intended outcome but we cannot certain that it happened or not.

(C) The creation of a class of women whose professional aspirations were fulfilled ~ It is not mentioned that their professional aspirations were fulfilled or not.

(D) The creation of a class of women who demanded a role in national affairs  - Refer to the line "Such women had a higher vision of their role in national development than did either their male counterparts or the French administrators."

(E) The creation of a new political force to reassert traditional values - They are reasserting the western European values and not the traditional values.
 
 3. According to the passage, the motivating force behind the "three-stage progression" Highlighted in line 11 was 
 (A) the colonial situation itself - Refer to the line " In French West Africa for example the  compelling force was the inherent instability of the colonial situation.  "

(B) public opinion and the press
(C) a focused campaign carried on by a committed group
(D) a single leader
(E) developments in neighboring nations

4. According to the passage, the French West African colonial regime first provided education to males in order to 
(A) create a privileged elite ~ The elite was created  to take the political control of the colony through educated male elite.

(B) lay the groundwork for the second stage of development ~ This was done unwittingly

(C) develop a supply of administrators to prepare for the postcolonial period - Refer to the line "An educated  male elite was to function as a privileged buffer  between the French administration and the African people."

(D) make a transition from an agricultural to an industrial society ~ Not mentioned in the passage.

(E) create more varied opportunities for workers ~ This was not the agenda.

5. The passage suggests that all of the following resulted from the process of educating women in colonial French West Africa EXCEPT: 
(A) Women defined their roles in society for them-selves. ~ Refer to the line " They have  demanded a share of the decision-making power  in the postcolonial period."

(B) Women concerned themselves with national development. ~ Refer to the line "  Such women had a  higher vision of their role in national development  ."

(C) Women internalized the values of their teachers.  - The impact of teachers on women is not mentioned.

(D) Women were inspired to obtain education by other women who had done so. ~ Refer to the line " Their example  in turn inspired younger women  to demand that women's role be a larger and more varied one."

(E) Women expected more from their professional lives than the colonial administrators envisioned. ~ Refer to the line " That their  professional expectations shot past their society's aims  for them is part of a solution."

6. Which of the following statements is most consistent with the author's view of theories in history as it is presented in the passage? 
 (A) A theory of historical change that fails to con-sider causation must be seen as incomplete.  ~ The author mentions that various studies shows the factors that determine education for women and men in the colonial study. They further shows the educational opportunities available to them. But these study not mentioned the cause( propelling force) because of which the shift in the colonial eduacation took place.

(B) A theory of historical change must be based on detailed case studies that reconstruct the lives of actual people.- The studies were reconstruction of indigenous colonized men and women.

(C) A theory of historical change that presents societies as going through stages oversimplifies historical reality. - It is not mentioned that these studies oversimplifies historical reality. They just unable to mention the cause.

(D) A theory of historical change that fails to make its ideological stance clear must be seen as flawed. - Idelogical stance is not mentioned as part of the study.

(E) A theory of historical change that fails to consider the role of education as a factor in change will be unlikely to explain motivating forces in history. - The earlier study provide comparitive analysis of the factor that determine educational outcomes for such men and women.

7. The author would most probably agree with which of the following assessments of the colonial program for women's education in French West Africa? 
(A) The results of the program were predictable, and, with minor exceptions, fully met the expectations of the colonial regime. ~ The result of programme was not predictable as it was done unwittingly.

(B) The results of the program were, at best, mixed, with some worthwhile goals of the colonial regime achieved and those of women not achieved. ~ Goals of women are achieved, women are able to demand a larger and a varied role in nation's development.

(C) The program was largely a failure, both from the point of view of women involved in it, and from the point of view of the colonial regime. ~ Program is not the failure from the women's point of view.

(D) The program was judged a success by the colonial regime but challenged by the women involved in it. ~ The success of the plan is mentioned initally during which the women was  educated as part of the program, women did not challenge the program initially.

(E) The program had many consequences beneficial to women in the program and unforeseen by the colonial regime . ~ In line with the passage Refer to the line ""But by creating a male elite, the  colonial regime was unwittingly  laying the groundwork for second stage..."" The benefits to women was provided accidentaly.

