In his study Pau Hana: Plantation Life and Labor in Hawaii 1835-1920, Ronald Takaki calls attention to similarities between Hawaii...

GMAT Reading Comprehension : (RC) Questions

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Reading Comprehension

Humanities

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In his study Pau Hana: Plantation Life and Labor in Hawaii 1835-1920, Ronald Takaki calls attention to similarities between Hawaii prior to the Second World War and the pre—Civil War South. Both were plantation cultures dominated by White ruling classes that enjoyed monopolized access to government power. Both rested on single-crop, export agricultures employing a racially distinct labor force that was either enslaved or, as in Hawaii, only nominally free. Takaki makes clear from the outset, however, that differences between these two plantation societies are no less significant than their similarities. The culture of the sugar plantation in Hawaii was a product of the post-Civil War era. Although Chinese, Japanese, Koreans, and Filipinos all embarked for Hawaii under economic duress, there were elements of choice and aspiration in their migration; and although they endured circumstances similar to those of African slaves in the pre-Civil War South, the totality of their experience remained more like that of immigrants to the industrializing North during the post-Civil War era.

Takaki sees the key to this experience in an emerging sense of class identity within the Hawaiian labor force, superseding and transcending (although not obliterating) ethnicity. Crucial steps in his construction of this sequence are the plantation strikes of 1909 and 1920, described as revolts against paternalism. Not only were low wages at issue, but also enforced dependency under planter control in the villages and the prevalence of "good behavior" bonus systems in lieu of a generalized wage scale. In 1909 the Japanese, by then the largest single component of the labor force, went on strike by themselves, without attempting to enlist other ethnic groups. In 1920, by contrast, there were 8,300 Filipino and Japanese strikers—77 percent of the entire plantation work force. Both strikes failed in the formal sense, yet both led to major concessions from the planters. In Takaki's interpretation, these mass engagements registered the emerging dominance of a shared class identification over the plural and divisive identities imposed by separate ethnic histories. Thus 1920 pointed predictively to the successful unionization movement immediately after the Second World War that would bring planter hegemony in the islands substantially to a close.

Ques. 1/4

Which of the following can be inferred from the passage about Chinese and Korean laborers in Hawaii in 1920?

They were not called upon to join the plantation strike.

They made up less than a quarter of the plantation labor force.

They had arrived more recently than had Japanese and Filipino laborers.

Their decision not to strike was arrived at through collective action.

Their actions were motivated more by political than by economic considerations.

