As a young girl, Johnson…
A.
did not want to become a mathemetician.
B.
was an exceptionally talented student.
C.
hoped to work for NASA someday.
D.
believed girls couldn't succeed in math.
C. hoped to work for NASA someday.
Which of the following describes Johnson's college years?
A.
Her professors discouraged her from becoming a mathematician.
B.
The older students picked on her for being so young.
C.
She decided to study French instead of mathematics.
D.
Her professor helped prepare her to become a research mathematician.
D. Her professor helped prepare her to become a research mathematician.
After graduating college, Johnson…
A.
had a variety of career options to choose from.
B.
discovered that there were very few research mathematician positions open.
C.
taught school before eventually becoming a computer for the NACA.
D.
began training to become the first female astronaut.
C. taught school before eventually becoming a computer for the NACA.
Which of the following best describes what working at NASA was like for Johnson?
A.
She had to fight against discrimination, but eventually earned a spot on the space team.
B.
In order to succeed, she learned to complete her work without questioning her superiors.
C.
Despite the high quality of her work, her male colleagues never respected her.
D.
The other female computers were angry with her for breaking the rules.
A. She had to fight against discrimination, but eventually earned a spot on the space team.
PART A: Which of the following statements best describes the central idea of the text?
A.
Katherine Johnson overcame racial and gender discrimination and became one of the top mathematicians at NASA.
B.
Katherine Johnson wanted to work for NASA, but her status as an African-American woman prevented her from doing so.
C.
Katherine Johnson was responsible for designing the first space probe sent to the Moon.
D.
Katherine Johnson had a difficult childhood, but after beginning work at NASA, she faced less discrimination.