8. The author views the development of women's education in colonial French West Africa as

(A) similar to the development of women's education in Europe ~ No comparison of education of French West Africa women with Women education in Europe is made in the passage.

(B) best understood as a three-step progression - Refer to the line "But a theory of historical change must also explain the motivating force propelling a society from one stage to the next."Author mentions that the cause of these progression was not explained, which was an important missing part.

(C) unlike development in other colonial regimes in most important respects ~ No comparison with the other colonies is being made.

(D) the least understood of the factors that moved the colony from one stage of development to another  ~ Author mentioned that these are the factors which earlier studies failed to consider. According to the author it was important and in the 2nd and 3rd Paragraph, he/she explains it through the example of French West Africa Colony.

(E) serving only a narrow ideological purpose - It is not mentioned that they serve a narrow ideological purpose. In fact later the women empowered due to this.

mayankdgmat · Answer

1. The passage suggests that the reconstructions referred to in the first sentence have satisfactorily presented which of the following?

IMO D

Relevant part of passage which explains only I & II satisfies it " effort to reconstruct the history of indigenous peoples living under colonial regimes has resulted in the publication of case detailed studies and comparative analyses of factors that determine educational outcomes for such men and women"

I. Detailed case studies
II. Comparative analyses of factors that deter-mined educational outcomes for men and women living under colonial regimes
III. Theories explaining the forces moving colonial societies from one historical stage to another

(A) I only
(B) II only
(C) III only
(D) I and II only
(E) I, II, and III

2. It can be inferred from the passage that the education of "a few woman pioneers" (Highlighted) had which of the following consequences?

IMO D

(A) The creation of a social gap between men and women
Passage says "when a female elite would be educated to correct the resulting social gap between men and women"

(B) The creation of a class of women who transmitted appreciation of Western European values
Passage says "Women so educated have moved beyond the curriculum of the colonial regime and have refused to internalize Western European values."

(C) The creation of a class of women whose professional aspirations were fulfilled
Their expectation raised, but is it fulfilled we dont know.

(D) The creation of a class of women who demanded a role in national affairs
Correct. Passage says "Such women had a higher vision of their role in national development than did either their male counterparts or the French administrators."

(E) The creation of a new political force to reassert traditional values
Nothing mentioned about traditional values.

3. According to the passage, the motivating force behind the "three-stage progression" Highlighted in line 11 was

IMO A

Relevant portion of passage " a theory of historical change must also explain the motivating force propelling a society from one stage to the next. In French West Africa for example the compelling force was the inherent instability of the colonial situation"

(A) the colonial situation itself
Support the mentioned para

(B) public opinion and the press
do not support mentioned para

(C) a focused campaign carried on by a committed group
do not support mentioned para

(D) a single leader
do not support mentioned para

(E) developments in neighboring nations
do not support mentioned para

4. According to the passage, the French West African colonial regime first provided education to males in order to

IMO A

Relevant portion is "An educated male elite was to function as a privileged buffer between the French administration and the African people. But by creating a male elite, the colonial regime was unwittingly laying the groundwork for second stage"

(A) create a privileged elite
Yes correct. as descibed by above para.

(B) lay the groundwork for the second stage of development
This was not ultimate ain, achieved accidentally

(C) develop a supply of administrators to prepare for the postcolonial period
doesn't support mentioned para

(D) make a transition from an agricultural to an industrial society
doesn't support mentioned para

(E) create more varied opportunities for workers
doesn't support mentioned para

5. The passage suggests that all of the following resulted from the process of educating women in colonial French West Africa EXCEPT:

IMO C

(A) Women defined their roles in society for them-selves.
can be deduced from passage "Their example in turn inspired younger women to demand that women's role be a larger and more varied on"

(B) Women concerned themselves with national development.
can be deduced from "Such women had a higher vision of their role in national development than did either their male counterparts or the French administrators."

(C) Women internalized the values of their teachers.
It's opposite of passage says "Women so educated have moved beyond the curriculum of the colonial regime and have refused to internalize Western European values."

(D) Women were inspired to obtain education by other women who had done so.
can be deduced from "Women so educated, how-ever, often became catalysts for further change"

(E) Women expected more from their professional lives than the colonial administrators envisioned.
can be deduced from "That their professional expectations shot past their society's aims for them is part of a solution, rather than a problem. Women so educated have moved beyond the curriculum of the colonial regime"

6. Which of the following statements is most consistent with the author's view of theories in history as it is presented in the passage?