Solution

1. Passage Analysis:

Progressive Passage Analysis

Text from Passage	Analysis
In his study Pau Hana: Plantation Life and Labor in Hawaii 1835-1920, Ronald Takaki calls attention to similarities between Hawaii prior to the Second World War and the pre—Civil War South.	What it says: A researcher named Takaki wrote a book comparing old Hawaii to the American South before the Civil War, and found they were similar. What it does: Opens by introducing the main researcher and his basic finding Source/Type: Factual reference to academic research Connection to Previous Sentences: This is our starting point - no previous information to connect to Visualization: Think of two different places (Hawaii vs. American South) and two different time periods (pre-WWII vs. pre-Civil War) being compared and found to be alike What We Know So Far: Takaki found similarities between old Hawaii and old American South What We Don't Know Yet: What those similarities are, what differences exist, what his main argument is Reading Strategy Insight: Start simple - just track who (Takaki) studied what (Hawaii vs. South) and found what (similarities)
Both were plantation cultures dominated by White ruling classes that enjoyed monopolized access to government power.	What it says: Both places had farms run by white people who controlled the government. What it does: Provides the first specific similarity Source/Type: Takaki's research findings Connection to Previous Sentences: This directly explains what "similarities" meant in sentence 1. This is helpful clarification, not new complexity. Visualization: Picture both Hawaii and the American South having: Large farms + White owners in charge + Those same white owners controlling government Reading Strategy Insight: Feel confident here - the author is explaining the vague "similarities" from sentence 1 with concrete details
Both rested on single-crop, export agricultures employing a racially distinct labor force that was either enslaved or, as in Hawaii, only nominally free.	What it says: Both places grew one main crop for export using non-white workers who weren't really free (slaves in the South, barely-free workers in Hawaii). What it does: Provides the second specific similarity Source/Type: Takaki's research findings Connection to Previous Sentences: This builds on sentence 2 by adding another similarity. We're getting a list of similar features, not competing ideas. Visualization: Both places: One main crop → Sold to other countries → Grown by non-white workers → Workers not truly free Reading Strategy Insight: We're building a simple list of similarities. The pattern is emerging clearly.
Takaki makes clear from the outset, however, that differences between these two plantation societies are no less significant than their similarities.	What it says: Takaki also thinks the differences between Hawaii and the South are just as important as the similarities. What it does: Introduces the concept that differences matter too, balancing the similarities Source/Type: Takaki's research position Connection to Previous Sentences: This doesn't contradict sentences 1-3, but adds balance. The author is preparing us for a nuanced view, not creating confusion. Visualization: Imagine a balance scale: Similarities on one side, Differences on the other side, both weighing equally What We Know So Far: Takaki found important similarities (white control, plantation system, unfree labor) AND equally important differences What We Don't Know Yet: What those differences are Reading Strategy Insight: The "however" signals balance, not contradiction. Takaki sees both sides clearly.
The culture of the sugar plantation in Hawaii was a product of the post-Civil War era.	What it says: Hawaiian sugar plantations developed after the Civil War. What it does: Begins explaining the differences by establishing Hawaii's timeline Source/Type: Takaki's historical analysis Connection to Previous Sentences: This starts to explain what sentence 4 promised - the "differences." We're getting the details we were told to expect. Visualization: Timeline: Civil War ends (1865) → Then Hawaiian sugar plantations develop vs. American South plantations that existed before Civil War Reading Strategy Insight: This is the first concrete difference - timing matters for understanding the different experiences
Although Chinese, Japanese, Koreans, and Filipinos all embarked for Hawaii under economic duress, there were elements of choice and aspiration in their migration; and although they endured circumstances similar to those of African slaves in the pre-Civil War South, the totality of their experience remained more like that of immigrants to the industrializing North during the post-Civil War era.	What it says: Asian workers came to Hawaii because of economic problems, but they had some choice and hope. Even though their conditions were like slavery, their overall experience was more like immigrants going to northern industrial cities after the Civil War. What it does: Explains the key difference in worker experience Source/Type: Takaki's interpretation Connection to Previous Sentences: This elaborates on the timing difference from sentence 5. The "post-Civil War era" context explains why Hawaiian workers were more like Northern immigrants than Southern slaves. Visualization: Three worker experiences: Southern slaves (no choice) vs. Hawaiian workers (some choice + hope) vs. Northern immigrants (choice + opportunity) Hawaiian workers = closer to Northern immigrants than to slaves Reading Strategy Insight: The two "although" clauses acknowledge similarities while emphasizing the more important differences. This is sophisticated but not confusing.
Takaki sees the key to this experience in an emerging sense of class identity within the Hawaiian labor force, superseding and transcending (although not obliterating) ethnicity.	What it says: Takaki thinks the most important thing about Hawaiian workers was that they started thinking of themselves as a working class, which became more important than their ethnic differences (though ethnicity didn't disappear completely). What it does: States Takaki's main thesis about what made Hawaiian workers different Source/Type: Takaki's central argument Connection to Previous Sentences: This explains WHY Hawaiian workers were "more like" Northern immigrants (from sentence 6). This is Takaki's core insight that explains everything we've heard so far. Visualization: Hawaiian workers: Start with separate ethnic groups (Chinese, Japanese, Korean, Filipino) → Gradually develop shared identity as "workers" → Class identity becomes stronger than ethnic separation What We Know So Far: Hawaiian plantations developed post-Civil War, workers had more choice than slaves, and developed class consciousness across ethnic lines Reading Strategy Insight: This sentence gives us Takaki's main point. Everything before built to this, everything after will support this.
Crucial steps in his construction of this sequence are the plantation strikes of 1909 and 1920, described as revolts against paternalism.	What it says: Takaki uses two strikes (1909 and 1920) as key evidence for his argument about workers developing class identity. He calls these strikes rebellions against paternalistic control. What it does: Introduces the main evidence Takaki uses for his thesis Source/Type: Takaki's methodology and interpretation Connection to Previous Sentences: This provides concrete evidence for the "emerging sense of class identity" from sentence 7. We're getting the proof for the theory. Visualization: Timeline of class consciousness: 1909 strike → 1920 strike → Shows progression of workers uniting across ethnic lines What We Don't Know Yet: Details about what happened in these strikes, what "paternalism" means specifically Reading Strategy Insight: The phrase "crucial steps in his construction" signals we're about to get detailed evidence. Prepare for examples, not new theories.
Not only were low wages at issue, but also enforced dependency under planter control in the villages and the prevalence of "good behavior" bonus systems in lieu of a generalized wage scale.	What it says: The strikes weren't just about low pay, but also about planters controlling workers' lives in company towns and using "good behavior" bonuses instead of regular wage increases. What it does: Explains what "paternalism" meant in practical terms Source/Type: Historical details about strike issues Connection to Previous Sentences: This defines "revolts against paternalism" from sentence 8. Another helpful clarification of a potentially confusing term. Visualization: Paternalistic control = Low wages + Company controls where you live + Bonuses for "good behavior" instead of fair wages Reading Strategy Insight: Feel relieved here - this is explanation, not new complexity. The author is showing us what paternalism looked like in practice.
In 1909 the Japanese, by then the largest single component of the labor force, went on strike by themselves, without attempting to enlist other ethnic groups.	What it says: In 1909, Japanese workers (who made up the biggest group) struck alone without trying to get other ethnic groups to join them. What it does: Provides specific details about the first strike Source/Type: Historical fact Connection to Previous Sentences: This gives concrete details about one of the "crucial steps" from sentence 8. We're getting the story of how class consciousness developed. Visualization: 1909: Japanese workers (largest group) strike alone \| Other ethnic groups (smaller groups) stay working Reading Strategy Insight: This sets up a contrast - we expect the 1920 strike to show different behavior (more unity)
In 1920, by contrast, there were 8,300 Filipino and Japanese strikers—77 percent of the entire plantation work force.	What it says: In 1920, both Filipino and Japanese workers struck together, making up 8,300 people or 77% of all plantation workers. What it does: Shows the dramatic change between the two strikes Source/Type: Historical fact with specific statistics Connection to Previous Sentences: This contrasts directly with sentence 10, showing the progression from ethnic separation (1909) to cross-ethnic unity (1920). This is exactly the evidence for "emerging class identity" that Takaki promised. Visualization: 1909: One ethnic group strikes alone vs. 1920: Multiple ethnic groups unite = 8,300 workers = 77% of workforce Reading Strategy Insight: Perfect evidence for Takaki's thesis! The numbers make the change dramatic and clear.
Both strikes failed in the formal sense, yet both led to major concessions from the planters.	What it says: Technically both strikes didn't achieve their official goals, but both forced the plantation owners to make important compromises. What it does: Clarifies the outcomes of both strikes Source/Type: Historical assessment Connection to Previous Sentences: This completes the story of the strikes from sentences 10-11. Shows that even "failed" strikes had real impact. Visualization: Both strikes: Official goals not met BUT planters forced to give concessions = partial victory Reading Strategy Insight: The "yet" structure shows that apparent failure was actually meaningful success
In Takaki's interpretation, these mass engagements registered the emerging dominance of a shared class identification over the plural and divisive identities imposed by separate ethnic histories.	What it says: According to Takaki, these big strikes proved that workers' shared class identity was becoming stronger than the ethnic divisions that had separated them historically. What it does: Restates Takaki's main thesis using the strike evidence Source/Type: Takaki's interpretation/conclusion Connection to Previous Sentences: This directly connects back to sentence 7 ("emerging sense of class identity") using the evidence from sentences 8-12. This is NOT new information - it's the payoff that ties everything together. Visualization: Ethnic divisions (separating force) vs. Class identity (uniting force) → Class identity wins → Evidence = unified strikes Reading Strategy Insight: Feel confident! This restates the main argument with proof. We've come full circle with evidence.
Thus 1920 pointed predictively to the successful unionization movement immediately after the Second World War that would bring planter hegemony in the islands substantially to a close.	What it says: Therefore, the 1920 strike predicted the successful union movement after World War II that largely ended planter control in Hawaii. What it does: Extends Takaki's argument to show long-term consequences Source/Type: Takaki's historical interpretation Connection to Previous Sentences: This shows the ultimate result of the "emerging class identity" process. The "Thus" signals this is a logical conclusion, not a new topic. Visualization: Historical progression: 1909 (ethnic separation) → 1920 (cross-ethnic unity) → Post-WWII (successful unions) → End of planter control What We Know Now: Takaki's complete argument about how Hawaiian workers developed class consciousness that eventually ended planter dominance Reading Strategy Insight: This completes Takaki's historical narrative. We understand his full argument from similarities to differences to evidence to long-term impact.