IMO A

"But a theory of historical change must also explain the motivating force propelling a society from one stage to the next"

(A) A theory of historical change that fails to con-sider causation must be seen as incomplete.
Consistent with above lines in red.

(B) A theory of historical change must be based on detailed case studies that reconstruct the lives of actual people.
But that is general practice going on from some time. Author view is different.

(C) A theory of historical change that presents societies as going through stages oversimplifies historical reality.
Nothing sort of mentioned.

(D) A theory of historical change that fails to make its ideological stance clear must be seen as flawed.
Nothing as such mentioned.

(E) A theory of historical change that fails to con-sider the role of education as a factor in change will be unlikely to explain motivating forces in history.
No mention about fail to consider role of education.

7. The author would most probably agree with which of the following assessments of the colonial program for women's education in French West Africa?

IMO E

"Such was the intention. Women so educated, how-ever, often became catalysts for further change" that means intention was different but this ultimately favoured women

(A) The results of the program were predictable, and, with minor exceptions, fully met the expectations of the colonial regime.
No it taken colonial regime by shock.

(B) The results of the program were, at best, mixed, with some worthwhile goals of the colonial regime achieved and those of women not achieved.
Nothing concrete mentioned about colonial regime goal achieved or not. However is strong modifier in phrase which indicate that they were not able to achieve much.

(C) The program was largely a failure, both from the point of view of women involved in it, and from the point of view of the colonial regime.
No success for women

(D) The program was judged a success by the colonial regime but challenged by the women involved in it.
No it was sucess for women

(E) The program had many consequences beneficial to women in the program and unforeseen by the colonial regime.
consistent with phrase we discussed above

8. The author views the development of women's education in colonial French West Africa as

IMO E

Passage relevant portion"when a female elite would be educated to correct the resulting social gap between men and women and, more broadly, to solidify the regime's control by transmitting knowledge and appreciation of to Western European cultural norms to their children."

(A) similar to the development of women's education in Europe
Nothing mentioned in passage weather it was similar

(B) best understood as a three-step progression
Theory has suggested that, we don't know author view.

(C) unlike development in other colonial regimes in most important respects
Other colonial not even discussed.

(D) the least understood of the factors that moved the colony from one stage of development to another
only one factor i.e. education is discussed, we don't know about others.

(E) serving only a narrow ideological purpose
consistent with what mentioned in red above.

Sajjad1994 · Answer

Official Explanation

1. The passage suggests that the reconstructions referred to in the first sentence have satisfactorily presented which of the following?

Explanation

I.    The passage explicitly mentions the publication of "case detailed studies," supporting option I.

II.   The passage discusses the efforts to explain educational opportunities for women living under colonial regimes, including a three-stage progression in the education of African women in colonial French West Africa. This supports option II.

III.   While the passage does discuss a theory of historical change in the context of colonial French West Africa, the specific mention of  "theories explaining the motivating force propelling a society from one stage to the next"  is not as explicit. The passage primarily focuses on the colonial situation's inherent instability as the motivating force, which may not align perfectly with the language used in option III.

Answer: D

Sajjad1994 · Answer

Official Explanation

2. It can be inferred from the passage that the education of "a few woman pioneers" (Highlighted) had which of the following consequences?

Explanation

(A)  The passage mentions that the education of a male elite in the first stage unintentionally laid the groundwork for a second stage, where a female elite would be educated to correct the resulting social gap between men and women. So, this is not the consequence of educating "a few woman pioneers."

(B)  The passage mentions that the female elite in the second stage was educated to transmit knowledge and appreciation of Western European cultural norms to their children. This aligns with the consequences of educating "a few woman pioneers."

(C)  The passage does not explicitly mention whether the professional aspirations of these women were fulfilled. It focuses more on their role in national development and their influence on younger women.

(D)   The passage indicates that women so educated became catalysts for further change and had a higher vision of their role in national development. This aligns with the consequences of educating "a few woman pioneers."

(E)  The passage does not suggest that the education of "a few woman pioneers" led to the creation of a new political force to reassert traditional values. It emphasizes the movement beyond the curriculum of the colonial regime and the refusal to internalize Western European values.