2. Passage Summary:

Author's Purpose:

To explain how a researcher (Takaki) studied Hawaiian plantation workers and discovered they developed a shared working-class identity that eventually helped end plantation control in Hawaii.

Summary of Passage Structure:

In this passage, the author walks us through Takaki's research findings and argument in a logical sequence:

First, the author introduces Takaki's study comparing Hawaiian plantations to the pre-Civil War South, showing they had important similarities like white control and unfree labor.
Next, the author explains that Takaki also found key differences - Hawaiian workers had more choice and developed more like Northern immigrants than Southern slaves.
Then, the author presents Takaki's main argument that Hawaiian workers gradually developed a shared working-class identity that became stronger than ethnic divisions, using two strikes (1909 and 1920) as proof.
Finally, the author shows how this class consciousness led to successful unions after World War II that ended plantation owner control.

Main Point:

Hawaiian plantation workers were different from Southern slaves because they gradually learned to see themselves as a united working class rather than separate ethnic groups, and this unity eventually gave them the power to challenge and defeat plantation owner control.

1. Question Analysis:

The question asks what we can infer about Chinese and Korean laborers specifically in Hawaii in 1920. This requires us to look for direct information or logical inferences about these two ethnic groups during that specific time period.

Connecting to Our Passage Analysis:

From our passage analysis, we know that:

The 1920 strike involved 8,300 Filipino and Japanese strikers, representing 77% of the entire plantation workforce
Chinese, Japanese, Koreans, and Filipinos were all mentioned as groups that came to Hawaii under economic duress
The passage focuses on the progression from ethnic separation (1909) to cross-ethnic unity (1920)
Japanese were described as "the largest single component of the labor force" by 1909

Prethinking:

Since Filipino and Japanese strikers made up 77% of the workforce in 1920, this means that Chinese and Korean workers (along with any other non-striking groups) comprised less than 23% of the total workforce. The passage doesn't explicitly state whether Chinese and Korean workers participated in the strike, but the mathematical inference is clear: if two ethnic groups (Filipino and Japanese) represented 77% of workers, then all other groups combined (including Chinese and Korean) must represent less than 25% of the workforce.

Answer Choices Explained

They were not called upon to join the plantation strike.

Why It's Wrong:

The passage doesn't state that Chinese and Korean laborers were excluded from strike calls
The focus is on which groups actually participated, not on whether others were invited
This creates an assumption not supported by textual evidence

Common Student Mistakes:

Did the passage say Chinese and Korean workers were deliberately excluded?
→ No, it only states which groups did participate, not who was or wasn't invited
Can we assume non-participation means they weren't asked?
→ No, there could be many reasons for non-participation beyond not being called upon

They made up less than a quarter of the plantation labor force.

Why It's Right:

The passage states that Filipino and Japanese strikers totaled 8,300 workers, representing 77% of the entire plantation workforce
This means all other ethnic groups combined (including Chinese and Korean workers) made up less than 23% of the workforce
Since a quarter would be 25%, Chinese and Korean workers definitively comprised less than a quarter

Key Evidence: "In 1920, by contrast, there were 8,300 Filipino and Japanese strikers—77 percent of the entire plantation work force."

They had arrived more recently than had Japanese and Filipino laborers.

Why It's Wrong:

The passage doesn't provide specific arrival dates for different ethnic groups
We only know that Japanese were "the largest single component" by 1909
Timing of arrival is not discussed in relation to the 1920 events

Common Student Mistakes:

Does the passage give us immigration timelines for each group?
→ No, it focuses on labor organization, not arrival chronology
Can we infer arrival order from group sizes in 1920?
→ No, group size could be affected by many factors beyond arrival timing

Their decision not to strike was arrived at through collective action.

Why It's Wrong:

The passage doesn't mention Chinese and Korean workers making any collective decision about the strike
There's no evidence of organized decision-making by these groups regarding strike participation
This assumes facts not present in the passage

Common Student Mistakes:

Does non-participation automatically mean collective decision-making?
→ No, absence from the strike could result from individual choices or other factors
Are we told anything about how Chinese and Korean workers organized themselves?
→ No, the passage only details Japanese and Filipino organization

Their actions were motivated more by political than by economic considerations.

Why It's Wrong:

The passage clearly states that strikes were about economic issues: "low wages," "enforced dependency," and bonus systems
Political motivations are not mentioned as driving factors for any ethnic group
The strikes are described as "revolts against paternalism," which was an economic control system

Common Student Mistakes:

Were the 1920 strikes primarily political movements?
→ No, they focused on wages, working conditions, and economic independence
Does "paternalism" refer to political control?
→ No, the passage defines it in terms of economic dependency and wage control systems

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