Answer: D

Sajjad1994 · Answer

Official Explanation

3. According to the passage, the motivating force behind the "three-stage progression" Highlighted in line 11 was

Explanation

The passage explicitly states:  "In French West Africa, for example, the compelling force was the inherent instability of the colonial situation."  This indicates that the broader context and challenges posed by the colonial situation were the motivating force behind the three-stage progression in the education of African women. The passage does not mention public opinion, the press, a focused campaign, a single leader, or developments in neighboring nations as the driving force for this progression.

Answer: A

Sajjad1994 · Answer

Official Explanation

4. According to the passage, the French West African colonial regime first provided education to males in order to

Explanation

The passage mentions that in the first stage of education in French West Africa, the colonial regime aimed to achieve a narrowly defined  "assimilation"  by providing education to African males. The purpose was to create an educated male elite that would function as a privileged buffer between the French administration and the African people. Therefore, the correct answer is  (A)  create a privileged elite.

Answer: A

Sajjad1994 · Answer

Official Explanation

5. The passage suggests that all of the following resulted from the process of educating women in colonial French West Africa EXCEPT:

Explanation

The passage highlights that women who were educated often moved beyond the curriculum of the colonial regime and refused to internalize Western European values. The intent of the education was to transmit knowledge and appreciation of Western European cultural norms to the educated women's children. However, the passage emphasizes that women, despite their education, resisted internalizing these values. Therefore,  option (C)  is the correct answer as it contradicts the information provided in the passage.

Answer: C

Sajjad1994 · Answer

Official Explanation

6. Which of the following statements is most consistent with the author's view of theories in history as it is presented in the passage?

Explanation

(A)   is consistent with the passage's emphasis on the need for theories to explain the motivating forces propelling a society from one stage to the next. The inherent instability of the colonial situation is identified as a compelling force behind the three-stage progression in education.

(B)  While the passage acknowledges the value of detailed case studies in reconstructing history, it does not explicitly state that a theory must be based solely on these case studies. Theories explaining historical change are discussed in a broader context.

(C)  This statement aligns with the passage's perspective, as it mentions the three-stage progression in education for African women in colonial French West Africa. The passage suggests that this progression is a simplification of the historical reality.

(D)  The passage does not specifically address the clarity of ideological stances in theories. It focuses more on the need for theories to explain motivating forces and historical change.

(E)  This statement is consistent with the passage, which highlights the role of education in the three-stage progression and its impact on motivating forces for historical change.

Answer: A

Sajjad1994 · Answer

Official Explanation

7. The author would most probably agree with which of the following assessments of the colonial program for women's education in French West Africa?

Explanation

(A)  contradicts the passage, which emphasizes that women's education led to unintended consequences and further changes, suggesting that the outcomes were not fully predictable or in line with the colonial regime's expectations.

(B)  This option is consistent with the passage's description of the program. It mentions that women's education often became catalysts for further change, indicating that while some goals of the colonial regime were achieved, others were not.

(C)  This option is not supported by the passage, as it emphasizes that women educated under the program had a higher vision of their role in national development, and their example inspired younger women to demand a larger and more varied role.

(D)  This option is also not supported by the passage. While the colonial regime intended the program to be successful in achieving its goals, the passage suggests that women educated under the program went beyond the colonial regime's expectations and demanded more from their roles.

(E)   This option is consistent with the passage. The passage highlights that women educated under the program moved beyond the curriculum of the colonial regime, refused to internalize Western European values, and demanded a share of decision-making power, indicating unforeseen and beneficial consequences.

Answer: E

Sajjad1994 · Answer

Official Explanation

8. The author views the development of women's education in colonial French West Africa as

Explanation

(A)  The passage does not make a direct comparison between the development of women's education in colonial French West Africa and Europe. Therefore, there is no evidence to support this statement. It cannot be determined if the development was similar or dissimilar.

(B)   This option is correct. The passage explicitly mentions that theories explaining the development of education for African women in colonial French West Africa suggest a  "three-stage progression."  The author supports the idea that the development of women's education in this context is best understood as a three-step progression.

(C)  The passage does not provide information about the development of women's education in other colonial regimes. Therefore, there is no evidence to support or contradict the claim that it is unlike development in other colonial regimes in most important respects.

(D)  The passage does not suggest that women's education is the least understood factor. In fact, it discusses the theories explaining the development of education for African women in colonial French West Africa, indicating that there is an understanding of the factors contributing to this development.

(E)  The passage does not suggest that women's education in colonial French West Africa served only a narrow ideological purpose. It discusses the intentions behind the education program, such as creating a privileged elite and transmitting knowledge to solidify the regime's control. However, it also acknowledges that women's education had unintended consequences and went beyond the colonial regime's aims.

Answer: B

gullyboy09 · Answer

Hi  GMATNinja ,  Sajjad1994 , can you please help me with Q1, statement 3. I am having trouble eliminating it.

It is mentioned in para 1 that - "....of case detailed studies and comparative analyses of factors that determine educational outcomes for such men and women. Such studies have gone a great distance toward explaining what educational opportunities become available to women living under colonial regimes." It says what opportunities were made available, what factors made them available.

Isn't it what statement 3 is talking about - "Theories explaining the forces moving colonial societies from one historical stage to another"

Also, why author is saying this in second para - "But a theory of historical change must also explain the motivating force propelling a society from one stage to the next." Where he clearly mentioned in the first para that recent studies explain factors also.

bhanu29 · Answer

Studies in paragraph one explained  what  happened (the stages of educational development).
The author then says, " But  a theory must also explain the  motivating force " (the  why ).
The word "But" signals that the first set of studies was missing this explanation. Therefore, those studies did not satisfactorily present the "forces moving colonial societies," and then he presents his POV which wasn't described in studies making statement III incorrect.

Hope that helps!

guddo · Answer

1. The passage suggests that the reconstructions referred to in the first sentence have satisfactorily presented which of the following?

I. Detailed case studies
II. Comparative analyses of factors that deter-mined educational outcomes for men and women living under colonial regimes
III. Theories explaining the forces moving colonial societies from one historical stage to another

(A) I only
(B) II only
(C) III only
(D) I and II only
(E) I, II, and III

Recent work on indigenous peoples under colonial regimes has produced detailed case studies and comparative analyses about factors shaping educational outcomes. These studies explain what educational opportunities became available to women. But the passage says a full theory of historical change must also explain what drives movement from one stage to the next, and it then supplies that missing “motivating force” explanation using French West Africa as an example.

I. Detailed case studies

Yes. The first sentence explicitly says the effort “has resulted in the publication of ... detailed studies,” and it treats that as part of what has been accomplished.

II. Comparative analyses of factors that determined educational outcomes for men and women living under colonial regimes

Yes. The first sentence explicitly mentions “comparative analyses of factors that determine educational outcomes,” and the next sentence says such studies have gone far toward explaining educational opportunities for women.

III. Theories explaining the forces moving colonial societies from one historical stage to another
 No. The passage says “But a theory of historical change must also explain the motivating force propelling a society from one stage to the next,” which implies the reconstructions so far do not adequately do this, and the author is adding it.

Answer: (D)

Rickooreoisb · Answer

Learning

Question 1 
1. The passage suggests that the reconstructions referred to in the first sentence have satisfactorily presented which of the following?

I. Detailed case studies
II. Comparative analyses of factors that deter-mined educational outcomes for men and women living under colonial regimes
III. Theories explaining the forces moving colonial societies from one historical stage to another

III is wrong because in para 1 it is not mentioned and para 2 is the author saying, not the  theories explaining (read III)  thus theories don't explain it.

guddo · Answer

Statement III is about  what pushes the society from stage 1 to stage 2 to stage 3  (the motivating force behind the transitions).

In paragraph 1, the “factors that determine educational outcomes” are factors that explain  what opportunities existed and for whom , not the driver that  moved the system to the next stage . That is why the author says  “But”  in paragraph 2: he is marking a gap, basically,  they explained the stages/opportunities, but not the engine of change between stages .

So statement III is eliminated because the passage explicitly implies that explaining the motivating force is something the reconstructions have not yet done satisfactorily, and the author is now adding that missing piece.

In the past fifteen Years, the effort to reconstruct the history of

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In the past fifteen Years, the effort to reconstruct the history of

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